Tyra Fainstad, MD, Associate Professor of Medicine, University of Colorado School of Medicine.
Dr. Fainstad is an Associate Professor of Medicine at the University of Colorado and a practicing primary care physician. She serves as the Resident Director for internal medicine learners at Lowry Internal Medicine. Her scholarly interests include learner-centered feedback, assessment bias, and fostering psychologically safe educational environments.
In addition to her academic and clinical roles, she is a certified professional life coach and co-director of Better Together Physician Coaching, an online group coaching program for physicians. A self-described recovering approval addict, she is passionate about helping doctors and learners shift from seeking external praise to embracing inner validation. Her purpose is to create space for authenticity, growth, and meaningful change.
In this episode we learn what defines impostor phenomenon, how to recognize it in our learners, and strategies you can share with your learners to help them manage it. Dr. Fainstad will be sharing her wisdom about the characteristics and impact of impostor phenomenon and offering powerful strategies that educators can use to help learners manage it.
Resources:
Citations:
Dyrbye LN, Shanafelt TD, Gill PR, Satele DV, West CP. Effect of a Professional Coaching Intervention on the Well-being and Distress of Physicians: A Pilot Randomized Clinical Trial. JAMA Intern Med. August 2019. doi:10.1001/jamainternmed.2019.2425
Rock, D. “Managing with the Brain in Mind” Strategy and Business. Issue 56. 2009. https://www.academia.edu/13435526/Managing_with_the_Brain_in_Mind_by_David_Rock. Accessed August 9, 2021.
Edmondson AC. The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. 1st ed. Wiley; 2018.
Hunt JLM. Unlocking Your Authentic Self: Overcoming Impostor Syndrome, Enhancing Self-Confidence, and Banishing Self-Doubt. 1st ed. 2020
Bynum WE, Haque TM. Risky Business: Psychological Safety and the Risks of Learning Medicine. J Grad Med Educ. 2016;8(5):780-782.
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