Introduction:

Burnout syndrome can affect students in a similar way as formal professionals. In addition to emotional exhaustion, depersonalization and low personal fulfillment, a fourth component is added in the student context: negative emotion in the face of learning.

Objective:

To determine the presence of burnout syndrome in students of the Faculty of Medical Sciences of the Regional Autonomous University of the Andes (UNIANDES), in Ecuador.

Methods:

A descriptive, cross-sectional, comparative study of 90 students was carried out during the semester between October 2017 and March 2018. The variables age, sex, marital status, number of children, shared housing, extra-academic work and the dimensions of the scale for the classification of burnout syndrome: emotional exhaustion, depersonalization and personal fulfillment, according to the criteria of the Maslach Burnout Inventory.

Conclusions:

The highest level of burnout syndrome was moderate, followed by severe. There was a higher frequency of affected female students with a moderate burnout category. Even at a slight level, emotional exhaustion and depersonalization have already appeared among the students. Instead, the Personal Realization dimension of the syndrome appeared at the severe level. Students who had extra-academic work had a high prevalence of burnout syndrome.

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