Olga M. Shepeleva

   The purpose of research is to analyze sample data on self-assessment of health and formation of healthy lifestyle attitudes of medical students.   Methods. The sample structure is characterized by the distribution of respondents by gender, the course of study at a university and college, and the age of 15–18 years. Data collection was carried out by a questionnaire method using a direct survey of respondents. Anthropometry was performed with the subsequent calculation of the body mass index (BMI) of the respondents. The assessment of the quality of life was carried out using the SF-36 questionnaire on indicators of physical and mental components of health, general health, vital activity and mental health.   Results. The respondents were divided into 4 groups: 1 – boys studying at a university, 2 – girls studying at a university, 3 – boys studying at a college and 4 – girls studying at a college. It was found that the surveyed girls have a lower self-assessment of health, more than 30 % of university and college students rate their health as mediocre and poor, and among young men this indicator was 25,0 % and 20,0 %, respectively. The physical component of health differed slightly in the groups. The psychological component of health in girls was: 32,98 ± 1.35 (in high school) and 38,98 ± 1,14 (in college) versus 41,10 ± 2,22 for boys in high school and 44,61 ± 2,12 in college. The indicator of the general state of health was 66,50 ± 4,01; 58,12 ± 2,86; 65,40 ± 4,48 and 63,85 ± 1,95 in representatives of the analyzed groups, respectively; mental health – 63,38 ± 3,83; 49,09 ± 2,63; 64,6 ± 4,48 and 60,34 ± 2,21.   Conclusion. Analysis of the data obtained indicates that there are gender differences in self-assessment of health, represented by lower indicators in girls. Moreover, students at the university show this more clearly, which requires more in-depth study. It has been established that first-year students of KSMU have motivation to lead a healthy lifestyle and promote it among the population, and it can be traced more clearly among students of the university.

Researchers surveyed secondary school teachers characterizing the signs of emotional burnout during the educational process in a distance format. We considered preventive measures. The study aims to research the possible development of emotional burnout among teachers in the conditions of distance learning. We conducted a study with the participation of 72 teachers to identify signs of emotional burnout using the V.V. Boyko questionnaire and conducted statistical data processing using Statistica 13.0. The average age of teachers was 47.1 years; the majority were women. In addition, 70,0% of Teachers noted that they have chronic diseases. Based on the results obtained, we concluded that school teachers' lack of work experience in the conditions of distance learning and online classes was a traumatic circumstance for almost half of the teachers, which could serve as a triggering mechanism for the stages of development emotional burnout. Subjectively, teachers associated the formation of symptoms of emotional burnout and health disorders with two-thirds of all cases with working conditions, its intensity, and difficulties with maintaining a healthy lifestyle in self-isolation. The revealed indicators of the phases of the development of emotional burnout allow us to judge that 45.9% of teachers have a formed/dominant symptom of "experiencing traumatic circumstances" registered in the "tension" phase. 31.2% of teachers have a symptom of "anxiety and depression". There are high rates of symptoms of "inadequate selective emotional response" - 54.1% in the "resistance" phase, "emotional and moral disorientation" - 32.8%, "expansion of the sphere of saving emotions" - 31.1% and "reduction of professional responsibilities" - 50.8%. In the "exhaustion" phase, the symptom "psychosomatic and psychovegetative disorders" has a dominant value in 22.9% of teachers. Factors that, according to teachers, contribute to the formation of emotional burnout are: the intensity of work in the conditions of distance learning (61.1%); violation of lifestyle components (36.1%); lack of access to a doctor (29.2%). To prevent the formation of emotional burnout syndrome in the conditions of distance learning: it is necessary to observe for teachers the work and rest regime in compliance with the working time regulations within the framework of official duties and an employment contract, compliance with the rules of a healthy lifestyle, high-quality medical care, and mandatory professional development on online training.