The Balint Group Approach

Balint, Enid

doi:10.1177/014107687907200617

Cited by 14 publications

(7 citation statements)

References 1 publication

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“…A wide range of courses designed to improve the psychiatric interviewing skills of general practitioners is now offered on both sides of the Atlantic (Burns et al 1983). However, there have been few major developments in the training of more experienced general practitioners since the introduction of the Balint group (Balint 1979). More recently, doctors have been encouraged to learn the skills of counselling (Anonymous 1980), although the acquisition of such skills does not necessarily enable GPs to improve their ability to assess and treat psychiatric illness during a routine consultation (Bensing & Sluijs 1985).…”

Section: Introductionmentioning

confidence: 99%

Improving the psychiatric skills of established general practitioners: evaluation of group teaching

et al. 1987

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Ten established general practitioners, eight of whom were also trainers, took part in a course designed to improve their psychiatric interviewing skills. Participants were instructed in the problem-based model with audiotape and videotape feedback of real consultations in a group setting. Although those attending were experienced practitioners with a particular interest in the management of psychological problems, evaluation demonstrated a significant improvement in their skills after training. It is suggested that trainers could be trained to provide a similar teaching experience for their own trainees.

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Section: Introductionmentioning

confidence: 99%

Improving the psychiatric skills of established general practitioners: evaluation of group teaching

et al. 1987

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“…Nonetheless, other studies demonstrated that trainees often struggled to adapt and found the sessions anxiety provoking (Graham et al 2009). Furthermore, sessions have been referred to as "repetitive" with similar areas of discussion being frequently revisited (Balint 1979;Omer and McCarthy 2010).…”

Section: Balint Groupsmentioning

confidence: 99%

“The Free Association Sessions”. Perspectives on a Novel Teaching Platform by Final Year Medical Students and Basic Specialist Trainees in Psychiatry

McFarland

Brar

Hayes

et al. 2022

Preprint

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Introduction Notwithstanding the many advantages of outcomes-based education within Psychiatry placements in Medical School and Basic Specialist Training within the College of Psychiatry of Ireland, there is limited protected time for broad Reflective Practice that appreciates the complexity of working in the Mental Health setting. Furthermore, there are limitations to the current model of restricting Reflective Practice sessions to the Balint Group Format. Methods A novel programme of structured Reflective Practice was offered to students in the School of Medicine in The University of Limerick and trainees in the Mid-West Deanery. Six student and fourteen trainee participants were subsequently invited to provide perspectives on the programme via Focus Groups. The study employed an inductive latent phenomenological approach for analysis of qualitative data. Results Five major themes emerged: These related to the teaching environment, personal identity, complexity, awareness of cognitive dissonance and the structure of the sessions. There were a number of different perceptions, relating to the participants stage of training. Conclusions There was evidence that the structured reflective sessions created a comfortable environment, addressed hierarchy issues and facilitated wide-ranging opportunities for reflective practice, with an observed increased appreciation for complexity in Psychiatry. There was apparent tension between controlling content and facilitating the form of group process. Nonetheless, the structure appeared more approachable for medical students and those early in training.

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“…The use of narratives in medical education is well established. Case histories and patient narratives are frequently used in clinical teaching and reflective educational practices such as reflective portfolios and Balint groups [ 1 ]. Narrative-based medicine, as advocated by Charon [ 2 ], Launer [ 3 ], and Greenhalgh and Hurwitz [ 4 ] emphasises the importance of narratives in understanding the experience of illness, including the patient’s perspective and context, and in developing the doctor-patient relationship.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the collective, protecting the personal: the valuable role of composite narratives in medical education research

McElhinney

Kennedy

2022

Perspect Med Educ

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Narrative research approaches provide the opportunity for constructing a detailed understanding of lived experiences relevant to medical education, in areas such as illness narratives, explorations of doctor-patient relationships, and the development of professional identities in students and educators. The benefits of the depth of data gathered in narrative research are, however, counterbalanced by possible weaknesses relating to a focus on individual cases and the risk of identification of participants where subjects are sensitive or unique. To address these concerns, researchers from a variety of social science disciplines, carrying out research employing a range of methodological approaches, have begun to use ‘composite narratives’ in which the commonalities in the experiences of research participants are combined to create joint narrative or narratives which illustrate participants’ shared experiences. Composite narratives have been used both as a component of the methodological approach and as a method of presenting the results of research in a variety of methodologies. This A Qualitative Space paper explores the role, strengths, and weaknesses of narrative research, before outlining the ways in which composite narrative has been defined within existing research. Distinctions between the various approaches to creating composite narratives are discussed, highlighting the differences in the types of data utilised, and the approaches taken to data analysis and presentation. A key distinction is identified between the use of composite narratives as part of an integrated methodology and as an approach to the presentation of data. Finally, issues relating to trustworthiness, reflexivity, and implications for researchers are considered.

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The Balint Group Approach

Cited by 14 publications

References 1 publication

Improving the psychiatric skills of established general practitioners: evaluation of group teaching

Improving the psychiatric skills of established general practitioners: evaluation of group teaching

“The Free Association Sessions”. Perspectives on a Novel Teaching Platform by Final Year Medical Students and Basic Specialist Trainees in Psychiatry

Enhancing the collective, protecting the personal: the valuable role of composite narratives in medical education research

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