Academic Burnout Syndrome is defined as an inappropriate response to stressors added to inefficient support systems, which damages the academic, physical and mental performance of students. This study aimed to determine the prevalence and factors associated with Burnout Syndrome in Veterinary Medicine students at the Universidad Peruana Cayetano Heredia (Lima, Peru). The research was descriptive and observational. Data collection was carried out using the Maslach Burnout Inventory - Student Survey scale and a sociodemographic survey. Statistical analysis was performed using the Chi square test. A prevalence of Burnout Syndrome of 32.3% (87/269) was found. It was determined that 58.7% (n=158) and 14.1% (n=38) of the students presented severe levels of emotional exhaustion and cynicism, respectively, while 46.1% (n=124) presented low levels of academic self-efficacy. A significant associat...

El Síndrome de Burnout académico es definido como una respuesta inapropiada a estresores sumada a sistemas de soporte ineficientes, que perjudica el desempeño académico, físico y mental de los estudiantes. El estudio buscó determinar la prevalencia y factores asociados al Síndrome de Burnout en estudiantes de Medicina Veterinaria de la Universidad Peruana Cayetano Heredia (Lima, Perú). La investigación fue de tipo descriptivo y observacional. La recolección de información se realizó empleando la escala Maslach Burnout Inventory - Student Survey y una encuesta sociodemográfica. El análisis estadístico se realizó utilizando la prueba de Chi cuadrado. Se encontró una prevalencia del Síndrome de Burnout de 32.3% (87/269). Se determinó que el 58.7% (n=158) y el 14.1% (n=38) de los estudiantes presentaban niveles severos de agotamiento emocional y cinismo, respectivamente; m...

The paper presents actions taken to modify the theoretical characteristics of the course of Medicine of Companion Animals, a mandatory course of the Veterinary Medi- cine and Animal Husbandry career at Universidad Peruana Cayetano Heredia, Lima, Peru. A practical-theoretical course was organized in pursuit of improving basic knowledge, skills and abilities in the veterinary field, and also for improving cognitive and emotional skills of students through innovative educational methodologies and technologies. These included resolution of clinical cases, critical thinking and creativity, revision, interpretation and analysis of scientific information, contextualized activities in actual practice, support of social activities and technology transfer of scientific information, all within a framework of university education by competences. The assessment of cognitive and emotional abilities wa...

A comparative study of the improvements in cognitive and emotional skills is presented between an outcome-based curriculum, with innovation of active methodologies (2012-II), and a competency-based curriculum (2018-I), aiming to develop generic and specific competences by improving these skills. The evaluation of cognitive and emotional skills was done by adapting the Reuven’s Bar-On Emotional Quotient Inventory Survey (EQ-i). The survey was conducted twice in each semester. The results were compared to determine if there were improvements between the first and second surveys in each semester and between both curricula. Also, the results of academic indicators were compared. The number of students enrolled was 30 (2012-II) and 27 (2018-I) and the respondent rate exceeded 70%. The result referred to the improvement of cognitive skills, problem solving, showed an almost double improvemen...

The paper presents actions taken to modify the theoretical characteristics of the course of Medicine of Companion Animals, a mandatory course of the Veterinary Medi- cine and Animal Husbandry career at Universidad Peruana Cayetano Heredia, Lima, Peru. A practical-theoretical course was organized in pursuit of improving basic knowledge, skills and abilities in the veterinary field, and also for improving cognitive and emotional skills of students through innovative educational methodologies and technologies. These included resolution of clinical cases, critical thinking and creativity, revision, interpretation and analysis of scientific information, contextualized activities in actual practice, support of social activities and technology transfer of scientific information, all within a framework of university education by competences. The assessment of cognitive and emotional abilities wa...

A comparative study of the improvements in cognitive and emotional skills is presented between an outcome-based curriculum, with innovation of active methodologies (2012-II), and a competency-based curriculum (2018-I), aiming to develop generic and specific competences by improving these skills. The evaluation of cognitive and emotional skills was done by adapting the Reuven’s Bar-On Emotional Quotient Inventory Survey (EQ-i). The survey was conducted twice in each semester. The results were compared to determine if there were improvements between the first and second surveys in each semester and between both curricula. Also, the results of academic indicators were compared. The number of students enrolled was 30 (2012-II) and 27 (2018-I) and the respondent rate exceeded 70%. The result referred to the improvement of cognitive skills, problem solving, showed an almost double improvemen...