Balint-Style Case Discussion Groups in Psychiatric Training: An Evaluation

Abstract

Basic psychological competency and the awareness of the self in relation to the patient can be fostered through attendance at a case discussion group. With some limitations, Balint groups continue to be a useful way of introducing young psychiatrists to psychological processes.

A Balint-inspired reflective forum in oncology for medical residents: Main themes during seven years

“…Studies tell us that it does not seem to suit all settings and residents, and modifications of the model have been made [12,14,24]. It has been suggested that psychological jargon, silence, and interpretations on a group level might cause anxiety within the group and that this should be avoided in order to offer a safe and structured setting [14]. Other studies show that residents are critical to the traditional focus on the communication of experiences at the expense of 'seeking solutions' [12].…”

“…Participants seem to be enthusiastic and report enhanced ability to reflect on psychological issues, and participation seems to increase job satisfaction and reduce the risk of burnout [14][15][16][17]. Even if we do not know whether the physicians' group experience promotes patients' positive evaluations of the patient-physician relationship in clinical practice, it seems more than likely that taking part in case discussions based on clinical experiences would, at least to some extent, promote professional development and improve patient care.…”

Recruitment and retention in paediatrics: challenges, opportunities and practicalities

“…Box 3 offers some suggestions for providing pastoral support.

Methods for providing emotional support to paediatric traineesReflective case discussion groups, for example, run by local Child and Adolescent Psychiatrist and Balint groups37Return to Acute Clinical Practice courses—updates on key changes in practice and simulated common clinical scenariosCourses for those stepping up to the next level of responsibility, for example, transition to leadership or transition to consultantSupport for newly appointed consultants through networks of local mentors, for example, First5 from the Royal College of General Practitioners38Mentoring networks—cross-specialty mentoring and peer mentoring of junior trainees by more senior trainees39Clear pathway for trainees needing more opportunity to discuss a troubling case, for example, educational supervisor then training programme director then regional head of paediatricsRegional trainee ‘support’ events, for example, sessions run by training programme directors for trainees to self-refer for support of any kind (careers, exam difficulty, after a critical incident, personal issues)External bodies available to support doctors, for example, professional or trainee support units and Practitioner Health Programme40

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Reflective practice in psychiatric training: Balint groups

“…To overcome this, the authors suggest active involvement from group leaders to alleviate anxiety by avoiding jargon, not allowing prolonged silences, and not interpreting group dynamic. 14 …”