Diagnosis and Prevention of Burnout in Teaching Physicians

Abstract

The paper highlights the problem of professional burnout in higher education institutions, which is especially aggravated in the context of distance learning and quarantine restrictions. Because the professional burnout syndrome occurs in response to constant emotional stress. However, this process can be influenced. The purpose of the study was to determine the level of emotional burnout, factors and conditions that affect its occurrence and develop recommendations for its prevention. To diagnose the level of emotional burnout, a survey was conducted using the adapted methodology by V.V. Boyko. Three phases were considered: “tension”, “resistance”, “exhaustion”, and 12 symptoms of burnout were identified. Analysing the results of teachers of the Bukovinian State Medical University in the phase of «tension», the dominant symptom was «experiencing psycho-traumatic circumstances”; in the phase of “resistance” – “reduction of professional responsibilities”; in the “exhaustion” phase, the “personal detachment” prevailed. According to the study results, the majority of employees of the educational institution are in the “resistance” phase – 54%. According to gender characteristics, women are more likely to experience emotional burnout. At the age of 20-25, teachers are more susceptible to professional burnout syndrome due to their ambitions. Depending on the length of service, teachers with less than 5 years of experience have a predominant “tension” phase; among teachers with 5-10 and 20 years of experience, the “resistance” phase prevails. And teachers with more than 20 years of experience have an “exhaustion” phase. With this in mind, recommendations for the prevention of professional burnout have been developed. Namely: alternating work with rest, healthy sleep and walks in the fresh air, a variety of relaxation techniques and, certainly, spending time with family. The practical significance of identifying professional burnout among teachers of higher educational institutions is to conduct timely prevention and provide further recommendations for overcoming this syndrome, since the educational process and the atmosphere in the team directly depend on it