Effect of Emotional Management Interventions on Medical Students: A Scoping Review
Abstract
Introduction: Medical students face high levels of stress and burnout during training, which can adversely affect their psychological well-being and academic performance. Emotional management interventions have been proposed as strategies to mitigate these negative outcomes. Methods: A systematic review was conducted following PRISMA guidelines. Studies published from 2019 to 2024 that evaluated interventions aimed at improving emotional management, emotional regulation, or resilience in medical students were included. Data on participants, intervention types, and outcomes (stress, burnout, well-being) were extracted, and a narrative synthesis was performed due to methodological heterogeneity. Results: Twenty-four studies met the inclusion criteria, implementing a variety of interventions such as mindfulness and meditation programs, resilience and positive psychology training, peer mentorship and support groups, arts-based reflective activities, and curriculum-integrated self-care modules. Approximately 70% of studies reported significant reductions in perceived stress and about 50% observed improvements in resilience or emotional well-being among participants. Around 40% of studies documented decreased burnout levels. Some interventions also enhanced empathy and self-efficacy in students, though one study found no significant effect. The heterogeneity of study designs limited direct comparability, and few studies assessed long-term outcomes beyond the intervention period. Conclusions: Emotional management interventions were generally effective in reducing stress and improving the short-term well-being of medical students. Systematic integration of these strategies into medical curricula is recommended, with adaptations to the local context. Further multicenter randomized trials with extended follow-up are needed to confirm sustained benefits and inform best implementation practices.
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