Exploring Institutional factors of resilience in undergraduate medical training: a thematic inquiry into experiences of medical students

A qualitative descriptive study of undergraduate medical training identified six institutional themes that participants associated with resilience: the learning environment, support systems, extracurricular activities, academics, financial barriers and the faculty role. Supportive institutional environments were linked with stronger resilience, while academic pressure and financial constraints were associated with weaker student well-being. The study involved 55 participants: 45 medical students and 10 faculty and administrative staff members.

Researchers gathered data through four focus group discussions and individual interviews. The discussions and interviews were transcribed verbatim and analyzed with reflexive thematic analysis. This design examined experiences and perspectives; it did not quantify resilience or test whether particular institutional factors caused changes in student outcomes.

The six themes placed emphasis on the conditions surrounding medical education rather than treating resilience only as an individual attribute. Participants’ accounts indicated that supportive institutional environments enhanced resilience. The study’s broader conclusion was that institutional factors play a central role in shaping medical students’ resilience.

In contrast, academic pressure and financial constraints undermined well-being. These findings identify experiences reported within undergraduate medical training, but the qualitative design does not establish the magnitude of the relationships or demonstrate that strengthening support systems directly produces higher resilience, better academic performance or improved well-being over time. The authors concluded that strengthening supportive learning environments and institutional support systems may enhance student well-being and academic success.

That conclusion represents a potential implication of the inquiry rather than a tested intervention. Because the evidence came from interviews and focus groups with students, faculty and administrative staff, the results describe the participants’ experiences and the themes they raised. The study does not establish how consistently these themes occur among medical students in other institutions or countries.

Subject of Research: Institutional factors associated with resilience among undergraduate medical students

Article Title: Exploring Institutional factors of resilience in undergraduate medical training: a thematic inquiry into experiences of medical students

Article References: Azim, S. R., Roslan, N. S., Yusoff, M. S. B., Azfar, S. M., Nisar, M., & Adnan, N. (2026). Exploring institutional factors of resilience in undergraduate medical training: a thematic inquiry into experiences of medical students. BMC Psychology, 14(1), Article 1386. https://doi.org/10.1186/s40359-026-05360-1

Image Credits: AI Generated

DOI: 10.1186/s40359-026-05360-1

Keywords: medical education, student resilience, undergraduate medicine, institutional support, academic pressure, student well-being, financial barriers, qualitative research, thematic analysis, focus groups, Exploring, Institutional