Introduction:

The teaching-learning methodology is an important factor in the training of medical students and may also be associated with the exposure to chronic stressors that culminate in mental suffering, as observed in the Burnout Syndrome (BS).

Objective:

To determine the prevalence of Burnout Syndrome and analyze its dimensions and the relationship with the active teaching-learning methodology in medical students at university located in a triple-border region.

Method:

Cross-sectional study with 279 medical students who answered questionnaires on sociodemographic data, life habits, aspects of the teaching-learning process and the Maslach Burnout Inventory (IBM). There was an association between the BS and sociodemographic variables, life habits and the teaching-learning process, using Pearson’s Chi-Square tests, Fisher’s exact test and Student’s T test. Descriptive data analysis, bivariate analysis and multivariate logistic regression were performed.

Result:

The prevalence of Burnout was 4.7%, with 26.2% of high Emotional Exhaustion, 37.6% of high Depersonalization and 20.4% of low Professional Achievement. The medical students evaluated in this study have low or moderate levels of BS. Dissatisfaction with the active methodology learning, the lack of understanding of the foundation of the active methodology and the perception that the minority/none of the teachers apply the active methodology adequately were important predictors associated with Burnout.

Conclusion:

This investigation can help medical schools to develop institutional strategies to face this reality aiming to reduce the risk of the development of BS among medical students.

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