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.