The role of psychological resilience in shaping the professional readiness of medical students

Abstract

Abstract: Objective. The study aims to substantiate the importance of psychological resilience as a key factor in the success of the educational process among medical university students, identify the leading factors in its formation, and analyse pedagogical strategies capable of ensuring its development in the current conditions of medical education. Methods. Analytical and comparative approaches were used to study scientific literature, including systematic reviews, experimental studies, and conceptual models published between 2010 and 2025. To achieve the goal, a critical analysis of sources in pedagogy, psychology, and medical education was conducted, highlighting the relationship between student resilience, burnout risk, academic performance, and professional development. Results. Psychological resilience was found to be a dynamic, multi-component phenomenon that integrates individual, social, and organisational factors. It was proven that a high level of resilience is associated with a lower risk of emotional exhaustion, better academic performance, and greater motivation to learn. It has been established that the most effective strategies are comprehensive ones that combine individual interventions (mindfulness, self-regulation techniques, cognitive-behavioural approaches) and systemic changes (optimisation of curricula, mentoring support, creation of a positive educational climate). It is emphasised that the development of resilience in medical students cannot be a random process; it requires purposeful work at all levels of the educational system. Particular attention is paid to the role of teachers, who are the leading agents of change and create a favourable environment for the development of resilience. It has been found that existing studies are characterised by a lack of consistency in approaches to measuring resilience, a predominance of cross-sectional designs, and a lack of long-term multicentre intervention studies, which limits the generalisability of conclusions. Conclusions. The development of psychological resilience in medical students is a necessary condition for improving the quality of professional training, preventing burnout, and preserving the mental health of future doctors. A comprehensive approach that combines personal resources with institutional support provides the most tangible results. Further scientific research should be aimed at developing uniform methodological approaches to assessing resilience, long-term intervention studies, and adapting pedagogical models to different cultural and socio-economic contexts.