A mixed-methods SWOT analysis of a medical student Balint group programme

McCarron, Robyn; FitzGerald, James M.; Swann, Peter; Yang, Sharon; Wraight, Sally; Arends, Fraser

doi:10.1080/0142159x.2023.2239999

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…Participation of medical students in Balint groups has been investigated in both qualitative and quantitative methods and showed improvement in communication skills, the conceptualization of the patient-doctor relationship, and empathy (McCarron et al, 2023;Ng, Seu, & Cullum, 2022) (Yazdankhahfard, Haghani, & Omid, 2019). Yet, in these studies, Balint's effect was only of moderate magnitude.…”

Section: Introductionmentioning

confidence: 99%

Association between Personality Traits and the Effectiveness of Balint Training among Medical Students

Ben Harush,

Avny,

Koslowsky

et al. 2024

PSYCH

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Introduction: Promoting communication and empathy skills is an important component of medical students' education. Recently, a technique called Balint training has been introduced in several medical schools to foster the nonclinical aspects of physician-patient interaction. Aim: We aim to explore whether personality traits help explain the medical students who were more satisfied with Balint training. In particular, whether students who are more open to experience and more agreeable are more likely to be satisfied with Balint training. Method: Balint groups have been introduced as part of the medical school curriculum in the 4th year as part of their clinical training. Students participated in five monthly Balint meetings in groups of 8 -10 students led by two medical staff facilitators. At the end of the program, questionnaires were delivered to all students. Results: A total of 65 participants (36% of the population) who completed all sessions, answered the questionnaires. Findings showed a positive correlation between the personality traits openness to experience and agreeableness to the level of satisfaction in participating in Balint group sessions. Discussion: Our findings contribute to the advancement of more effective planning and design of Balint groups in medical education. To maximize the educational benefit of students' participation in Balint training, their personality traits should be taken into consideration.

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Section: Introductionmentioning

confidence: 99%

Association between Personality Traits and the Effectiveness of Balint Training among Medical Students

Ben Harush,

Avny,

Koslowsky

et al. 2024

PSYCH

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Fostering empathy in Chinese medical students: the role of Balint groups facilitation

Zhang,

Nadia,

Sun

2024

Cogent Education

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Teaching of reflection in higher education: a narrative review

Phenwan

2024

MedEdPublish

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Background Healthcare professional students (HCPs) are encouraged to utilise reflection during and after their study programmes as a part of their life-long learning skill and professional competencies. However, the way in which the concept of reflection is taught and its’ influence students’ capacity to reflect have not been fully explored. This narrative review aimed to explore how the concept of reflection is taught in higher education and how the teaching of reflection influences HCP students’ capacity to reflect. Methods Articles that were published during 2014–2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility. Results 18 articles were included. The included articles were geographically well-distributed in both the Global North and Global South countries, indicating universal interest in the topic. Eight articles had qualitative study designs; six had quantitative designs and four had mixed-method designs. Conceptually, the teaching of reflection could be categorised as a spectrum, ranging from: i) structured format (reflective templates or debriefing); ii) semi-structured format (physical/virtual small group discussions, video recordings, AI generative arts, in-verse reflection and concept mapping) and iii) flexible and creative (art-based pedagogy or narratives). All included articles indicated students actual and perceived better understanding of reflection. This claim is supported both quantitatively and qualitatively via either validated instruments or narratives and themes based on students’ textual outputs. Conclusions This review identified several teaching methods that help facilitating students’ capacity to reflect. Findings are unable to recommend the most efficient way to teach reflection since it depends on students’ progress in their programmes. However, a more relational approach to teaching of reflection is recommended. Students might begin their reflective journey with a structured format of teaching of reflection then gradually move to less-rigid format of the teaching to empower students’ autonomy.

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A mixed-methods SWOT analysis of a medical student Balint group programme

Cited by 3 publications

References 28 publications

Association between Personality Traits and the Effectiveness of Balint Training among Medical Students

Association between Personality Traits and the Effectiveness of Balint Training among Medical Students

Fostering empathy in Chinese medical students: the role of Balint groups facilitation

Teaching of reflection in higher education: a narrative review

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