Background: Emotions play a fundamental role in the professional development of doctors. Teaching medical students about the role of emotions in illness and relationships with patients can be challenging. Balint groups involve a case presentation and discussion focussed on the emotional component of patient interactions. This study aimed to assess whether a Balint group helped medical students to gain a better understanding of the role of emotions in the doctor-patient relationship, and whether students believed that the group provided a valuable educational opportunity. Methods: Voluntary 5-week Balint groups were offered to third, fourth and fifth year medical students on clinical placement at University Hospital Hairmyres. The traditional Balint group format was adhered to. Participating students were asked to complete an anonymous questionnaire following the final group session. Results: Sixteen medical students participated in the Balint groups, and they all completed the questionnaire. The majority of students agreed that the groups helped them to think about the place of emotions in patient encounters, and provided a useful space to think about the doctor-patient relationship. Most students agreed that participating in a Balint group was an important part of their training as a doctor. Students overwhelmingly indicated that Balint groups provide an aspect of training that is not currently addressed elsewhere in the medical student curriculum. Conclusion: Balint groups provide an effective means of educating students about the role of emotions in the doctor-patient relationship. They are largely valued by students as providing a relevant component of their medical education

AimsOver the last decade, there have been significant developments in the use of simulation for undergraduate medical education. Despite simulation's diverse applications across the medical school curriculum, it has thus far been underutilised within psychiatry teaching. Psychiatric simulation can support students to develop strategies to elicit psychopathology, de-escalate an aggressive patient or perform a risk assessment. Such experiences can be difficult to encounter during clinical placements and may expose a student or patient to an unacceptable level of risk. We have therefore developed an immersive simulation course that aims to enhance undergraduate psychiatry training.MethodOur course was developed by medical education faculty and psychiatry staff. The course handbook includes storyboards, patient scripts and debrief guidelines. Clinical scenarios are mapped to university intended learning outcomes and include; conducting a risk assessment for a patient with emotionally unstable personality disorder and comorbid depression, managing a manic patient in the Emergency Department and assessing a patient with obsessive-compulsive disorder who has developed skin damage due to hand washing.The one-day course is delivered to groups of 4-8 students from the Universities of Glasgow and Edinburgh during their placements in NHS Lanarkshire. The course takes place in a simulation suite and is facilitated by psychiatrists and medical education faculty. Students each take the lead role during a clinical scenario in which they will encounter a simulated patient. Live video from the simulation is broadcast to other candidates. Scenarios last 10-15 minutes with a 20-30 minute group debrief immediately afterwards. The debrief utilises the PEARLS framework (Promoting Excellence and Reflective Learning in Simulation) and provides the opportunity for peer and facilitator feedback, as well as discussions regarding mental state examination, diagnosis and management.ResultQualitative and quantitative feedback has been collected via an anonymous electronic post-course questionnaire. To date, the course has received universally positive feedback. 93% of candidates rated the overall quality of the course as a learning experience as ‘excellent’. Students reported that the course helped them develop communication skills which they could apply to future clinical situations. In addition, candidates felt participation had increased their confidence in taking a psychiatric history and performing a risk assessment.ConclusionImmersive simulation is an underutilised tool in psychiatry education. Our course complements the existing educational programme of lectures and ward-based teaching and has been positively received. It provides the opportunity for students to develop interview techniques and communication skills in a safe, controlled environment.

No abstract