ReviewAdvances in medical education and practice2026
A Systematic Review of Psychosocial Interventions for Enhancing Resilience in Medical Sciences Students.
Review in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background and Aims: Undergraduate medical sciences students experience substantial psychological distress due to demanding academic workloads and early clinical exposure, increasing their vulnerability to anxiety, depression, and burnout. This systematic review evaluates randomized controlled trials (RCTs) examining psychosocial interventions-including mindfulness-based programs, cognitive-behavioral strategies, acceptance-based therapies, and structured stress-management training-designed to enhance resilience among undergraduate medical sciences students. Methods: A comprehensive search of PubMed, Scopus, ISI Web of Science, ProQuest, Google Scholar, and Semantic Scholar identified studies published between January 2000 and April 2025. Results: 11 RCTs met inclusion criteria. Data extraction included participant characteristics, intervention type and duration, delivery format, and outcome measures. Methodological quality was assessed using the PEDro scale, and risk of bias was evaluated using the Cochrane RoB 2 tool. Conclusion: Across the included trials, psychosocial interventions demonstrated consistent positive effects on resilience, perceived stress, coping flexibility, and psychological well-being. Mindfulness-based programs-ranging from brief sessions to full 8-week MBSR courses-generally reduced distress, though shorter or peer-led formats produced mixed results. Cognitive-behavioral and stress-management interventions improved coping skills, emotional regulation, and self-efficacy. Acceptance and Commitment Therapy enhanced psychological flexibility, and structured resilience curricula such as the Penn Resilience Program yielded significant gains in resilience scores. Variability in intervention design, duration, and measurement tools limited comparability across studies. Overall, psychosocial interventions appear effective in enhancing resilience among undergraduate medical sciences students. Integrating structured, theory-based approaches into medical education may strengthen students' psychological health and academic functioning. Future research should prioritize standardized protocols, culturally sensitive adaptations, and long-term follow-up.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.