Learning from the past: medical school experiences predict meaning in work and imposter phenomenon among residents

Abstract

Abstract Introduction Endeavors to bolster resident well-being may benefit from a greater understanding of how associated psychological states are shaped across various stages of medical education. To this end, the current study aimed to determine if perceived psychological safety and exposure to negative aspects of the hidden curriculum during medical school predicted meaning in work and imposter phenomenon among medical residents transitioning into their new programs. Methods All incoming residents at a multi-institutional hospital organization were administered a survey link via email as part of a larger set of studies. Participants in this specific study ( n = 237) completed measures assessing their perceptions of both positive and negative medical school experiences (i.e., psychological safety and hidden curriculum exposure) as well as their current feelings about themselves and their work (i.e., meaning in work and imposter phenomenon). Data collection took place during the summer of 2022. Results Perceptions of psychological safety during the last two years of medical school were positively related to meaning in work and negatively related to imposter phenomenon among incoming residents. Perceptions of exposure to negative aspects of the hidden curriculum predicted imposter phenomenon, but no link was observed between hidden curriculum exposure and meaning in work. Discussion Feelings related to previous learning environments (i.e., medical school) may still be relevant during the transition into residency. Next steps include exploring potential causal linkages between these variables as well as expanding the scope and operationalization of psychological states and experiences considered across time points during the medical training journey.

The authors' abstract, as published at the source. Psychology Health & Medicine, 2026 · DOI ↗