El síndrome del impostor: un desafío para la formación de estudiantes de medicina veterinaria:

Abstract

Introduction: Impostor Syndrome (IS) is a psychological phenomenon that affects an individual’s self-recognition of their skills and abilities. Individuals who experience it tend to attribute their achievements to chance or external factors, minimizing their own worth in comparison with others. In educational contexts, this perception can negatively affect students’ emotional well-being and academic performance. Objective: To characterize the manifestation of Impostor Syndrome in first-year students of the National Training Program (PNF) in Veterinary Medicine by exploring emotional factors such as self-esteem and self-criticism, as well as academic variables such as perfectionism and perceived achievement. Methodology: A mixed-methods approach was applied. The quantitative phase used the Clance Impostor Phenomenon Scale (CIPS), while the qualitative phase employed a personal SWOT analysis (strengths, weaknesses, opportunities, and threats) through focus groups. Results: Three theoretical categories emerged from the qualitative analyses: Insecurities, characterized by severe self-criticism and fear of external judgment; Challenges, associated with maladaptive perfectionism that generated anxiety about making mistakes; and Aspirations, where high professional goals coexisted with doubts about one’s own competence. It was also found that 55.9% of participants experienced stress due to self-imposed pressure, linking emotional insecurity with a distorted perception of academic success. Conclusions: Impostor Syndrome affects emotional stability and students’ academic performance. Therefore, it is recommended to implement support strategies and mentoring systems aimed at strengthening self-esteem and mitigating adverse consequences during professional development.