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Abstract

Purpose: Medical training imposes significant stress on students, often leading to burnout, anxiety, and/or diminished quality of life (QoL). Resilience has been identified as a critical factor in mitigating these challenges. However, there is limited research examining how stress and resilience interact to shape QoL in undergraduate medical students. This study expands upon Lazarus and Folkman’s Transactional Model of Stress and Coping by introducing a synthesized framework that integrates resilience as both a mediator and moderator of stress, advancing the understanding of these relationships.

Methods: A cross-sectional study was conducted among 194 first- and second-year medical students at a private Egyptian university. The Perceived Stress Scale (PSS), Brief Resilience Scale (BRS), and Professional Quality of Life Scale (ProQoL) were used to measure stress, resilience, and QoL. Statistical analyses were used to examine the relationships between these variables, with demographic factors such as gender, academic level, and living arrangements considered.

Results: High stress levels (mean PSS score: 25.6 ± 5.79) and moderate resilience (mean BRS score: 3.02 ± 0.65) were seen, with 51% of students experiencing significant stress. Female students and those living away from home reported lower resilience. The synthesized framework revealed that resilience acts as both a buffer against stress and a mechanism that enhances QoL, transforming stress into opportunities for adaptation and growth.

Conclusion: The synthesized framework provides a novel lens to understand the dynamic interplay of stress, resilience, and QoL. It reimagines QoL as a feedback mechanism that fosters resilience, creating a reinforcing cycle of well-being. This advancement in theory underscores the importance of resilience-building interventions, such as mindfulness training, peer support, and institutional reforms, to support medical students’ well-being and academic success.

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