Managing Risks of Faculty in Medical Education: A Comparative Analysis of Global Practices

Farida Amirseitova, Aiman Mussina, Roza Suleimenova, Bakhtiyar Serik, Nursultan Junisali, Shynar Kulbayeva

2025

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DOI 10.32921/2663-1776-2025-60-7-jhd048
Data confidence 70 medium
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Abstract

The problem of occupational risks among the teaching staff (faculty) in medical universities is becoming increasingly relevant due to the growing psychosocial workload, the combination of teaching, research, and clinical activities, as well as the insufficient systematic management of these risks. International experience demonstrates a variety of approaches to ensuring safety, preventing emotional burnout, and fostering a culture of health among academic personnel. A systematic review of publications from 2013 to 2025 was conducted using the databases Scopus, Web of Science, PubMed, eLibrary, and other open sources. The analysis included 36 studies addressing organizational, psychosocial, and ergonomic aspects of risk management among faculty members of medical universities. The PRISMA method was applied for publication selection, and data were classified according to thematic areas (emotional burnout, organizational interventions, occupational safety, and mental health support). International studies show that the key factors contributing to occupational risks among faculty members include high workload, insufficient support from administration, ineffective time allocation between teaching and administrative duties, and a weak culture of mental health care. In Kazakhstan and other Commonwealth of Independent States countries, similar trends have been identified, along with insufficient institutional support, limited resources, and a lack of systematic preventive programs. International experience in managing occupational risks among faculty in medical education highlights the need for an integrated approach that combines individual, organizational, and policy-level measures. For Kazakhstan and other Commonwealth of Independent States countries, it is particularly relevant to develop a regulatory and standardized risk management system for faculty members, focused on preventing burnout, protecting mental and physical health, and improving the quality of the academic environment.Keywords:occupational risks, faculty, medical education, emotional burnout, occupational safety.