Qualitative descriptive study reveals key institutional factors influencing resilience in undergraduate medical students, highlighting the need for supportive learning environments.
Resilience is an essential attribute for medical students to manage academic demands and sustain well-being during training. While resilience has traditionally been studied at the individual level, less attention has been given to institutional factors that shape its development. This study explored the institutional factors contributing to resilience among undergraduate medical students. A qualitative descriptive study was conducted with 55 participants, including 45 medical students and 10 faculty and administrative staff. Data were collected through four focus group discussions and individual interviews, transcribed verbatim, and analysed using reflexive thematic analysis. Six themes were identified: learning environment, support systems, extracurricular activities, academics, financial barriers, and faculty role. Findings indicated that supportive institutional environments enhanced resilience, while academic pressure and financial constraints undermined students’ well-being. Institutional factors play a central role in shaping medical students’ resilience. Strengthening supportive learning environments and institutional support systems may enhance student well-being and academic success.
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Azim et al. (2026) studied this question.
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