Abstract
Medical education in wartime faces extensive challenges, including the destruction of healthcare and academic infrastructures, disruption of clinical training, displacement of learners, and limited access to educational resources. In response, educational systems have adopted flexible strategies such as virtual learning, clinical simulation, telesimulation, and tele‑education to maintain continuity, though their effectiveness depends heavily on technological infrastructure and faculty preparedness. Ethical issues are also prominent, as medical trainees may face tasks beyond their competence and severe psychological stress, emphasizing the need for structured psychosocial and institutional support. Strengthening resilience requires proactive planning, development of digital infrastructure, and international collaboration. Countries exposed to armed conflict should establish comprehensive policies to ensure educational continuity and protect the future healthcare workforce. Current evidence indicates that the integration of technological tools, institutional support, and ethical safeguards can mitigate the adverse impacts of war on medical education, though further research is needed to develop evidence‑based crisis‑adapted models.
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