en آموزش پزشکی Medical Education مروری Review <p class="PDq2pG_selectionAnchorContainer" data-end="392" data-start="0"><span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:14px;"><strong data-end="27" data-start="0">Background & Objective:</strong> 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.<span aria-hidden="true" class="PDq2pG_selectionAnchor"></span></span></span></span></p> <p data-end="828" data-start="394"><span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:14px;"><strong data-end="418" data-start="394">Materials & Methods:</strong> 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.</span></span></span></p> <p data-end="1561" data-start="830"><span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:14px;"><strong data-end="842" data-start="830">Results:</strong> 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: <strong data-end="1455" data-start="1374">Meta-attitude, Meta-capability, Self-determination, and Higher-Order Thinking</strong>. In the final stage, repeated review and team discussions refined and finalized the conceptual framework.</span></span></span></p> <p data-end="2008" data-start="1563"><span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:14px;"><strong data-end="1579" data-start="1563">Conclusions:</strong> 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.</span></span></span></p> resilience, medical educators, medical education, crisis, faculty development, conceptual framework 0 0 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-3485-1&slc_lang=en&sid=1 Shahram Yazdani shahram.yazdani@yahoo.com 5300319475328460038717 5300319475328460038717 No The National Center for Strategic Research in Medical Education (NASR), Tehran, Iran Poorandokht Afshari poafshari@gmail.com 5300319475328460038718 5300319475328460038718 Yes The National Center for Strategic Research in Medical Education (NASR), Tehran, Iran Snor Bayazidi snor.bayazidi@gmail.com 5300319475328460038719 5300319475328460038719 No Department of Electronic learning, medicine school, Tehran University of Medical Sciences, Tehran, Iran