Abstract
The psychoemotional state of the residents is a significant factor determining the effectiveness of their professional training. Modern research confirms that intensive academic workload, information saturation and the need for rapid adaptation to the clinical environment lead to a decrease in well-being, activity and emotional stability of medical university students. For residents, these processes are particularly pronounced, which is associated with a combination of educational and practical activities, high responsibility and insufficiently formed coping strategies. In this study, the dynamics of the psycho-emotional state of 40 residents of the Department of Orthopedic Dentistry during the academic year was assessed using the SAN questionnaire. The average indicators of well-being, activity and mood in September 2024 were 6.2, 5.8 and 6.3 points, respectively. By June 2025, there was a statistically significant decrease in activity levels (down to 5.4 points, p=0.03), which is consistent with the literature data on increasing fatigue and emotional stress during vocational training. The changes in well-being and mood did not reach statistical significance, but an individual analysis revealed a decrease in activity in 50% of residents and an increase in mood in 27.5%. A positive correlation was established between the level of activity and academic performance (r=0.42, р<0.05): residents with activity ≥6 points demonstrated higher final assessment results. These data are consistent with studies showing that emotional stability and an optimal level of functional state contribute to better assimilation of material and the formation of clinical skills. An increase in mood was not accompanied by an improvement in academic performance, which may reflect a decrease in academic concentration with an overly positive emotional background. A decrease in well-being did not show a statistically significant relationship with learning outcomes, but it can be considered as a potential marker of the risk of emotional burnout, which is confirmed by modern data on the high prevalence of burnout among residents. The results obtained emphasize the need for regular monitoring of the psycho-emotional state of residents and the implementation of support programs, including the development of stress tolerance, optimization of the learning load and individualized pedagogical approaches. This will increase the effectiveness of professional training and reduce the risk of burnout.