This scoping review explores educational interventions for imposter phenomenon (IP) in high-achieving healthcare professionals. IP is a psychological experience characterized by self-doubt and fear of failure despite achievements. It affects individuals in goal-oriented, high-achieving professions, including healthcare, and is linked to mental health issues, career challenges, and institutional concerns. The review aims to identify effective educational interventions to address IP. Seventeen studies were included, with most published since 2020 and focusing on healthcare professionals, students, and other high-achieving fields. The majority of studies involved female participants. Educational interventions included workshops, group discussions, coaching, and structured supervision. Themes for coping strategies included individual, peer-to-peer, and institutional approaches. Workshops with self-reflection and group exercises were the most common interventions. Coaching and structured supervision were also suggested. The review highlights the importance of institutional changes, such as promoting diversity, educating supervisors, and creating support networks, to address IP effectively. The review found that while many interventions showed positive outcomes, evaluations were often subjective and focused on short-term effects. Long-term and specialty-specific assessments are needed to measure the impact of interventions. The review emphasizes the need for a hybrid approach combining individual and group-based strategies to create a supportive environment for professionals dealing with IP. The study also notes the importance of gender-inclusive research and the need for more objective measures and longitudinal assessments. Institutional strategies, such as promoting diversity and inclusion, are crucial for addressing IP in healthcare and other industries. The review concludes that a combination of individual and group-based interventions, using individual, peer, and institutional strategies, can help create a supportive environment and promote the well-being and success of professionals experiencing IP.This scoping review explores educational interventions for imposter phenomenon (IP) in high-achieving healthcare professionals. IP is a psychological experience characterized by self-doubt and fear of failure despite achievements. It affects individuals in goal-oriented, high-achieving professions, including healthcare, and is linked to mental health issues, career challenges, and institutional concerns. The review aims to identify effective educational interventions to address IP. Seventeen studies were included, with most published since 2020 and focusing on healthcare professionals, students, and other high-achieving fields. The majority of studies involved female participants. Educational interventions included workshops, group discussions, coaching, and structured supervision. Themes for coping strategies included individual, peer-to-peer, and institutional approaches. Workshops with self-reflection and group exercises were the most common interventions. Coaching and structured supervision were also suggested. The review highlights the importance of institutional changes, such as promoting diversity, educating supervisors, and creating support networks, to address IP effectively. The review found that while many interventions showed positive outcomes, evaluations were often subjective and focused on short-term effects. Long-term and specialty-specific assessments are needed to measure the impact of interventions. The review emphasizes the need for a hybrid approach combining individual and group-based strategies to create a supportive environment for professionals dealing with IP. The study also notes the importance of gender-inclusive research and the need for more objective measures and longitudinal assessments. Institutional strategies, such as promoting diversity and inclusion, are crucial for addressing IP in healthcare and other industries. The review concludes that a combination of individual and group-based interventions, using individual, peer, and institutional strategies, can help create a supportive environment and promote the well-being and success of professionals experiencing IP.