TY - JOUR
T1 - Building resilient health professions education in fragile contexts
T2 - AMEE guide No. 182
AU - Taha, Mohamed Hassan
AU - Wadi, Majed
AU - Gaffar, Abdelrahim Mutwakel
AU - Mahgoub, Esra Abdallah Abdalwahed
AU - Alfakhry, Ghaith
AU - Taylor, David
AU - Abdalla, Mohamed Elhassan
N1 - Publisher Copyright:
© 2026 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2026/1/10
Y1 - 2026/1/10
N2 - Health Professions Education (HPE) cannot rely on assumptions of stability. Fragile contexts–wars, disasters, political upheaval, and systemic weakness–disrupt teaching and learning, assessment, accreditation, and the well-being of learners and faculty. This AMEE Guide provides a framework for building resilient HPE that survive crises and use them as opportunities for reform. The Guide identifies three types of fragility and explores their impact on institutions, human capital, clinical training, and social accountability. To boost resilience, the guide recommended adaptive strategies that include creating crisis management committees, implementing modular and competency-based curricula, allowing credit transfers for displaced learners, and incorporating tailored training programs. For curriculum delivery innovations range from hybrid and low-tech methods to peer-assisted approaches, diaspora involvement, and community-based services. A practical model for fair and feasible assessment in disrupted environments is suggested, with a focus on outcomes, flexibility, and cross-border recognition for rethinking accreditation and quality assurance. Systems thinking underpins the Guide, highlighting how destructive cycles such as brain drain can erode capacity, while virtuous cycles–driven by technology adoption, partnerships, and community integration–can foster recovery and growth. The guide also calls on educators, institutional leaders, and policymakers to move from reactive responses to proactive preparedness.
AB - Health Professions Education (HPE) cannot rely on assumptions of stability. Fragile contexts–wars, disasters, political upheaval, and systemic weakness–disrupt teaching and learning, assessment, accreditation, and the well-being of learners and faculty. This AMEE Guide provides a framework for building resilient HPE that survive crises and use them as opportunities for reform. The Guide identifies three types of fragility and explores their impact on institutions, human capital, clinical training, and social accountability. To boost resilience, the guide recommended adaptive strategies that include creating crisis management committees, implementing modular and competency-based curricula, allowing credit transfers for displaced learners, and incorporating tailored training programs. For curriculum delivery innovations range from hybrid and low-tech methods to peer-assisted approaches, diaspora involvement, and community-based services. A practical model for fair and feasible assessment in disrupted environments is suggested, with a focus on outcomes, flexibility, and cross-border recognition for rethinking accreditation and quality assurance. Systems thinking underpins the Guide, highlighting how destructive cycles such as brain drain can erode capacity, while virtuous cycles–driven by technology adoption, partnerships, and community integration–can foster recovery and growth. The guide also calls on educators, institutional leaders, and policymakers to move from reactive responses to proactive preparedness.
KW - accreditation
KW - assessment
KW - curriculum adaptation
KW - fragile contexts
KW - fragility
KW - Health professions education
KW - resilience
KW - social accountability
KW - system thinking
KW - teaching and learning
UR - https://www.scopus.com/pages/publications/105028014676
U2 - 10.1080/0142159X.2025.2606070
DO - 10.1080/0142159X.2025.2606070
M3 - Article
C2 - 41518039
AN - SCOPUS:105028014676
SN - 0142-159X
JO - Medical Teacher
JF - Medical Teacher
ER -
