Adaptive strategies of a medical school during Sudan’s armed conflict

Abstract

BACKGROUND: Medical schools play a vital role in healthcare, educating future professionals while upholding a moral and societal duty to address community health needs. In armed conflicts, these responsibilities intensify as health system failures, infrastructure damage, and educational disruptions increase the demand for medical training and community support. This study examines how the Faculty of Medicine, University of Gezira (FMUG), employs adaptive strategies, crisis management, and collaboration to sustain education, research, and community engagement while addressing evolving health challenges during the Sudan conflict. METHODS: We used a qualitative approach, combining document analysis and interviews with nine key informants. Document analysis applied the WHO Social Accountability Grid Framework, assessing relevance, equity, quality, and cost-effectiveness across education, research, and service in planning, doing, and impacting phases. Interview data were analyzed using Braun and Clarke's six-step thematic analysis. RESULTS: Document analysis identified five themes: curriculum innovation, technology use, community service, collaboration, and research-driven policy. Interviews with faculty and administrators further highlighted five themes on FMUG's adaptive strategies: impact on education, crisis management, flexible learning, implementation challenges, and sustainability. CONCLUSION: This study highlights the critical role of educational innovation in sustaining academic continuity and addressing community needs in conflict zones. FMUG's integration of flexible learning, technology, and strategic partnerships enabled both immediate crisis response and long-term resilience. Future research should examine the lasting impact of these adaptive strategies on medical education and healthcare systems.