Percepción de los hábitos de sueño y su influencia en el rendimiento académico y el bienestar en estudiantes de medicina: un estudio cualitativo de investigación-acción participativa.
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Universidad de Manizales
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Abstract
La formación médica se caracteriza por altas exigencias académicas que tienden a asociarse con la reducción y desregulación del sueño, fenómeno vinculado en la literatura con afectaciones en el rendimiento académico y el bienestar. Sin embargo, la mayoría de los estudios han abordado esta relación desde enfoques cuantitativos, lo que limita la comprensión de las experiencias y los significados que los propios estudiantes atribuyen al sueño, particularmente en contextos latinoamericanos.
El presente estudio tuvo como objetivo comprender cómo un grupo de estudiantes de Medicina de primero a quinto semestre de la Universidad de Manizales perciben y construyen discursivamente la relación entre sus hábitos de sueño, el rendimiento académico y el bienestar general.
Se desarrolló una investigación cualitativa con enfoque de Investigación-Acción Participativa (IAP) durante diez semanas del segundo semestre de 2025. Participaron quince estudiantes, quienes elaboraron sesenta diarios narrativos en formato de audio y tomaron parte en dos grupos focales. El análisis se realizó mediante un enfoque híbrido orientado por el análisis del discurso desde la perspectiva dialógica de Bajtín (1982), a partir de la creación e integración de tres categorías bien definidas, a saber: polifonía discursiva, tensiones culturales e identidad académica.
Los resultados evidencian que los hábitos de sueño se configuran dentro de una trama discursiva atravesada por la tensión entre una cultura académica del “sacrificio” y el reconocimiento del sueño como necesidad biológica. En las narrativas emergen múltiples voces —institucionales, biomédicas y subjetivas— que configuran prácticas ambivalentes: el estudiante reconoce los efectos negativos del déficit de sueño en la concentración, la memoria y el estado emocional, pero simultáneamente reproduce dinámicas que lo perpetúan. Asimismo, la implementación participativa de estrategias de higiene del sueño favoreció procesos de reflexividad y ajustes parciales en las prácticas cotidianas.
Se concluye que los hábitos de sueño en estudiantes de Medicina no solo se asocian con el desempeño académico, sino que constituyen una práctica cultural y discursiva que interviene en la construcción de la identidad profesional. Este hallazgo subraya la necesidad de intervenciones institucionales que integren dimensiones individuales, culturales y estructurales del sueño, posicionando el bienestar como componente central en la formación médica.
Medical training is characterized by high academic demands that tend to be associated with the reduction and dysregulation of sleep, a phenomenon linked in the literature with negative effects on academic performance and well-being. However, most studies have addressed this relationship from quantitative approaches, limiting the understanding of the experiences and meanings that students themselves attribute to sleep, particularly in Latin American contexts. This study aimed to understand how a group of first- to fifth-semester Medical students at the Universidad de Manizales perceive and discursively construct the relationship between their sleep habits, academic performance, and general well-being. A qualitative study with a Participatory Action Research (PAR) approach was conducted over ten weeks during the second semester of 2025. Fifteen students participated, producing sixty narrative audio diaries and taking part in two focus groups. Analysis was conducted through a hybrid approach guided by discourse analysis from Bakhtin's (1982) dialogic perspective, creating and integrating three well-defined categories, such as: discursive polyphony, cultural tensions, and academic identity. Results show that sleep habits are configured within a discursive framework crossed by the tension between an academic culture of 'sacrifice' and the recognition of sleep as a biological necessity. Multiple voices—institutional, biomedical, and subjective—emerge in the narratives and configure ambivalent practices: students acknowledge the negative effects of sleep deprivation on concentration, memory, and emotional state, while simultaneously reproducing dynamics that perpetuate it. Participatory implementation of sleep hygiene strategies also fostered processes of reflexivity and partial adjustments in daily practices. It is concluded that sleep habits in Medical students are not only associated with academic performance but also constitute a cultural and discursive practice that participates in the construction of professional identity. This finding highlights the need for institutional interventions that integrate individual, cultural, and structural dimensions of sleep, positioning well-being as a central component of medical education.
Medical training is characterized by high academic demands that tend to be associated with the reduction and dysregulation of sleep, a phenomenon linked in the literature with negative effects on academic performance and well-being. However, most studies have addressed this relationship from quantitative approaches, limiting the understanding of the experiences and meanings that students themselves attribute to sleep, particularly in Latin American contexts. This study aimed to understand how a group of first- to fifth-semester Medical students at the Universidad de Manizales perceive and discursively construct the relationship between their sleep habits, academic performance, and general well-being. A qualitative study with a Participatory Action Research (PAR) approach was conducted over ten weeks during the second semester of 2025. Fifteen students participated, producing sixty narrative audio diaries and taking part in two focus groups. Analysis was conducted through a hybrid approach guided by discourse analysis from Bakhtin's (1982) dialogic perspective, creating and integrating three well-defined categories, such as: discursive polyphony, cultural tensions, and academic identity. Results show that sleep habits are configured within a discursive framework crossed by the tension between an academic culture of 'sacrifice' and the recognition of sleep as a biological necessity. Multiple voices—institutional, biomedical, and subjective—emerge in the narratives and configure ambivalent practices: students acknowledge the negative effects of sleep deprivation on concentration, memory, and emotional state, while simultaneously reproducing dynamics that perpetuate it. Participatory implementation of sleep hygiene strategies also fostered processes of reflexivity and partial adjustments in daily practices. It is concluded that sleep habits in Medical students are not only associated with academic performance but also constitute a cultural and discursive practice that participates in the construction of professional identity. This finding highlights the need for institutional interventions that integrate individual, cultural, and structural dimensions of sleep, positioning well-being as a central component of medical education.
