• Álvaro Tala, Cecilia Plaza, Tamara Galleguillos, Eugenio Donaire, Camila Tagle, Isabel González, Rodrigo Fonseca, MarÍa Paz Saavedra, Javiera Cruz, Natalia Fuentes, Álvaro Ibarra, Constanza Lemus, Andrés Vergara, María Cristina Sotomayor, and Agustín Núñez.
• Unidad de Educación en Ciencias de la Salud, Universidad Autónoma de Chile, Santiago, Chile.
• Rev Med Chil. 2022 Feb 1; 150 (2): 241-247.

AbstractThe transition to and through college can affect the mental health of college students. The situation in medical students is particularly worrisome, considering that they have high rates of psychopathology. These mental health problems can be associated with worse academic and professional outcomes and worse patient care. In this scenario, it is relevant to look at how this problem can be addressed considering variables of both mental health and educational systems in medicine. Therefore, initiatives to promote well-being during the career are proposed. The importance of well-being at an institutional level should be defined. Also, the foundations of learning neurosciences from the point of view of well-being should be incorporated. Considering that well-being goes beyond the absence of discomfort, the role of educational environment both in learning and in mental health should be recognized. Proven effective interventions should be incorporated. It must be considered that not every initiative linked to well-being is necessarily positive and that discomfort to a certain extent can be exploited educatively as well. The well-being of medical students is a complex, dynamic and multidimensional issue. These principles are orientations for different actors of the educational process, to define how they will approach this problem in their contexts.

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