Introduction:

The demand for performance, the cult of performance, technicality, among others, are derived from capitalist productivism and its logic. The pursuit of performance, the cult of achievement, technicism, among others, stem from productivity and its logics. Individuals in the academic environment are immersed in these processes marked by this derivation. Consequently, non-therapeutic, pharmacological or non-pharmacological interventions on brain function emerge, enhancing cognitive functions/skills/capacities to a level beyond average functioning.

Objective:

To assess the use of cognitive enhancement strategies among medical students and evaluate their effects on mental health and academic performance, identifying potential interventions to optimize student well-being and the educational process.

Method:

This is a qualitative field research. Semi-structured interviews were conducted with medical students to gather data, which were analyzed using the constructive-interpretation method.

Result:

The data revealed that university students seek adaptive strategies to maintain productivity in academia, even if they have to face unforeseeable consequences of these mechanisms. Seeking alternatives to remain productive is linked to the students’ self-esteem, also affecting their relationships with fellow students and faculty members.

Conclusion:

It is revealed that medical students resort to cognitive enhancement strategies, such as consuming energy drinks and caffeine, to cope with rigorous academic demands. Although these practices may initially appear beneficial, as they enhance performance and productivity, they are intrinsically linked to significant adverse effects on the students’ mental health, including increased stress, anxiety, and dependency.

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