Objective　To probe the conditions of medical students' academic resilience and burnout and their relationship with each other

the paper aims to account for the reform of medical ESP teaching. Methods　Revised versions of academic resilience scale and burnout Sscale were used to test 675 medical students and SPSS 16.0 was adopted to analyze the data by statistical description

t-test

F-test

correlation analysis and multiple regression analysis. Results　1) The general average score of academic resilience for medical ESP study was (2.67±0.63)

lower than the theoretical mean. A statistically significant difference was observed in gender (t=3.21

P＜0.05)

and LSD test showed nursing majors>pharmacy majors>clinical majors (F=4.15

P<0.05). 2) The general average score of burnout was (3.33±0.73)

higher than the theoretical mean. A statistically significant difference was observed in gender (t=-4.40

P<0.01). LSD test showd clinical majors>pharmacy majors>nursing majors (F=4.05

P<0.05). 3) There is a significant negative correlation between academic resilience

academic burnout and its factors. The academic resilience and the factors (self-efficacy

academic persistence

self-acceptance

perceiving support and society support) can predict the burnout in the negative way (F=21.85

P<0.01). Conclusions　Medical students have lower level of academic resilience and higher burnout in ESP study. The medical ESP teaching should set out from the students' need

pay attention to classified and level-based cultivation to improve academic resilience while reducing burnout by enhancing self-efficacy and persistence as well as positively seeking the support of the society.