College of Medicine & Dentistry

Semagn Abate

Doctor of Philosophy (Health)
semagn.abate@my.jcu.edu.au

Fahmida Begum Mina

Doctor of Philosophy (Medical, Molecular and Veterinary Sciences)
fahmidabegum.mina@my.jcu.edu.au

Hannah Woodall

Doctor of Philosophy (Medical, Molecular and Veterinary Sciences)
hannah.woodall@my.jcu.edu.au

Jessica Scott

Doctor of Philosophy (Medical, Molecular and Veterinary Sciences)
jessica.scott2@jcu.edu.au

Brittany Moller

Doctor of Philosophy (Health)
brittany.moller@my.jcu.edu.au

Amanda Mackay

Rural Pharmacy Liaison Officer
amanda.mackay@jcu.edu.au

Nathan Dawes

Associate Dean, Learning and Teaching
nathan.dawes@jcu.edu.au

Donald Whaleboat

Associate Dean, Aboriginal and Torres Strait Islander Health
donald.whaleboat@jcu.edu.au

Anna Kokavec

Senior Lecturer, Medical Education, Student Support and Professional Practice
anna.kokavec@jcu.edu.au

Aaron Hollins

Head, School of Rural and Remote Health
aaron.hollins@jcu.edu.au

An evaluation of resilience in medical students on rural rotations

Jane Harte - College of Medicine & Dentistry

12 Jan 2025 - 17 Dec 2027

Resilience, defined as the ability to adapt and recover from stress, adversity, and challenges, is an essential attribute for medical students and professionals (Fletcher & Sarkar, 2013). It serves as a critical factor in sustaining mental well-being, maintaining academic performance, and preventing burnout in the demanding context of medical training (McKinley et al., 2019; Tempski et al., 2015). The pathway to becoming a doctor is marked by a significant academic workload, emotional challenges, and high expectations, all of which contribute to heightened stress levels (Dyrbye et al., 2014). Rural clinical rotations are integral to many medical training programs, and offer students unique learning experiences and exposure to a diverse patient population. often present distinct challenges, such as isolation from peer support and limited resources, which can influence students' mental health and overall resilience (McGrail et al., 2017). While these experiences can enhance clinical skills and encourage a commitment to rural practice (Sen Gupta et al., 2013), they may also place additional stress on students that can impact their resilience (Wearne & Baker, 2012). Previous studies have suggested that rural experiences can contribute positively to resilience by fostering adaptability, independence, and confidence - qualities that contribute to a doctor's ability to manage complex situations effectively (Smith et al., 2018). However, the intensity and unfamiliarity of rural placements can also heighten emotional and psychological stress (Johnson & Wright, 2021). While some students thrive in these environments, others may experience heightened stress that challenges their coping mechanisms (MacLeod et al., 2021). Understanding these varied outcomes is essential for developing strategies to support medical students and ensure their well-being throughout their training. Measurement of resilience in medical education research has often relied on validated tools such as the Connor-Davidson Resilience Scale (CD-RISC). The CD-RISC has been widely used due to its comprehensive assessment of resilience, covering aspects like perseverance, confidence under pressure, and adaptability (Connor & Davidson, 2003; Campbell-Sills & Stein, 2007). This study aims to investigate the impact of rural clinical rotations on the resilience of medical students at James Cook University across different training stages (2nd, 4th, and 6th years). Such insights are invaluable for shaping medical curricula that promote psychological resilience, enhance academic performance, and support retention in rural healthcare practices. By identifying how resilience changes throughout these rotations, medical schools can tailor interventions that strengthen students' coping mechanisms, ultimately contributing to their long-term professional and personal development. Objectives • To measure and compare the levels of resilience in 2nd, 4th, and 6th-year medical students before and after their rural clinical rotations. • To assess any correlations between changes in resilience and year of study or demographic variables (e.g., age, gender, prior rural experience).

Broadening an understanding of learners who think differently in medical education

Jane Harte - College of Medicine & Dentistry

01 Jul 2025 - 08 Aug 2025

A reflective study of catering for diversity of learning styles in medical training.