Beyond theoretical knowledge: the transformative role of mindfulness in health education

Abstract

Health science training has traditionally prioritized the development of theoretical knowledge and technical skills, giving less importance to the emotional, relational, and human dimensions of care. This gap is particularly relevant given the high prevalence of academic stress, anxiety, and burnout among healthcare students. In this context, mindfulness-based interventions have emerged as an effective strategy for promoting emotional regulation, resilience, and cognitive adaptation in highly demanding settings. Recent evidence shows that these practices significantly reduce academic burnout and improve psychological well-being in medical students (1). This finding is even more relevant considering that burnout during medical training not only affects the individual but can also negatively impact future professional performance (2).

Furthermore, mindfulness enhances adaptability, cognitive flexibility, and academic coping strategies, acting as a mediator between emotional well-being and academic performance (3). The integration of mindfulness with compassion training programs adds an ethical and relational dimension to the training process. Several studies have documented improvements in empathy, emotional regulation, and clinical sensitivity, key skills for a person-centered practice (4–7).

In Latin America, although the evidence is more incipient, encouraging local experiences are beginning to emerge. A Chilean study demonstrated significant reductions in stress and anxiety levels in nursing students after participating in a compassion and mindfulness program (5), demonstrating that these interventions are feasible even in contexts with limited resources. From my clinical experience as a midwife, I have been able to observe how mindfulness transforms the relationship between healthcare professionals and patients, generating spaces of presence, connection and trust, and also strengthening the well-being of those who care for them.

For all these reasons, I propose that universities incorporate structured and assessable mindfulness and compassion programs into the curriculum of health programs. Embracing these practices advances a more comprehensive and humane healthcare education, producing professionals who are technically competent and emotionally prepared to accompany and care without neglecting themselves.