Молодежный инновационный вестникМолодежный инновационный вестник2415-7805Федеральное государственное бюджетное образовательное учреждение высшего образования "Воронежский государственный медицинский университет имени Н.Н. Бурденко" Министерства здравоохранения Российской Федерации10891UnclassifiedComparative analysis of the psycho-emotional health of students at different stages of study at a medical universityGalinurovaSvetlana Maratovnasvetlanagalinurova06@gmail.comKamaletdinovNurislam Dinarovichnurislam_2005@icloud.comhttps://orcid.org/0009-0006-4238-450XKhusainovArtur Eduardovichsvetlanagalinurova06@gmail.comBashkir State Medical University0411202514236391504202507082025Copyright © 2025, Galinurova S.M., Kamaletdinov N.D., Khusainov A.E.2025<p><span style="font-weight: 400;">The study of the psycho-emotional health of medical students at different stages of study is of significant scientific and practical interest in the context of mental hygiene - an area aimed at maintaining mental health and preventing maladaptive conditions. Medical education is characterized by high intellectual workload, the need to assimilate a large amount of information and increased responsibility, which creates the prerequisites for chronic stress and emotional burnout. Under such requirements, anxiety becomes a key indicator of students' psychological well-being, influencing not only their academic results, but also the formation of professional competencies of future doctors. Conducting a comparative analysis of anxiety levels during exam sessions and the regular educational process allows us to identify critical points of psycho-emotional stress, which is especially important for developing preventive measures within the framework of mental hygiene. Exam periods associated with exams and assessment of knowledge are traditionally associated with peak stress, but prolonged exposure to moderate anxiety during routine academic months can also lead to a cumulative negative effect. Comparison of these states in junior and senior students makes it possible to trace the dynamics of adaptation mechanisms, as well as to identify the stages of learning that are most vulnerable to the development of anxiety disorders.</span></p>studentmental hygienepsycho-emotional stateanxietystress.студентпсихогигиенапсихоэмоцинальное состояниетревожностьстресс.1.Доскин.В.А, Н. А. Лаврентьева, М. П. Мирошников, В. Б. Шарай. Тест дифференцированной самооценки функционального состояния // Вопросы психологии, 1973. №62.Исаев Д. Н. Психогигиена и профилактика эмоционального выгорания в профессиональной деятельности. Москва: Медицина; 2020. 256 с.3.Лисицын Ю. П., Полунина Н. В. Гигиена и основы здоровья человека. Москва: ГЭОТАР-Медиа; 2019. 408 с.4.Морозов С. М., Петрова Н. Н. Психология медицинского образования: стресс, адаптация, профессиональное становление. Санкт-Петербург: СпецЛит; 2021. 184 с.5.Фетискин Н. П., Козлов В. В. Психодиагностика стрессовых состояний: теория и практика. Москва: Институт психологии РАН; 2020. 198 с.