Title:
Evaluating the Medical Professional Resilience Scale (MERS) Among Undergraduate Medical Students at Defence Services Medical Academy (DSMA)

Authors:
Ye Phyo Aung, Tun Tun Naing, Tayzar Hein, Zaw Phyo, Pyi Hein Kyaw, Zin Min Htike, Khun Tun Hlaing & Khin Aung Htun, Myanmar

Abstract:

Background: Resilience is a crucial attribute for medical students to effectively manage the emotional and intellectual challenges of their education.  The Medical Professional Resilience Scale (MERS) was developed to assess resilience specifically among healthcare workers.  It is based on the Integrated Resilience Model (IRM). Nonetheless, the efficacy of this approach among medical students, particularly in culturally distinct regions such as Myanmar, has not been well examined.  

Objective: The objective of this study was to validate the MERS among undergraduate students at DSMA and to examine the evolution of resilience as students go through several academic levels and domains, including Growth, Control, Involvement, and Resourcefulness.

Methods: Between July and December 2024, DSMA executed a cross-sectional descriptive research.   A total of 298 medical students from various academic years participated.   The MERS questionnaire was sent together with details of the respondents.   It analyzed the data using SPSS, including descriptive statistics, chi-square tests, and likelihood ratio analysis.

Results: The majority of students achieved scores in the Established and Exceptional categories across all domains.   Growth was robust at 62.1% (Exceptional), however there was little variance across years (p = 0.118).   Control (p = 0.019) and Involvement (p = 0.005) were statistically significant variables influencing academic achievement.  This indicates that the individual have sufficient emotional maturity to regulate their feelings and engage in their professional responsibilities.   A modest but notable trend in resourcefulness was seen (Likelihood Ratio p = 0.046), indicating that individuals need assistance early to effectively develop coping skills.

Discussion: As students go through medical school, their resilience associated with control and involvement increases, perhaps due to enhanced clinical experience and the development of their identities.   However, personality may have a greater influence on traits such as growth than the curriculum.   The findings indicate that MeRS may be used in collegiate environments and that resilience is a characteristic that can be cultivated and enhanced.

Conclusion: The MERS was effective in assessing the resilience of DSMA students. Clinical experience enhances students' resilience, especially with decision-making and participation.   To enhance resourcefulness, it is important to modify the curriculum and establish support structures at the institutional level. MERS is a practical and effective instrument that enhances the resilience of medical training in a manner that is applicable to real-world scenarios.

DOI: http://dx.doi.org/10.51505/ijmshr.2025.9501