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- Cognitive foundations of residents' burnout syndrome in postgraduate education
- Savelyeva L.A., Kashapov M.M., Ilyin M.V. Cognitive foundations of residents' burnout syndrome in postgraduate education. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 2021, vol. 27, № 1, pp. 77-82 (In Russ.). https://doi.org/10.34216/2073-1426-2021-27-1-77-82
- DOI: https://doi.org/10.34216/2073-1426-2021-27-1-77-82
- УДК: 159.9.072
- Publish date: 2021-02-27
- Annotation: Postgraduate education of the resident is the basis of its professional activity, which involves the presence of emotional saturation and a large number of factors that cause stress. Emotional burnout syndrome (CMEA), being the body's reaction to prolonged stressors, is a consequence of psychological overwork. The aim of the study was to study the cognitive resource capabilities of the individual and determine ways to prevent the development of CMEA in 100 residents of surgical and therapeutic specialties using CMEA analysis techniques, assessing conflict and communicative competencies, as well as creativity and creative characteristics of the individual. The comparison group was 30 general practitioners. Evidence has been obtained for hypotheses that CMEA in residents is less pronounced and distributed than in general practitioners; differences in the choice of conflict resolution strategy contribute to the development of CMEA symptoms. The reasons for psychological discomfort of students under residency programmes were revealed. A comparative analysis of conflict competency and symptoms of CMEA, has been carried out. It has been established that conflict competency is manifested as cognitive resource opportunities, the deliberate development of which can serve as a means of preventing CMEA in residents.
- Keywords: stressogenic factors, emotional burnout syndrome, ideation resourcefulness, personality, subject
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