Effectiveness of a yoga-based intervention on academic burnout syndrome in medical students: A pilot study.
Patricia A Sánchez Ruíz, Laura D Zapata de la Rosa, Lessa A Méndez Lara, Ángel A Puig-Lagunes
Journal of education and health promotion January 1, 2025 DOI: 10.4103/jehp.jehp_755_24 via PubMed
Summary
AI-generated from the abstractA yoga-based intervention reduced academic burnout in medical students. Among students assessed, 10.6% met criteria for burnout. After six weekly 60-minute sessions combining postures, movement, and guided breathing, emotional exhaustion fell from 20.13 to 12.38, depersonalization from 9.0 to 5.8, and academic efficacy rose from 16.7 to 23.8. These changes were statistically significant. The authors suggest such programs could be integrated into medical education to address mental health.
Study at a glance
| Characteristics | Quasi-experimental study Pilot study Qualitative Peer reviewed |
|---|---|
| Population | Medical students in Mexico with academic burnout syndrome |
| Intervention | yoga-based intervention |
| Duration | 6-week intervention |
| Topics | Meditation |
| Keywords | Medical student Mental health Preventive medicine School burnout |
| Citations | 1 |
| Key finding | A six-week yoga-based intervention significantly reduced emotional exhaustion and depersonalization and increased academic efficacy in medical students with academic burnout. |
Abstract
Approximately 40% of medical students in Mexico experience academic burnout syndrome (ABS), highlighting the lack of institutional strategies to prevent or mitigate this phenomenon, leaving students vulnerable. The aim of this study is to determine the effectiveness of a yoga-based intervention (YBI) in medical students with ABS. A quasi-experimental study was designed for medical students whose burnout levels were assessed using the MBI-SS. Subsequently, those students with ABS participated in an YBI for six weeks, with a weekly session of 60 minutes, incorporating postures, body movements, and guided breathing to induce a meditative state and deep relaxation. At the end of the intervention, burnout levels were reassessed. Qualitative variables were analyzed as frequencies and percentages, while quantitative variables were analyzed as means and standard errors of the mean. Paired samples t test was used to compare all dimensions of ABS scores before and after YBI, with P ≤ 0.05 considered statistically significant. All data were analyzed using SPSS software. The prevalence of ABS was found to be 10.6%. After YBI, 87.5% of students showed changes in scores across all dimensions of ABS, emotional exhaustion decreased from 20.13 ± 0.9 to 12.38 ± 1.9 (P = 0.002), depersonalization decreased from 9.0 ± 0.7 to 5.8 ± 1.0 (P = 0.025), and academic efficacy increased from 16.7 ± 0.9 to 23.8 ± 2.1 (P = 0.019). YBI was effective in reducing ABS scores in medical students, consistent with public health goals. Further studies are needed, and consideration should be given to incorporating wellness programs as an integral part of medical education to address mental health issues are recommended.