This scoping review explores educational interventions designed to address the Imposter Phenomenon (IP) in high-achieving professionals, particularly in healthcare. IP is characterized by feelings of intellectual fraudulence and self-doubt, which can have significant impacts on physical and mental health, career progression, and institutional diversity. The review adheres to the JBI methodology and PRISMA-ScR guidelines, searching multiple databases and grey literature without time constraints. Seventeen articles were included, with a majority originating from the USA and published since 2020. Ten studies focused on healthcare professionals and students, with a higher proportion of female participants. The most popular educational interventions were workshops, followed by coaching and structured supervision. Three themes emerged for coping strategies: individual, peer-to-peer, and institutional. The review highlights the importance of group and individual interventions, institutional changes like diversity promotion, and supervisor education in addressing IP. However, the evaluation methods were often subjective and short-term, limiting the robustness of the findings. Future research should focus on gender-inclusive studies, longitudinal assessments, and high-quality methodologies to better understand and address IP in healthcare and other high-achieving professions.This scoping review explores educational interventions designed to address the Imposter Phenomenon (IP) in high-achieving professionals, particularly in healthcare. IP is characterized by feelings of intellectual fraudulence and self-doubt, which can have significant impacts on physical and mental health, career progression, and institutional diversity. The review adheres to the JBI methodology and PRISMA-ScR guidelines, searching multiple databases and grey literature without time constraints. Seventeen articles were included, with a majority originating from the USA and published since 2020. Ten studies focused on healthcare professionals and students, with a higher proportion of female participants. The most popular educational interventions were workshops, followed by coaching and structured supervision. Three themes emerged for coping strategies: individual, peer-to-peer, and institutional. The review highlights the importance of group and individual interventions, institutional changes like diversity promotion, and supervisor education in addressing IP. However, the evaluation methods were often subjective and short-term, limiting the robustness of the findings. Future research should focus on gender-inclusive studies, longitudinal assessments, and high-quality methodologies to better understand and address IP in healthcare and other high-achieving professions.