The effectiveness of music interventions on psychological, physiological and academic outcomes in health sciences...

Health sciences education involves intensive theoretical and clinical training that can expose students to psychological and physiological stressors, potentially affecting their well-being and academic success. Music may help mitigate these challenges. This meta-analysis aimed to evaluate the effectiveness of music interventions across psychological, physiological, and academic outcomes in health sciences students.

A comprehensive literature search was conducted in nine databases up to August 2025, following PRISMA guidelines. Randomized controlled and controlled clinical trials comparing music interventions with control group were included. Meta-analyses were conducted using RevMan (version 5.4).

Thirty-four studies (n = 2841) were included, mostly nursing (n = 24), medical (n = 7), dental (n = 2), and midwifery (n = 1) students. Meta-analyses demonstrated significant reductions in anxiety (SMD = - 0.48, 95% CI [- 0.72, - 0.23]; p = 0.001), depression (SMD = - 1.00, 95% CI [- 1.95, - 0.04]; p = 0.040), and vital signs, including systolic blood pressure (MD = - 7.15, 95% CI [- 9.64, - 4.66]; p < 0.001), diastolic blood pressure (MD = - 3.72, 95% CI [- 5.53, - 1.91]; p = 0.050), and pulse rate (MD = - 3.77, 95% CI [- 7.46, - 0.07]; p = 0.050). No significant effects were found for stress, self-efficacy, sleep quality, pain, or academic performance.

Music interventions effectively improve emotional well-being and autonomic regulation among health sciences students. Although their effects on academic or behavioral outcomes remain inconclusive, music represents a simple and safe approach to enhance psychological resilience in educational environments.

International Prospective Register of Systematic Reviews (PROSPERO) (CRD420251150104).