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

Autores

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

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

Palavras-chave: Burnout, estudiantes, intervención educativa

Resumo

Introdução: O burnout acadêmico entre estudantes das ciências da saúde tem se tornado uma preocupação crescente no contexto universitário, afetando negativamente o bem-estar, o desempenho acadêmico e a formação profissional.Objetivo: Explorar e sintetizar as intervenções implementadas para prevenir ou reduzir o burnout acadêmico em estudantes universitários das ciências da saúde, descritas na literatura internacional.Métodos: Foi realizada uma revisão sistemática seguindo as diretrizes do Joanna Briggs Institute (JBI). As buscas foram conduzidas nas bases de dados PubMed, Scopus, Web of Science (WoS), ERIC, PsycINFO e Biblioteca Virtual em Saúde (BVS). Foram incluídos estudos de intervenção direcionados ao burnout acadêmico ou a desfechos associados, tais como estresse percebido, bem-estar psicológico, mindfulness, resiliência, autocompaixão, autoeficácia e engajamento acadêmico. Para garantir a transparência e a rastreabilidade do processo de seleção dos estudos, foram seguidas as diretrizes PRISMA, aplicando-se critérios de inclusão e exclusão previamente definidos.Resultados: Foram identificados 2.597 registros, dos quais 13 estudos foram incluídos na análise final. As intervenções mais frequentes corresponderam a programas baseados em mindfulness ou em redução do estresse baseada em mindfulness (MBSR), estratégias de regulação emocional, treinamento em resiliência, desenvolvimento de habilidades de estudo, Terapia de Aceitação e Compromisso digital (ACT), apoio entre pares e estratégias institucionais voltadas ao fortalecimento do sentimento de pertencimento e do engajamento acadêmico. Os resultados mostraram-se mais consistentes na redução do estresse percebido e na melhoria do bem-estar, mindfulness, resiliência, autocompaixão e engajamento acadêmico; entretanto, o efeito direto sobre o burnout acadêmico apresentou resultados heterogêneos entre os estudos.Conclusão: As intervenções analisadas demonstraram resultados promissores na melhoria de desfechos associados ao burnout acadêmico; contudo, as evidências sobre sua redução direta ainda permanecem limitadas. Recomenda-se a implementação de estratégias multicomponentes, sustentáveis e integradas ao currículo, juntamente com estudos futuros que empreguem maior rigor metodológico e acompanhamento longitudinal.

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