A one year experience in the use of Balint groups with third year medical students.

Brazeau, Chantal; Boyd, Linda D; Rovi, Susan; Tesar, Catherine M.

doi:10.1037/h0089946

Cited by 11 publications

(28 citation statements)

References 6 publications

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“…The overall quality of evidence was mixed (Table 2). Three out of four of the quantitative studies were found to be at high risk of bias (Brazeau et al 1998;Yakeley et al 2011;Parker & Leggett 2012). The non-randomised controlled trial was judged to have a low risk of bias for the majority of domains but lacked information about missing outcome data (Airagnes et al 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Qualitative and quantitative evidence of mixed quality suggests that 'therapeutic alliance' is influenced by Balint group participation. All except two studies (Brazeau et al 1998;Parker & Leggett 2014) measured at least one outcome or theme mapping to 'therapeutic alliance' (see last section for the findings of one study). A non-validated questionnaire reported a statistically significant between-group difference in 'empathic approach' (n=163; p=0.03; no CI or effect size reported) but not the 'empathic concern' dimension of the IRI (Airagnes et al 2014).…”

Section: Therapeutic Alliancementioning

confidence: 99%

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Balint groups in undergraduate medical education: a systematic review

Monk

Hind

Crimlisk

2017

Psychoanalytic Psychotherapy

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Section: Resultsmentioning

confidence: 99%

Section: Therapeutic Alliancementioning

confidence: 99%

Balint groups in undergraduate medical education: a systematic review

Monk

Hind

Crimlisk

2017

Psychoanalytic Psychotherapy

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“…Balint groups have been used as a teaching method for medical students and have been reported in the literature in several countries, including Germany, 30 Italy, [31][32][33] South Africa, 34 Poland, 35 Finland 36 and the USA. 37 However, although Balint-style case discussion groups are now a compulsory part of the postgraduate curriculum for junior psychiatrists in the UK, to our knowledge there have been no published reports of Balint groups for medical students in the UK since Balint himself experimented with medical student discussion groups at UCL. 27 Although the aim of both interventions is to teach the student about the doctor-patient relationship, inevitably the students doing the SPS will learn a lot about psychodynamic psychotherapy, whereas in the SPS and the Balint groups the students will have contact with psychiatrists supervising their patients or running the Balint group.…”

Section: Implementing Psychotherapy Teaching Methods On a Wider Scalementioning

confidence: 99%

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

et al. 2011

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Good communication between a doctor and his or her patient serves two essential functions: to share clinical information and to establish a good doctor-patient relationship.1 Effective doctor-patient communication is associated with many benefits, which include patient satisfaction, adherence to treatment, symptom improvement, reduction in psychological distress, and patient's perception of physician competence.2 Moreover, the majority of complaints and lawsuits against doctors cite poor communication as the main cause of the patient's grievance.3 These findings have led to the prioritisation of teaching communication skills in medical school curricula in recent years, yet a number of issues still need to be considered. There is disagreement about what the most effective way of teaching communication skills is, but there is evidence that more experiential methods of learning are preferred by students and are more effective than didactic demonstrating or lecturing. 4 It is also not clear at what stage in their training and for what duration students should be taught communication skills, and whether different students are suited to different teaching methods. 5,6 Many programmes now use actors in simulated doctor-patient consultation scenarios and provide video feedback of the student's interviewing skills, but it is not clear how well these acquired skills translate to real encounters with patients. Many of the studies attempting to evaluate different methods for teaching communication skills lack a control group, 7 and often the main measurement is based on the student's own self-evaluation, which does not correlate with other measures, such as evaluation by their teachers, and may not be indicative of actual improvement as poorly performing students tend to overrate their ability. 8,9Psychodynamic teaching at University College London School of MedicineWe were interested in evaluating the effectiveness of two methods of teaching medical students about communication between doctor and patient and about the doctorpatient relationship: the University College London (UCL) student psychotherapy scheme (SPS) and Balint groups, both of which are based on a psychodynamic paradigm and are focused on increasing students' awareness and understanding of the emotional aspects of the doctor-patient relationship.At the beginning of each academic year all of the firstyear clinical medical students on the introductory course are invited to an introductory lecture about the SPS and Balint groups: interested students then volunteer to join. Each year, about 30-40% of the annual student intake Aims and method To evaluate the effectiveness of two psychodynamic psychotherapy teaching methods, a student psychotherapy scheme (SPS) and participation in a Balint group, in teaching first-year clinical medical students about doctor-patient communication and the doctor-patient relationship. The 28 students, who were randomly allocated to three groups (SPS group, Balint group starting at baseline and Balint group starting at 3 months and a...

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“…Reflections could take the form of letters to patients or could be focused on specific clinical situations that students often mention as challenging, such as bias [36]. The opportunity to reflect alone [37] and in peer groups [38] allows students to normalize their emotions and may allow students to develop a tolerance not only to their own imperfections, but also to their patients' imperfections [37,39]. Through repetitive reflection, students can develop narrative competence [21].…”

Section: Discussionmentioning

confidence: 99%