Молодежный инновационный вестникМолодежный инновационный вестник2415-7805Федеральное государственное бюджетное образовательное учреждение высшего образования "Воронежский государственный медицинский университет имени Н.Н. Бурденко" Министерства здравоохранения Российской Федерации10010Conference ProceedingsThe prevalence of burnout syndrome among first-year students of Astrakhan State Medical UniversityTemerevIgortretyakova.mary2015@yandex.ruhttps://orcid.org/0000-0003-1010-3268TemerevIgorigantem@gmail.comhttps://orcid.org/0000-0002-7582-3453KaplanovMaratkaplanov.marat@mail.ruhttps://orcid.org/0000-0001-9192-0379KostinaLarisa A.kostina_agma@mail.ruhttps://orcid.org/0000-0002-5283-4299271220241321321341504202420062024Copyright © 2024, Temerev I., Temerev I., Kaplanov M., Kostina L.A.2024<p>The article presents the results of identifying the syndrome of emotional burnout in the early stages of its formation in 1st year students of Astrakhan State Medical University. 60 people were examined. The study was conducted on the principle of voluntariness and confidentiality. The psychodiagnostic test method of Boyko V.V. and the author's questionnaire, including general data, were used. The study showed that burnout syndrome is a fairly common problem among first-year students of Astrakhan State Medical University.</p>medical university studentsemotional burnoutstressfreshmenстуденты медицинского университетаэмоциональное выгораниестресспервокурсники<p>Relevance. Most authors describe the syndrome of emotional burnout and consider it in relation to professional activities in mainly socionomic professions, where the basis of interaction is human-human. According to our assumption, the cause of burnout is not only professional, but also educational activities. This is especially true for first-year students, when their social status, social roles, heavy academic loads, and responsibility requiring independence change with admission to university. At the same time, taking into account the age when the formation of a personality is not yet complete. All of the above leads to constant stress, anxiety, depression, apathy and other signs of burnout. The study of this problem among first-year students of Astrakhan State Medical University is important for understanding the scale of the problem, its impact on academic performance and the general well-being of students, as well as for developing effective methods to combat and prevent this condition. [1]The purpose of the work. The aim of the study is to assess the prevalence of burnout syndrome among first-year students of Astrakhan State Medical University.Materials and methods of research. The study was conducted in compliance with the principle of voluntariness, consent of respondents and confidentiality. 60 people took part in the study - these are 1st year students of the Astrakhan State Medical University. Of these, 13 boys and 47 girls (Fig.1). The average age is 18 years. For a psychodiagnostic study of indicators of emotional burnout syndrome, a questionnaire was used by Boyko V.V. "Methods for diagnosing the level of emotional burnout." An author's questionnaire with general questions has been developed. [1]The results of the study. The study showed that 80% of students experience signs of emotional burnout during the academic year a formed syndrome in 3% of respondents, a practically developed syndrome in 35%, an emerging syndrome in 42% and an unformed syndrome in 20%. The most common symptom from phase I "Tension" is "Anxiety and depression", from phase II "Resistance" is "Inadequate selective emotional response" and from phase III "Exhaustion" is "Emotional detachment". The data obtained can be explained by the fact that first-year students are poorly adapted to study. Poor adaptation to study can occur for a number of reasons related to both academic and psychological aspects. The first reason is excessive load. Medical students often have a high academic load, which can be caused by the complexity of the educational material, a large amount of information and a lack of time to rest. This can lead to feelings of despair, fatigue and stress, which makes it difficult to adapt to a new rhythm of life. The next aspect is the difficulty of perceiving the educational material and, as a result, the fear of failure. Some students may experience a fear of failure or a sense of inadequacy in front of such complex medical training programs. These negative emotions can make successful adaptation difficult and hinder the effective learning process. [3]The average amount of free time for respondents was 2 hours (Fig. 2). In their free time, medical students can organize various activities for recreation and entertainment. (Fig. 3).Such results indicate the need to introduce programs for the prevention of emotional burnout among first-year students of Astrakhan State Medical University, aimed at supporting and developing their psychological well-being and successful learning.Conclusion. Thus, the study showed that burnout syndrome is a fairly common problem among first-year students of Astrakhan State Medical University. It is necessary to pay more attention to psychological support and prevention of this syndrome among young people in order to ensure successful education and professional development of students. Given the stressful learning environment, it is important to create conditions to support the psychological health and well-being of young people in an educational environment. [2] In their free time, medical students can organize various activities for recreation and entertainment. Some leisure ideas in their free time may include: organizing outdoor activities with family or friends for a pleasant pastime, watching your favorite movies in a friendly company for rest and relaxation, organizing sports events to maintain physical activity and health, visiting theaters, concerts, museums or participating in creative workshops, as well as travel. Such events will help medical students relax, enjoy socializing, support psychological and physical well-being and recharge with positive energy before continuing their studies.[4]</p>1.1.Костина Л.А., Сорокина И.А. Взаимосвязь алекситимии с эмоциональным выгоранием у студентов-первокурсников медицинского вуза// Международный научный институт «Educatio». 2014. № 5/ 2014, часть 3. С. 23-26.2.2.Глазачев, О. С. Синдром эмоционального выгорания у студентов: поиски путей оптимизации педагогического процесса / О. С. Глазачев // Вестник Международной академии наук (Русская секция). – 2011. – № S. – С. 26-45.3.3.Панкова О.Ф. Некоторые показатели синдрома эмоционального выгорания и профессиональной деформации врачей еще на этапе получения профессии и возможности профилактики// Материалы научно-практической конференции с международным участием. Астрахань, 2013. – С. 160-170.4.4.Юрьева Л.Н. Профессиональное выгорание у медицинских работников: формирование, профилактика, коррекция. – Киев: Сфера, 2004. С.-272.