Intervenciones y contextos formativos para prevenir o reducir el burnout académico en estudiantes de ciencias de la salud: revisión sistemática.

Susana Fuentes Parra; Juan Reyes Luna

doi:10.6018/edumed.719431

Authors

Susana Fuentes Parra
Juan Reyes Luna Universidad Catolica de la Santisima Concepcion, Chile

DOI: https://doi.org/10.6018/edumed.719431

Keywords: Burnout, medical students, educational interventions

Abstract

Introduction: Academic burnout among health sciences students has become an increasing concern in higher education, adversely affecting well-being, academic performance, and professional training. Objective: To explore and synthesize interventions implemented to prevent or reduce academic burnout among university students enrolled in health sciences programs, as reported in international literature. Methods: A systematic review was conducted following the Joanna Briggs Institute (JBI) methodology. Searches were performed in PubMed, Scopus, Web of Science (WoS)), ERIC, PsycINFO, and the Virtual Health Library (BVS). Intervention studies targeting academic burnout or related outcomes, such as perceived stress, psychological well-being, mindfulness, resilience, self-compassion, self-efficacy, and academic engagement, were included. To ensure transparency and traceability throughout the study selection process, the PRISMA guidelines were followed, applying predefined inclusion and exclusion criteria. Results: A total of 2, 597 records were identified, and 13 studies were included in the final analysis. The most frequently reported interventions included mindfulness-based programs, including Mindfulness Based Stress Reduction (MBSR), emotional regulation strategies, resilience training, study skills interventions, digital Acceptance and Commitment Therapy (ACT), peer support initiatives, and institutional strategies aimed at strengthening belonging and academic engagement. Findings were more consistent regarding reductions in perceived stress and improvements in well-being, mindfulness, resilience, self-compassion, and academic engagement; however, the direct effect on academic burnout was heterogeneous across studies. Conclusion: The reviewed interventions demonstrated promising results in improving outcomes associated with academic burnout; however, evidence regarding their direct effect on burnout reduction remains limited. The implementation of sustainable, multicomponent strategies integrated into the curriculum is recommended, together with future studies employing more rigorous methodological designs and longitudinal follow up.

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