Systematic review of the impact of problem-based learning on burnout syndrome in medical students

Abstract Medical education increasingly adopts problem-based learning (PBL) to foster clinical reasoning; however, its impact on student mental health remains unclear. A significant knowledge gap persists regarding whether PBL acts as a protective factor or a risk intensifier for burnout, as current evidence is fragmented and heterogeneous. This systematic review synthesizes empirical evidence to inform curricular decisions following PRISMA guidelines. Eight studies (n = 1,203) were analyzed, with quality assessed via JBI and CASPe tools. Findings reveal a weighted mean burnout prevalence of 31.8%, primarily linked to systemic stressors such as sleep deprivation rather than the curricular model itself. While most studies found no global difference in burnout prevalence between PBL and traditional models, high-rigor research associates PBL with lower emotional exhaustion and higher professional efficacy. PBL is not a universal protective factor against burnout, as the syndrome is driven by the inherent rigors of medical training regardless of methodology. Its success depends on implementation that balances student autonomy with robust faculty support. Institutions must integrate self-care strategies into the PBL framework to mitigate systemic stress.