• Cynthia Rojas-Muñoz, Daniel Lavín-Maggi, Lili Moraga Uribe, and Klaus Puschel Illanes.
• Facultad de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile.
• Rev Med Chil. 2023 Nov 1; 151 (11): 151315251513-1525.

BackgroundSelf-care is a central element in the training of health students. The lack of effective strategies to develop it is associated with a 50% prevalence of burnout in this population.AimIdentify and analyze effective strategies for self-care assessment and intervention in health students.MethodologyWe developed a systematized scoping review using standardized methods to assess quality using the Scale for the Assessment of Narrative Review Articles. The Critical Appraisal Skills Programme was used for the thematic analysis. Four sources of information were explored including Pubmed, Google Scholar, Epistemónikos and Lilacs as well as gray literature. Two independent reviewers reviewed each publication and one expert defined controversies.ResultsA total of 1682 articles were identified, of which 33 were selected. The average quality of the reviewed articles was 13 points [6-14]. The thematic analysis identified two groups. First, self-care assessment studies (N = 12) highlighting the World Health Organization Quality-of-Life Scale (WHOQOL-BREF) and the Health Promoting Lifestyle Profile II (HPLP-II); and second effective intervention study highlighting four strategies: mindfulness (N = 14); group interventions (N = 8); mentoring (N = 2); and curricular interventions (N = 4).ConclusionThere are a variety of effective strategies to assess and promote self-care in health students. The studies we found stand out for being of good quality and applicable to the different study plans.

10 keywords...

hide…