OBJECTIVES

The COVID-19 pandemic has exacerbated burnout among medical students, impacting their academic performance and well-being. Resilience, a protective factor against burnout, remains understudied in the context of blended learning for medical students. This study aimed to examine the correlation between resilience and burnout dimensions (emotional exhaustion, cynicism, and academic efficacy) among first- to third-year medical students at a private medical institution during the 20222023 academic year.

A correlational design was employed, utilizing the Connor-Davidson Resilience Scale-10 (CDRISC-10) and the Maslach Burnout Inventory-General Survey for Students (MBI-GS (S)). Sixty participants were randomly selected from the first-year to third year medical students .

High levels of emotional exhaustion (63.33%) and cynicism (56.67%) were observed, while 55% of students exhibited low resilience. Significant correlations included a negative low correlation between cynicism and resilience in first-year students (r = -0.480; p = 0.018), a negative moderate correlation between emotional exhaustion and resilience in second-year students (r = -0.571; p = 0.026), and a positive moderate correlation between academic efficacy and resilience in second-year students (r = 0.566; p = 0.028). Overall, a positive low correlation was found between academic efficacy and resilience (r = 0.375; p = 0.003).

Resilience mitigates burnout, particularly emotional exhaustion and cynicism. Targeted interventions to enhance resilience may improve academic efficacy and well-being in medical students under blended learning.