Estresse, sono e qualidade de vida entre universitários da saúde: comparação entre metodologias ativas e tradicionais de ensino

Abstract

Objective: To compare perceived stress, salivary cortisol levels, sleep quality, and quality of life among undergraduate health students exposed to active and traditional teaching methodologies. Methods: This is an observational, cross-sectional study with a quantitative approach conducted among undergraduate health students from a public university in Brazil. Participants were selected by convenience sampling. Data collection included sociodemographic and academic variables, perceived stress (Perceived Stress Scale), sleep quality (Pittsburgh Sleep Quality Index), and quality of life (WHOQOL-BREF). Salivary cortisol was collected following a standardized protocol. Descriptive and inferential statistical analyses were performed to compare outcomes between teaching methodologies and to explore associations among variables. Results: The sample consisted of 206 students distributed between active and traditional teaching methodologies. A high prevalence of perceived stress and impaired sleep quality was observed in both groups. Salivary cortisol levels showed variability compatible with physiological stress responses. Differences between teaching methodologies were identified for some outcomes, although not all comparisons reached statistical significance. No differences were observed between groups regarding stress levels, cortisol, sleep quality, or quality of life. No significant differences were found among courses. Significant associations were found between sleep quality and sociodemographic characteristics, such as marital status and diagnosis of psychiatric disorders. Associations were also observed between quality of life and family income, course, receipt of student financial assistance, diagnosis of psychiatric disorders, and being a person with a disability. Significant associations were identified among perceived stress, sleep quality, cortisol levels, and quality of life domains. Among the variables, perceived stress and quality of life were predictors of sleep quality. Sleep quality, in turn, was a predictor of salivary cortisol levels and quality of life. Conclusion: Undergraduate health students presented elevated stress levels, impaired sleep quality, and impacts on quality of life, regardless of teaching methodology.