Towards an understanding of resilience and its relevance to medical training

Abstract

OBJECTIVES This article explores the concept of resilience and its potential relevance to medicine. It also looks at the dimensions of resilience and its ethical importance for effective professional practice, and considers whether a focus on resilience might be useful in medical training.METHODS An applied literature search was conducted across the domains of education, ethics, psychology and sociology to answer the research question: 'What is resilience and what might it mean for professional development in medical education?' This article predominantly considers the findings in relation to training in undergraduate and postgraduate settings, although the literature is wide-ranging and findings may be applicable elsewhere.RESULTS Resilience is a dynamic capability which can allow people to thrive on challenges given appropriate social and personal contexts. The dimensions of resilience (which include self-efficacy, self-control, ability to engage support and help, learning from difficulties, and persistence despite blocks to progress) are all recognised as qualities that are important in clinical leaders. Much of what is deemed good practice in modern pedagogical approaches to medical training may support the development of resilience in adulthood, but this concept has rarely been used as a goal of professional development. More research is needed on the ways in which resilience can be recognised, developed and supported during and after clinical training.

The relationship between levels of resilience and coping styles in chiropractic students and perceived levels of stress and well-being

“…The dynamic nature of resilience sets it apart from other related psychologic traits, such as ''hardiness'' or ''mental toughness.'' 18 It has been shown to be protective from depression, other dimensions of distress, and tends to result in higher quality of life levels. 19 Dyrbye et al 19 found that health profession students with higher levels of resilience were more likely to create a collaborative learning environment, be part of good social support networks, and be better scaffolded by faculty members' involvement in their studies, but less likely to be engaged in employment during the course.…”

Review of Grit and Resilience Literature within Health Professions Education

“…These include admitting students with interpersonal strengths that can be further developed in training, requiring reflection, creating a safe environment for failure, providing mentorship, and encouraging stress release. 31 Oliver, however, argues that resilience, like many other skills, must be developed on the job and that no amount of training in schools will increase it. 44 Some authors have discussed the role that schools can play in developing protective factors.…”

Healing environments that facilitate medical student training: from urban to rural settings

“…Resilience has been defined as the ability of an individual to respond to stress in a healthy, adaptive way 7 and to meet problems as opportunities for growth 8 . Resilient students believe that what they do can have a positive impact on a situation 9 , and this was reflected in the experience of students in this setting.…”