Resumo

BARON, J  e  SHERWOOD, G. Learning from experience: Mitigating imposter phenomena in academia. Afr. J. Health Prof. Educ. (Online) [online]. 2024, vol.16, n.4, pp.115-116. ISSN 2078-5127.  https://doi.org/10.7196/AJHPE.2024.v16i4.1530.

The process of transitioning into new roles within academia often engenders a profound culture shock, accompanied by pervasive feelings of self-doubt and inadequacy, commonly referred to as impostor phenomenon. These sentiments persist despite the accumulation of years of education, experience and notable accomplishments. The impostor phenomenon exerts a detrimental influence, leading to elevated stress levels and burnout, reduced productivity and diminished job satisfaction among academic newcomers. These negative consequences, in turn, may hinder effective career planning, dampen motivation for leadership roles and impede the full development of an academic identity. This paper presents a personal narrative describing the author's experience of navigating the foreign and uncertain academic environment during their transition. The narrative explores a range of strategies employed to combat the impostor phenomenon, including heightened self-awareness, mentorship relationships, support from institutional networks, solicitation of recognition and feedback, active pursuit of professional development and the cultivation of self-compassion. Recognising the pervasive impact of impostor phenomenon, this narrative underscores the importance of providing robust support structures for new academics. Such support systems hold the potential to enhance retention rates and foster deeper engagement within the academic community, nurturing the formation of both personal and professional identities among emerging scholars.