Burnout Syndrome in Health Sciences University Faculty

Abstract

Introduction: Burnout syndrome in educators can represent professional exhaustion that significantly affects personnel, especially in the health sciences field, where job demands, emotional burden, and institutional pressure are high and abundant. Objective: To analyze the influence of institutional factors and educational resilience strategies on the onset of burnout syndrome in health sciences faculty. Method: A qualitative documentary study was conducted, based on a review of scientific literature published between January 2020 and August 2025. The search was carried out in international databases (PubMed, Scopus, Web of Science, SciELO, and Google Scholar) using MeSH/DeCS descriptors such as burnout syndrome, academic staff, medical education, institutional factors, resilience, and higher education. Results: The experiences of university faculty regarding Burnout are explored, delving into the institutional factors that trigger it and the resilience strategies that emerge as coping mechanisms. A considerable prevalence of emotional exhaustion, depersonalization, and low personal accomplishment is evident, primarily associated with academic overload, lack of recognition, scarce participation in institutional decisions, and the absence of psychosocial support programs. Burnout syndrome in health sciences university faculty is defined. Conclusion: It is important to address burnout syndrome in faculty as a multidimensional situation that requires responses contributing to improved university management.