Appropriate training based on Balint groups can improve the empathic abilities of medical students: A preliminary study

Airagnes, Guillaume; Consoli, Silla M.; Morlhon, Olivier De; Galliot, A.M.; Lemogne, Cédric; Jaury, Philippe

doi:10.1016/j.jpsychores.2014.03.005

Cited by 63 publications

(83 citation statements)

References 19 publications

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“…36 In addition, reflective seminars using the Balint method have been reported to increase the empathic abilities of medical students. 37 The students also identified inhibitors of empathy: lack of professional competence and a medical culture characterised by stress and empathy-aversion. Insecurity or a lack of routine has previously been shown to decrease students´ empathy.…”

Section: Discussionmentioning

confidence: 99%

Can empathy be preserved in medical education?

et al. 2020

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Objectives:The aim of this study was to investigate changes in empathy during medical education, as well as to identify promoters and inhibitors of empathy and analyse their roles. Methods: We used qualitative content analysis to examine 69 critically reflective essays written by medical students as a part of their final examination at the end of the medical program. The essays were based on previous self-evaluations performed each term and represented retrospective reflections on their professional development. Results: A majority of the students felt that their empathy did not decrease during medical education. On the contrary, many felt that their empathy had increased, especially the cognitive part of empathy, without loss of affective empathy.Many of them described a professionalisation process resulting in an ability to meet patients with preserved empathy but without being overwhelmed by emotions. They identified several factors that promoted the development of empathy: a multiplicity of patients, positive role models, and educational activities focusing on reflection and self-awareness. They also identified inhibitors of empathy: lack of professional competence and a stressful and empathy-hostile medical culture. Conclusions: Our analysis of these retrospective reflections by students suggests that empathy can be preserved during medical education, despite the presence of important inhibitors of empathy. This finding might be due to the presence of more potent promoters and/or to the fact that educational activities might result in a decreased susceptibility to empathy-decreasing circumstances.

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Section: Discussionmentioning

confidence: 99%

Can empathy be preserved in medical education?

et al. 2020

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“…Furthermore, Balint groups can assist in clarifying the physician role and normalizing challenges through shared experience (82). This can help residents increase empathy and professionalism as well as create a more positive attitude toward physician-patient relationships (60,82,83). Improved relationships with patients can increase physicians' sense of accomplishment and help them feel more in control of their working life (84).…”

Section: Discussionmentioning

confidence: 99%

“…A group leader facilitates discussion (47). The group experiences enable physicians to better handle difficult working relationships, improve empathy and communication skills, better understand their professional identity, rediscover the joy of being a physician, increase job satisfaction, and may prevent increasing levels of physician burnout (54)(55)(56)(57)(58)(59)(60)(61).…”

Section: Balint Groupsmentioning

confidence: 99%

A Randomized Controlled Trial of Balint Groups to Prevent Burnout Among Residents in China

et al. 2020

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Introduction: Burnout is highly prevalent among residents and is associated with negative outcomes for patients, organizations, and physicians. Balint groups have been shown to be an effective strategy to alleviate physicians' burnout. The purpose of this study was to examine the effectiveness and feasibility of Balint groups in preventing burnout among residents in training programs in China.Methods: 36 resident physicians in their first year of residency at a comprehensive hospital in China were randomly assigned to two groups. Physicians in the intervention group participated in 2 lectures and 10 Balint sessions for 6 months, while participants in the control group were placed on a waitlist for future Balint sessions. All 36 participants completed burnout and job satisfaction measures pre and post-intervention.Results: The mean burnout subscale scores for EE and DP decreased, and the scores for PA and job satisfaction increased after Balint group participation. However, paired t-test results revealed there were no statistically significant differences between pre and posttest scores for EE (t = −1.323, p = 0.203), DP (t = −0.727, p = 0.477), PA (t = 0.716, p = 0.484, and job satisfaction (t = 0.282, p = 0.781) for the intervention group. For the control group, the burnout subscale scores for EE (t = 2.312, p = 0.034) and DP (t = 2.898, p = 0.019) increased, and there were statistically significant differences between pre and posttest. PA (t = −0.717, p = 0.483) and job satisfaction (t = −0.241, p = 0.812) scores decreased although there were no significant differences seen between the pre and posttest. Independent t-test results demonstrated statistically significant differences in scores for EE (t = −2.662, p = 0.013) and DP (t = −2.433, p = 0.020) between intervention and control group. However, there were not statistically significant differences between groups for scores in PA (t = 1.013, p = 0.318) and job satisfaction (t = 0.367, p = 0.716). All 18 participants in the intervention group reported that Balint groups were helpful and that they would be willing to attend future sessions. Overall satisfaction with the Balint group program was over 80%.Conclusion: Balint groups are an efficacious, feasible, standardized method of preventing resident burnout. Residents in China may benefit from Balint group implementation in residency training programs.

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“…13 Our study builds research about the Balint approach with medical students by providing quantitative measures as well as open-ended self-assessments in a continuity experience.…”

Section: Discussionmentioning

confidence: 99%