Dental Education in a Time of Conflict: A Longitudinal Qualitative Study of Resilience in Sudanese Universities

Abstract Background Conflict severely disrupts critical societal infrastructure, including health professions education. This longitudinal qualitative study examined the impact of the ongoing conflict in Sudan on dental education and described the management and adaptation strategies implemented by Sudanese dental institutions. Methods Semi-structured interviews were conducted with deans of Sudanese dental schools across two time points: initially about seven months after the outbreak of the conflict (November-December 2023) and again over two years later (October-December 2025) to evaluate evolving institutional management and recovery strategies. Results Of the 34 dental schools operating in Sudan, 18 participated in Phase 1 (52.9%) and 16 participated in Phase 2 (47.1%). Qualitative analysis revealed seven themes: severe security instability and displacement; financial collapse and salary disruption; disruption of teaching and pedagogical transformation; clinical training disruption; student hardship, attrition and institutional damage; certification and documentation challenges; widespread infrastructural loss, emergency response and strategic recovery planning. Despite these challenges, institutions exhibited significant operational adaptation by developing digital education frameworks, forming external clinical training networks, and drafting emergency recovery plans. Conclusions Despite severe infrastructural destruction and ongoing financial strain, Sudanese dental universities demonstrated substantial adaptability. Strategic adaptation through digital platforms and decentralized clinical networks provided vital continuity, offering a model for health professions education during active conflict. Improving wages, standardizing and accrediting external clinical centres, establishing national digital learning platforms, and expanding student financial support were priorities reflecting institutional leaders’ views across participating schools.