The effectiveness of music interventions on psychological, physiological and academic outcomes in health sciences students: a meta-analysis

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).