EMOTIONAL BURNOUT SYNDROME IN CLINICAL DISCIPLINES FOR FOREIGN STUDENTS’ TEACHING AND WAYS OF THEIR SOLUTION
DOI:
https://doi.org/10.11603/me.2414-5998.2017.1.7619Keywords:
teacher, emotional burnout, foreign students.Abstract
The aim of the study – the article adduces the mechanisms of the burnout syndrome appearance and ways to overcome emotional burnout in teaching of clinical courses to foreign students in higher education.
Materials and Methods. In terms of fundamental changes taking place in our society and higher education the role and essence of teacher of high school dramatically increases. Syndrome of emotional burnout develops much faster in the teachers of medical schools who work with foreign students as a result of severe emotional and tense relations in the system "teacher – student-foreigner" that develops over time. This has a direct relevance for social and psychological health teacher, appears on its efficiency and productivity of work that needs to find ways to improve working conditions and additional psycho-emotional unloading.
Results and Discussion. Observations by teachers of higher medical education point to a number of external and internal factors that are contributing to the syndrome of emotional burnout in health professionals in teaching clinical disciplines. Generally, favorable conditions for the development of this syndrome is the occurrence of peculiar psychological scissors between teacher professional competence (ability to flexibly adapt to different prototypes student's, ability to solve conflicts, while remaining at a high level of training) and lack of time on training and extracurricular tasks medical work, perform research, work in libraries and so on.
Conclusion. In order to achieve a positive outcome in teaching discipline, and work with patients, clinical lecturer in the department of foreign students should worry about their own health and well-being. It is the formation and strengthening professional approach to the perception of information, it's processing and interpretation should be, in our view, the priority for this teacher. The latter will increase the cognitive and creative potential of the teacher and improve future doctor formation quality.
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