Can Balint groups fill a gap in medical curricula?

Abstract

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

A Mixed-Methods Systematic Review of Group Reflective Practice in Medical Students

“…Of 18 studies included, six were from United States [ 22 , 23 , 24 , 25 , 26 , 27 ], three from United Kingdom [ 28 , 29 , 30 ], three from Australia [ 31 , 32 , 33 ], two from France [ 34 , 35 ], two from Taiwan [ 36 , 37 ], one from Germany [ 38 ] and one from Ireland [ 39 ].…”

Making space for ethnic minorities in student Balint groups

“…Gajree also identified that Balint groups improved the empathetic ability of students towards patients. 1 I believe the adapted groups I have described could therefore also enhance empathy towards students from a minority background, who suffer injustices that their white peers do not experience.…”

“…Making space for ethnic minorities in student Balint groups I enjoyed reading Gajree's article on the benefits of Balint groups for medical students. 1 Although Balint groups traditionally focus on emotions around consultations with patients rather than a student's experience with their peers, 2 I feel such groups could be adapted to shift to also facilitating discussions around the experiences of medical students, as well as patients, from a diverse range of ethnic minority backgrounds.…”

“…Gajree highlighted that students felt able to 'understand the concerns of [their] peers and learn from them'. 1 This illustrates how adapted Balint groups could be implemented in communicating the struggles faced by ethnic minority students in a safe environment, where conducive discussions can occur.…”

Designing Categories for a Mixed-Method Research on Competence Development and Professional Identity through Collegial Advice in Nursing Education in Germany

“…In Balint groups, six to eight colleagues reflect on their experiences and emotional aspects of their work. Balint groups are led by a professional, e. g. a psychotherapist [ 14 ]. Complementary to these types of collegial consultation, numerous models for reflection have been published, e.g., Schön (reflective-practice concept) [ 15 ], Johns (model for structured reflection) [ 16 ] or Korthagen (ALACT-model) [ 17 ].…”