The subject of the study is emotional burnout as a psychologically determined condition developing in medical trainees during the process of professional formation. The object of the study includes medical students and resident physicians at different stages of professional training. The article examines the structure of emotional burnout, specific features of its manifestation in students and residents, and the impact of educational and clinical workload on emotional functioning. Special attention is paid to emotional exhaustion, depersonalization, and reduced personal accomplishment in the context of professional stress and psychological adaptation. The study employed the Maslach Burnout Inventory adapted by N.E. Vodopyanova. Statistical data analysis was conducted using the Mann–Whitney U test and Spearman’s rank correlation coefficient in SPSS Statistics 26.0. The scientific novelty of the study lies in identifying qualitative differences in the structure and psychological mechanisms of emotional burnout in medical students and resident physicians. It was found that emotional exhaustion combined with reduced subjective professional effectiveness plays a leading role in burnout formation among early-stage students, reflecting cognitive uncertainty and academic overload. In contrast, depersonalization predominates among residents and functions as an adaptive psychological defense in response to clinical responsibility and intensive patient interaction. The study concludes that emotional burnout in medical trainees is a dynamic process that changes throughout professional development. The findings expand current understanding of psychological determinants of burnout and may be applied in the development of differentiated prevention and psychological support programs in medical education.
Tamara Dzhamaladdin kizi Dzhafarova (Thu,) studied this question.