Psychological Risk and Protective Factors of Professional Stress and Burnout in Emergency Hospital Residents

RELEVANCE. According to numerous studies, residents are one of the most vulnerable groups to professional burnout and stress among doctors. THE

Aim

OF THE STUDY. The study identified actual level of stress and burnout among residents of the Sklifosovsky Research Institute for Emergency Medicine. 88 residents participated in the study, the age of respondents varies from 23 to 34 years, the average age is 24.8 years, of which 69 are women (78.4%) and 19 are men (21.6%). MATERIAL AND

Methods

To study the level of emotional maladjustment and professional burnout, a modified version of the Distress Thermometer (Holland et al., 2000), Beck Depression Scale (Beck et al., 1988; 1996), and Maslach Burnout Inventory (Maslach & Jackson, 1981) were used. Also the residents were asked to assess the subjective stress level on a scale from 1 to 10. To study the factors of professional stress and burnout, we used De Jong Gierveld Loneliness Scale, (1985), Three-Factor Perfectionism Scale (Garanyan et al., 2018), Toronto Alexithymia Scale (Taylor et al., 2003), Multidimensional Scale of Perceived Social Support by G. Zimet (1988), Interpersonal Reactivity Index by Mark H. Davis (1980), the “Subjective Position” questionnaire by U. V. Zaretsky, V. K. Zaretsky and I.Y. Kulagina (2014).

Results

The majority of the respondents noted an average level of stress and burnout (41% and 46.5% of the sample, respectively), 32% of respondents have symptoms of depression. According to the regression analysis, risk factors such as a high level of socially prescribed perfectionism, low emotional intelligence, lack of social support, and protective factors in the form of developed emotional intelligence, high levels of social support, and a subjective position in learning activities contribute to the development of stress and burnout symptoms.

Conclusions

The study helps determine the goals of preventing professional burnout: the development of emotional intelligence and a natural support system from colleagues and relatives, strengthening the subjective (i.e. active and conscious) position during the learning process.