Background & Objective: Crises create substantial challenges for medical educators that may negatively affect educational performance and professional well-being. Identifying evidence-informed resilience attributes can help sustain educational quality during such conditions. This study aimed to develop a conceptual framework of resilience attributes for medical educators during crises.

Materials & Methods: This study used a Narrative Synthesis approach to develop a conceptual framework intended to inform a practice-oriented guide. Relevant Persian and English studies published between 1998 and 2024 were identified, screened, and quality appraised; 60 studies were included. Through interpretive synthesis and conceptual abstraction, resilience attributes were identified and organized into overarching concepts.

Results: In the first stage of narrative synthesis, resilience-related concepts and descriptions were extracted from the included studies. In the second stage, these concepts were iteratively compared and synthesized into twelve resilience attributes: tolerance/patience, personal thriving, hardiness, meta-competencies, meta-skills, meta-knowledge, self-authorization, self-governance, autonomy, critical thinking, caring mindset, and creative thinking. In the third stage, these attributes were integrated into four overarching concepts: Meta-attitude, Meta-capability, Self-determination, and Higher-Order Thinking. In the final stage, repeated review and team discussions refined and finalized the conceptual framework.

Conclusions: This study provides an evidence-informed conceptual framework and practical directions for strengthening resilience among medical educators during crises. Application of these resilience attributes may support educator well-being, sustain teaching quality, and improve educational outcomes. The framework may also guide faculty development programs, crisis preparedness, and practice-oriented interventions in medical education.