Empowerment techniques: from doctor-centered (Balint approach) to patient-centred discussion groups

Luban-Plozza, Boris

doi:10.1016/0738-3991(95)00756-p

Cited by 26 publications

(9 citation statements)

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“…These help to better choose the type of clinical reasoning to match the clinical disease. Because the medical system is adopting a client-centred approach, the provision of healthcare services should be geared towards clients' individual needs that result from their disease (Blank et al, 1995;Coles, 1995;Duffy and Lemineus, 1995;Luban-Plozza, 1995). The occupational therapy curriculum is also changing its structure to cope with today's need for client-centred practice-ready graduates.…”

Section: Discussionmentioning

confidence: 99%

Clinical reasoning and the occupational therapy curriculum

Liu

Chan

Hui-Chan

2000

Occupation Therapy Intl

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Section: Discussionmentioning

confidence: 99%

Clinical reasoning and the occupational therapy curriculum

Liu

Chan

Hui-Chan

2000

Occupation Therapy Intl

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“…Balint group teaching also requires experienced group leaders, but is able to accommodate many more students owing to the shorter duration of the course. Balint groups have been used as a teaching method for medical students and have been reported in the literature in several countries, including Germany, 30 Italy, [31][32][33] South Africa, 34 Poland, 35 Finland 36 and the USA. 37 However, although Balint-style case discussion groups are now a compulsory part of the postgraduate curriculum for junior psychiatrists in the UK, to our knowledge there have been no published reports of Balint groups for medical students in the UK since Balint himself experimented with medical student discussion groups at UCL.…”

Section: Implementing Psychotherapy Teaching Methods On a Wider Scalementioning

confidence: 99%

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

et al. 2011

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Good communication between a doctor and his or her patient serves two essential functions: to share clinical information and to establish a good doctor-patient relationship.1 Effective doctor-patient communication is associated with many benefits, which include patient satisfaction, adherence to treatment, symptom improvement, reduction in psychological distress, and patient's perception of physician competence.2 Moreover, the majority of complaints and lawsuits against doctors cite poor communication as the main cause of the patient's grievance.3 These findings have led to the prioritisation of teaching communication skills in medical school curricula in recent years, yet a number of issues still need to be considered. There is disagreement about what the most effective way of teaching communication skills is, but there is evidence that more experiential methods of learning are preferred by students and are more effective than didactic demonstrating or lecturing. 4 It is also not clear at what stage in their training and for what duration students should be taught communication skills, and whether different students are suited to different teaching methods. 5,6 Many programmes now use actors in simulated doctor-patient consultation scenarios and provide video feedback of the student's interviewing skills, but it is not clear how well these acquired skills translate to real encounters with patients. Many of the studies attempting to evaluate different methods for teaching communication skills lack a control group, 7 and often the main measurement is based on the student's own self-evaluation, which does not correlate with other measures, such as evaluation by their teachers, and may not be indicative of actual improvement as poorly performing students tend to overrate their ability. 8,9Psychodynamic teaching at University College London School of MedicineWe were interested in evaluating the effectiveness of two methods of teaching medical students about communication between doctor and patient and about the doctorpatient relationship: the University College London (UCL) student psychotherapy scheme (SPS) and Balint groups, both of which are based on a psychodynamic paradigm and are focused on increasing students' awareness and understanding of the emotional aspects of the doctor-patient relationship.At the beginning of each academic year all of the firstyear clinical medical students on the introductory course are invited to an introductory lecture about the SPS and Balint groups: interested students then volunteer to join. Each year, about 30-40% of the annual student intake Aims and method To evaluate the effectiveness of two psychodynamic psychotherapy teaching methods, a student psychotherapy scheme (SPS) and participation in a Balint group, in teaching first-year clinical medical students about doctor-patient communication and the doctor-patient relationship. The 28 students, who were randomly allocated to three groups (SPS group, Balint group starting at baseline and Balint group starting at 3 months and a...

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“…73 Simultaneously, an integrated rather than discipline-bound curriculum was experimentally developed in Newcastle in the UK and Case Western Reserve in the USA. 74,75 Other curricular innovations included standardised patients-ie, individuals who are trained to act as a real patient to simulate a set of symptoms or problems-to assess students on practice, 76 strengthening doctor-patient relationships through facilitated group discussions, 77 and broadening the continuum from classroom to clinical training through earlier student exposure to patients and an expansion of training sites from hospitals to communities. [78][79][80][81] In public health, disciplines expanded along with multidisciplinary work, and in nursing there was accelerated integration of schools into universities, with advanced graduate programmes at the master and doctoral levels.…”

Section: Panel 2: Adaptation Of Public Health Education and Research mentioning

confidence: 99%

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

et al. 2010

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Empowerment techniques: from doctor-centered (Balint approach) to patient-centred discussion groups

Cited by 26 publications

References 1 publication

Clinical reasoning and the occupational therapy curriculum

Clinical reasoning and the occupational therapy curriculum

Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

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