ISSN 2223-6775 Ukrainian journal of occupational health Vol.16, No 4, 2020
Psychological factors of development of professional burnout in teachers of a medical university
Lalymenko O.S.1, Kapustnik V.A.1, Zavgorodnia N.I.1, Böckelmann I.2, Tretiakova K.O.1
1 Kharkiv National Medical University, Kharkov, Ukraine
2 Otto-von-Guericke University, Federal Republic of Germany, Magdeburg
Full article (PDF), ENG
Introduction. Due to the rapid growth of economic and technological progress, there is a significant increase in professional competition. Teachers are especially susceptible to a number of stress factors that can be manifested at work, in relationships with superiors, in the tense situation in the team, as a result of various social and psychological experiences at work and at home. At the background of the long-term influence of such factors, the probability of development of professional burnout syndrome increases.
Purpose of the study: to study characteristics of types of work-related experience and risk of professional burnout in teachers of a higher medical education institution.
Materials and methods. Using the Maslach Burnout Inventory - General Survey (MBI-GS) and Arbeitsbezogenes Verhaltens - und Erlebensmuster (AVEM) “Behavior and Experience Associated with Work” questionnaires, 105 teachers of the chairs of Kharkiv National Medical University of the humanitarian, natural science and clinical profiles were interviewed.
Research results. It is found that high and medium levels of emotional exhaustion and depersonalization prevail in 28.12% of teachers of natural sciences and 25.49% of clinicians by the MBI-GS scales against the background of work-related behavior and experience (AVEM), which is characterized as type B – “burnout” (28.13% in teachers of the science direction and 27.45% in those of clinical profile) and type A – “high tension”. A small number of respondents 36.36% of teachers of humanities had psychological characteristics of experiences associated with work, typical for type A- risk of formation of professional burnout in the absence of changes by the MBI-GS scales.
Conclusion. The most pronounced emotional exhaustion of a high degree (≥ 3, 20 points) and depersonalization (≥ 2, 20 points) are noted in teachers of natural sciences and clinicians; the latter are also characterized by a high degree of reduction in personal achievements (≥ 5, 0 points). The average levels of emotional exhaustion and depersonalization were more pronounced in teachers of clinical faculties and teachers of natural sciences, who demonstrated type A (high tension) of work-related behavior and skills associated with professional burnout.
Key words: professional burnout, behavior and experiences associated with work, professional destruction of personality.
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