ACTIVE LEARNING METHODOLOGIES AND MEDICAL STUDENTS’ MENTAL HEALTH: AN INTEGRATIVE LITERATURE REVIEW

Introduction: The mental health of medical students has become an increasing concern,

given the high prevalence of stress, anxiety, depression, and burnout. In this context, active

learning methodologies, such as problem-based learning, clinical simulation, and

gamification, have been identified as strategies that not only foster meaningful learning but

also promote students’ psychological well-being. Method: This study is an Integrative

Literature Review (ILR) grounded in Evidence-Based Practice. The PICo framework

guided the research question: What are the impacts of active learning methodologies on the

mental health of medical students? Searches were conducted in PubMed, Scopus, Web of

Science, ScienceDirect, and SciELO, including articles published between 2019 and 2025

in Portuguese, English, and Spanish. From 928 studies identified, 22 met the inclusion

criteria and were analyzed regarding study design, level of evidence, population, and main

findings. Results: Most studies were published in English-speaking countries,

predominantly with quantitative designs. Findings indicate that active learning

methodologies reduce stress, anxiety, and burnout while enhancing engagement,

motivation, and socioemotional skills. Discussion: Gaps remain concerning

methodological heterogeneity and the lack of longitudinal studies capable of measuring

sustained effects. Conclusion: Active learning methodologies emerge as pedagogical

resources and strategies for promoting mental health in medical education. Future research

should expand longitudinal approaches and explore curricular proposals that integrate

academic excellence with psychological well-being.