Background: The resilience of universities during wartime refers to their capacity to withstand, adapt to, and recover from the challenges posed by conflict situations. This includes the ability to maintain educational operations, protect academic integrity, safeguard faculty and student welfare, and support community needs despite disruptions. Aim: This qualitative research explores the resilience of Sudanese medical schools during wartime, focusing on various aspects of their operational frameworks, including curriculum, staffing, strategic planning, stakeholder support, and student support. Material and methods: This research utilizes Google Forms as a data collection tool. The study engaged a diverse sample of stakeholders, including faculty members, administrators, students, and healthcare professionals across different regions of Sudan. Through thematic analysis. Results and discussion: the findings highlight the multifaceted challenges faced by medical schools, such as disruptions in educational delivery, faculty short-ages, and the impact of violence on student mental health and educational engagement. Nevertheless, the research also uncovers examples of innovative strategic planning and adaptive measures, such as the shift to online learning modalities and partnership development with local and international organizations. Stakeholder support emerged as a critical factor in bolstering institutional resilience, facilitating resource mobilization, and ensuring continuity in educational practices. Ultimately, the study underscores the importance of resilience in medical education amidst conflict, offering insights that can inform policy and practice in similarly affected regions. Conclusions: The findings contribute to the broader discourse on educational continuity in crisis contexts, emphasizing the need for adaptive strategies and sustained support for both educators and students during periods of instability.
Cite this paper
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