Features of the processes of formation of indicators of emotional burnout of students in the dynamics of learning in modern institutions of higher medical education.

The purpose of the work is to establish features of the processes of formation of indicators of emotional burnout of students in the dynamics of learning in modern institutions of higher medical education. Research was conducted on the basis of National Pirogov Memorial Medical University, 307 students of the 1st, 3d, and 6th courses were surveyed. To assess the level of development of the characteristics of emotional burnout Boyko’s personal questionnaire was used. It was established that a high level of severity of the leading manifestations of emotional burnout among students which determines their pronounced emotional instability and a tendency to develop various disorders in terms of the characteristics of psychophysiological adaptation and of the mental sphere was observed among young women, and, first of all, among third-year and first-year young women. Considering the structural distribution of the studied indicators, it should be noted that in all comparison groups the leading components of emotional burnout were either at the formation stage (young men, of the 1st and 3d courses, and young women of the 1st and 6th courses), or were already formed (young men of the 6th course, and young women of the 3rd course). During the analysis of the features of formation of the main phases of emotional burnout, it should be noted that the highest degree of their development during period of learning was inherent of the resistance phase, followed by indicators of individual manifestations of the exhaustion phase and, lastly, tension phase. In the structure of the characteristics of the phase of tension mostly pronounced both in young men and young women, it is necessary to consider indicators of anxiety, depression and experiences of traumatic circumstances, in the structure of the leading characteristics of the phase of resistance – indicators of inadequate selective emotional response and reduction of professionally-oriented educational duties, in the structure of the leading characteristics of the phase of exhaustion – indicators of the severity of psychosomatic and psychovegetative shifts, personal detachment and emotional deficit