The study involved 20 teachers of medical institutions who gave consent to be examined for emotional burnout syndrome (EBS). Diagnosis of moderate EBS was confirmed by relevant clinical tests and analysis of pedagogical communication style in 30% of the participants. The pedagogical style of teachers exhibiting no signs of burnout is characterized by personality-oriented model of communication with differential attitudes toward students and active interaction with them. Teachers presenting with EBS relied on the disciplinary model of communication prevailed by authoritarian and dictatorial behaviour lacking communicability and flexibility; these persons showed pronounced hyperreflexia.