Resilience Among Medical Educators During Crises: A Conceptual Framework Developed Through Narrative Synthesis

Summary: What helps educators cope with crises? A 60-study synthesis identified 12 resilience attributes; the proposed framework still needs testing. #MedicalEducation #Resilience

Yazdani S ; Afshari P ; Bayazidi S
Source: Journal of Medical Education Development Published:2026

Abstract

Background & Objective: Crises place large demands on medical educators, threatening educational continuity, teaching effectiveness, and professional well-being. Strengthening educator resilience is necessary for maintaining the quality of medical education under adverse conditions. This study aimed to develop an evidence-informed conceptual framework of resilience attributes for medical educators during crises to provide a foundation for practice-oriented guidance and faculty development. Materials & Methods: A narrative synthesis was conducted to identify and conceptually organize resilience-related concepts among medical science educators in crisis contexts. The synthesis was guided by the four-stage framework proposed by Popay et al. Relevant Persian-and English-language studies published between 1998 and 2026 were identified through a structured search, followed by title and abstract screening, full-text assessment, and methodological quality appraisal using the Joanna Briggs Institute (JBI) Critical Appraisal Checklists. Of 865 records identified, 60 studies met the eligibility and quality criteria and were included in the final synthesis. Resilience-related concepts were extracted, compared, grouped, and iteratively abstracted to identify common patterns and develop the conceptual framework. Results: During the first stage of the synthesis resilience-related concepts and descriptions were extracted from the included studies. In the second stage iterative comparison and conceptual refinement produced twelve resilience attributes: fostering tolerance and patience, promoting personal thriving, strengthening hardiness, developing meta-competencies, acquiring meta-skills, acquiring meta-knowledge, fostering self-authorisation, strengthening self-governance, enhancing autonomy, cultivating critical thinking, cultivating a caring mindset, and developing creative thinking. In the third stage these attributes were synthesized into four overarching concepts: Meta-attitude, Metacapability, Self-determination, and Higher-order thinking. During the final stage, repeated review and collaborative discussions improved conceptual coherence and strengthened the consistency of the framework. Conclusion: This study presents an evidence-informed conceptual framework that identifies key resilience attributes supporting medical educators during crises. The framework offers practical directions for strengthening educator resilience, promoting well-being, sustaining teaching quality, and improving educational outcomes. It may guide faculty development programs, institutional crisis preparedness initiatives, educational policy, and the design of practice-oriented interventions while providing a foundation for future empirical validation and implementation across diverse medical education settings. Despite favorable attitudes toward palliative care, the lack of knowledge, particularly in conceptual and psychological domains, should be addressed. The findings highlight the necessity of palliative care training in internal medicine residency programs. © 2026 Zanjan University of Medical Sciences.