THE ACADEMIC RESILIENCE OF UNDERGRADUATE STUDENTS IN QATAR UNIVERSITY HEALTH SECTOR

Abstract

Resilience is the ability to bounce back after facing adversity and adapting to challenges and in the context of education, it is indicated as academic resilience. There is lack of studies about health professions academic resilience in Qatar. We aimed to assess the level of academic resilience of Qatar University Health Sector undergraduate students and exploring factors impacting students. Explanatory sequential mixed-method research with phase I quantitative study included a self-administered online survey utilizing the validated academic resilience scale 30 (ARS-30). The phase II qualitative study included virtual one-to-one semi-structured interviews. Descriptive and inferential statistics were used to determine the ARS-30 scores, sub-scales, and demographics. The qualitative data were analyzed through thematic analysis utilizing inductive-deductive coding mapped to the conceptual model of resilience. The students reported moderated to high academic resilience. Male, junior, pharmacy or health sciences, and high cGPA students had higher academic resilience, but not significantly. Qatari students exhibited significantly lower academic resilience, driven by the negative affect and emotional response subscale. This subscale also demonstrated both a significant association and a positive correlation with females compared to males. The thematic analysis of the interview codes mapped the conceptual model of resilience, and the main themes were adversities, threats, reserves, outcomes, and recommendations. Insights into academic resilience levels and the factors that impact them will help stakeholders develop future interventions that support students in the health professions.