Academic Workload and Mental Health in Veterinary Medicine Students: An Analysis from Higher Education

The aim of this study was to analyze the relationship between academic workload, mental health, and academic performance among Veterinary Medicine students at the Universidad Técnica de Machala. A cross-sectional study with a mixed-methods approach was conducted in 368 students using an online survey that included sociodemographic data, indicators of academic workload, dimensions of the Maslach Burnout Inventory–Student Survey, symptoms of anxiety/depression, and use of psychological support services. More than half of the students reported additional responsibilities and dedicating up to 20 hours per week to out-of-class academic activities. Most participants indicated having experienced anxiety or depression at least occasionally, with greater impact among women and students in intermediate and advanced semesters. Exhaustion and cynicism were frequently reported, whereas academic self-efficacy remained generally preserved. Awareness and use of institutional psychological support services were limited, despite a high willingness to use them. Qualitative responses highlighted the need for better distribution of courses and assessments, more active and empathetic teaching methodologies, and university spaces focused on rest and self-care. Overall, the findings indicate that academic workload is associated with indicators of psycho-emotional distress and justify the implementation of curricular and institutional interventions to promote well-being and prevent burnout.