Efecto de las técnicas de estudio en la reducción del Síndrome de Burnout: una revisión bibliográfica
Palabras clave:
SÍNDROME DE BURNOUT, APRENDIZAJE ACTIVO.Resumen
Introducción: el Síndrome de Burnout es el resultado del manejo inadecuado del estrés, que afecta tanto física como mentalmente a los estudiantes universitarios.
Objetivo: el propósito de este estudio es analizar las técnicas de estudio para la Reducción del Síndrome de Burnout en Estudiantes Universitarios.
Métodos: revisión bibliográfica, con un diseño longitudinal de tendencia, ya que se analizaron diferentes técnicas de estudio, enfocadas en su utilidad para estudiantes universitarios. Además, es explicativo ya que se busca responder como el uso de las técnicas de estudio reduce el Síndrome de Burnout.
Resultados: se analizaron 17 artículos respecto al efecto de las técnicas de estudio en la reducción del Síndrome de Burnout, considerando técnicas como: Subrayado, releer, técnicas de estudio de amontonamiento y mezcla, elaboración de resúmenes, mapa conceptual, toma de notas y método de esquema. No obstante, se verificó que la aplicación de técnicas de estudio activo: Agrupar, preguntas de estudio, mapa mental, técnica de estudio espaciado, recuperación activa, repetición espaciada y técnica de Fynemann, son muy efectivas en la reducción del Síndrome de Burnout rigiéndose bajo la regla del 85 %.
Discusión: las técnicas de aprendizaje activo tienen una correlación negativa con el Síndrome de Burnout, lo que mejora la resiliencia del estudiante universitario, por lo que deberían ser implementadas en el sistema actual de aprendizaje.
Conclusiones: las técnicas de aprendizaje activo contrarrestan mejor al Síndrome de Burnout que las técnicas de aprendizaje pasivo.
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