Publication: Efecto de las intervenciones en gestión emocional en estudiantes de medicina: una revisión de alcance
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Date
2025
Authors
Díaz Morales, Anai ; Chabour Barra, Constanza ; Kinzel Maluje, Daniela ; Herrera Alcaíno, Álvaro
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/edumed.668671
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info:eu-repo/semantics/article
Description
Abstract
Introducción: Los estudiantes de medicina enfrentan altos niveles de estrés y burnout durante su formación, lo cual afecta su bienestar psicológico y desempeño académico. Las intervenciones en gestión emocional han sido propuestas como estrategias para mitigar estos efectos adversos. Métodos: Se realizó una revisión sistemática de la literatura conforme a lineamientos PRISMA. Se incluyeron estudios publicados entre 2019 y 2024 que evaluaron intervenciones dirigidas a mejorar la gestión o regulación emocional y la resiliencia en estudiantes de medicina. Se extrajeron datos de participantes, tipo de intervención y resultados (estrés, burnout, bienestar), y dada la heterogeneidad metodológica se efectuó una síntesis narrativa de los hallazgos. Resultados: Se incluyeron 24 estudios que implementaron intervenciones diversas, tales como programas de mindfulness/meditación, entrenamiento en resiliencia y psicología positiva, mentoría y grupos de apoyo entre pares, actividades artístico-reflexivas y módulos de autocuidado integrados al currículo. Aproximadamente 70% de los estudios reportó reducciones significativas del estrés percibido y ~50% mejoras en resiliencia o bienestar emocional. Cerca del 40% evidenció disminución del burnout. Algunas intervenciones también aumentaron la empatía y la autoeficacia en los participantes, aunque un estudio no halló efecto significativo. La heterogeneidad de diseños limitó la comparabilidad y pocos trabajos evaluaron efectos a largo plazo. Conclusiones: Las intervenciones de manejo emocional demostraron ser efectivas para disminuir el estrés y mejorar el bienestar de los estudiantes de medicina a corto plazo. Se recomienda integrar sistemáticamente estas estrategias en los planes de estudio, adaptándolas al contexto local. Además, se requieren estudios multicéntricos con asignación aleatorizada y seguimiento prolongado para confirmar beneficios sostenidos y optimizar su implementación.
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 wellbeing 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.
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 wellbeing 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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Citation
Díaz Morales, A., Chabour Barra, C., Kinzel Maluje, D., & Herrera Alcaíno, Álvaro. (2025). Efecto de las intervenciones en gestión emocional en estudiantes de medicina: una revisión de alcance. Revista Española De Educación Médica, 6(3).
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