The problem of burnout among medical students
is becoming urgent, because as they move from
teaching through lectures and seminars to clinical
work with patients, focused on helping and caring
for patients, there is an increase in negative
experiences caused by increasing distress, a
decrease in self-confidence and
humanistic
attitudes to the sick. This can lead to a decrease in
the quality of health care provided and negatively
affect the health and well-being of medical students.
Distress during medical school can lead to bumout
with significant consequences, especially if bumout
continues in and out of residency.
Research carried out in 2006 involving different
groups of three medical schools in Minnesota,
found that 45% of students had bumout, in whom
the experience of serious illness was the only
negative life event highly associated with an
increase in bumout. Positive life events were not
associated with burnout, although they were
significantly associated with a lower risk of alcohol
use and depression. The study authors concluded
that their self-reported estimates of the prevalence
of bumout among medical students are limited and
the prevalence of bumout is actually lower. In
addition, the study found that bumout among 1st-
2nd year students was closely related to perceived
levels of support from faculty, while bumout among
3rd and 4th year students was most closely
associated with medical practice, internships and
devaluation of the importance of patients. Patient-
related students on night shifts were more likely to
experience bumout, possibly due to long hours in
the hospital and the severity of practical work
experiences. The frequency of calls, the number of
patients served, appointments and consultations did
not significantly affect the development of burnout
[11].
In our country, a similar, but different situation
is developing: the same internal, external “return”
is important for students, as are the conditions of
study at a medical university, its provision, the
composition of teachers and their professional and
personal qualities, “solidity”, the level of
requirements.
Conclusion
Summarizing all of the above, professional
bumout in doctors is a consequence of complex
interactions:
1)
A subjective assessment of reality: the
quality of education at the university, the prospects
for career growth and personal freedom, material
security, a sense of legal security.
2)
Objective reality: working conditions,
requirements, the adequacy of the authorities, and
1 ( 33) 2021
«Tu66ueinba men K yu»
the ratio of wages to the subsistence level in the
region.
3)
Personal trait, feelings, aspirations.
Moreover, it can develop at different stages of
the formation of a doctor as a professional.
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Maslach C., Jackson S., Leiter M. The Maslach
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Entered 09.01. 2020
ISSN 2181-712X.
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