118,406 research outputs found
Psychodynamic approaches to teaching medical students about the doctor-patient relationship: Randomised controlled trial
No full textAims 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 acting as partial controls), were rated on a questionnaire testing their knowledge of emotional and psychodynamic aspects of the doctor-patient relationship administered at baseline, at 3 months and at 1 year.
Results:
At 3 months, students in the SPS and Balint groups scored higher than the partial control group, the difference approaching significance at the 5% level. At 1 year, participation in either teaching method led to significantly higher scores compared with baseline.
Clinical implications:
Psychodynamic psychotherapy teaching methods are effective in increasing students’ knowledge of the doctor-patient relationship and potentially also improving their communication skills
Demystifying Balint culture and its impact: An autoethnographic analysis.
No full textBalint groups are a structured group process designed for physicians and other helping professionals to provide feedback to each other concerning troublesome patient encounters. The process of Balint groups has survived and even thrived for more than a half century since their inception, suggesting their inherent value. However, measuring the impact in order to communicate the nature of that value has been elusive. A recent literature review highlighted the equivocal nature of research results and suggested that well-designed qualitative research may be more effective in selecting target measures which could result in better evidence for this group process. This paper describes such an effort using a qualitative analysis of the author\u27s own reflections about significant moments and learnings while participating in Balint groups
Balint Group Process: An Introduction to Balint Work
No full textOne of the challenges of being a physician is that some patients bring with them such complex symptoms or life situations that physicians have difficulty letting go of their thoughts about such patients - long after everyone has left the examination room. This is evidence of unfinished business or an incomplete puzzle / missing piece or a disturbance in the relationship between doctor and patient. Often the nature of such uncertainty is unconscious.
Balint groups evolved from seminars held at Tavistock (post WWII) by Michael and Enid Balint to help physicians become more psychologically aware of the complexities in doctor-patient relationships. Each group is led by trained professionals who keep the focus on one case, encourage divergent views through speculation in the face of not knowing, protect members from being interrogated, encourage members to express their own thoughts and feelings, and insist on confidentiality and respect for all contributions. Because groups are structured for emotional safety, participants tend to reduce defensive patterns of interacting. This increases access to their own and other members’ emotions triggered by the case that is presented, providing clues or insight to the presenter about that challenging case or even others. Today, non-medical professionals, such as educators, also use Balint groups.
n their structural management of participant anxiety through explicit assignment of task, role and boundaries, Balint groups present an alternate use of group process for experiential learning in marked contrast to the minimal structure provided in Human Relations conferences. This workshop includes a demonstration
Introducing diversity to Balint Groups: Leadership challenges.
No full textIn an effort to more fully integrate Michael Balint’s vision of Patient Centered Medicine with the explosive emergence in the United States of issues of diversity and social determinants of health, the American Balint Society has placed a high priority to develop an explicit initiative designed to emphasize the importance of diversity issues in patient care. This initiative began with the discernment of a policy statement and has continued with interactive exercises at National meetings, first designed to create an understanding of the impact of marginalization and next to explore the responsibility and options for Balint Group leaders to guide their groups in considering the impact of diversity in the challenging doctor–patient relationships frequently presented to their groups. This article is a description of such an effort, including results and discussion of continued development of Balint Group leadership
Chertok (L.) et Michel-Wolfromm (H.). — La méthode de Balint et l’approche psychosomatique. Balint (M.). — Examen du malade par lui-même. Rev. Méd. Psychosomatique 1961, n° 2, pp. 17-29
No full textTurbiaux Marcel. Chertok (L.) et Michel-Wolfromm (H.). — La méthode de Balint et l’approche psychosomatique. Balint (M.). — Examen du malade par lui-même. Rev. Méd. Psychosomatique 1961, n° 2, pp. 17-29. In: Bulletin de psychologie, tome 20 n°252, 1967. p. 119
Research Cum Training: Assumptions, Balint\u27s Method, and Future Directions.
No full textMichael Balint conducted several multi-year training programs for general practitioners designed to teach lessons from a psychoanalytic perspective on the relationships doctors have with their patients and contribute to their healing skills. This group process evolved, and it was described along with an elaboration of significant researched observations of interferences in those relationships. There were several other similar multi-year experiential group endeavors conducted and/or inspired by Michael and Enid Balint which were designed to further investigate the subtleties in relationships between doctors and patients. However, none have been done since the late 1990\u27s. Instead, research about the impact of Balint group impact has been dominated by the evidence-based approach to all medical research, and it has been typified by variations on randomized controlled, double blind research methodologies. A recent literature review has highlighted the limited results of such studies along with questions about methodological approach. However, the authors continue to support the search for appropriate dependent variables to validate the value of Balint groups for physicians. This paper identifies and examines the implicit assumptions that underly current research efforts. In addition, there is an exploration of Michael Balint\u27s approach to research cum training along with describing his assumptions and the results of his research approach. In addition, recommendations are made to extend the work of the work of uncovering healing dynamics in doctor patient relationships
Demystifying Balint culture and its impact: An autoethnographic analysis
No full text Balint groups are a structured group process designed for physicians and other helping professionals to provide feedback to each other concerning troublesome patient encounters. The process of Balint groups has survived and even thrived for more than a half century since their inception, suggesting their inherent value. However, measuring the impact in order to communicate the nature of that value has been elusive. A recent literature review highlighted the equivocal nature of research results and suggested that well-designed qualitative research may be more effective in selecting target measures which could result in better evidence for this group process. This paper describes such an effort using a qualitative analysis of the author’s own reflections about significant moments and learnings while participating in Balint groups. </jats:p
Building a Literature Review: A Citation Analysis of Medical Educator’s Research Patterns in Balint Group Studies
No full textPoster presented at the Medical Library Association Annual Meeting, May 18, 2014, Chicago, IL.OBJECTIVE: This study analyzes how medical educators search literature, using as an example Balint Groups. Balint Group theory is rooted in psychiatry/psychoanalysis. Drawing from literature on medical educator’s search skills, the authors hypothesize that they have not used a systematic approach in their pre-intervention reviews. Instead, it is expected that researchers use literature conveniently found and readily available. Using a citation analysis, this hypothesis will be explored. METHODS: Balint Groups began in England in 1950s as a means of teaching students and residents “patient-centered” communication skills. In the U.S., it was first adopted in Family Medicine, then later in different specialties. Due to its international and cross-discipline scope, it is hypothesized that searching for existing literature on Balint Groups can pose a challenge to medical educators. In this study, an exhaustive literature review on Balint Groups will be conducted using the MEDLINE, CINAHL, PsycINFO, EMBASE and ERIC databases. 334 citations were retrieved. A validated inclusion criteria (Robinson et. al., 2011) will be used to select papers from this cohort of results. The authors will then create a comprehensive list of citations used by the selected papers. The analysis will focus on identifying and examining citation patterns to explore factors such as origin of publication and level of evidence of the most highly cited references. RESULTS: In selecting citations, the authors excluded articles that were a) older than 2003, b) bibliographies only, c) opinion-based letters to the editor (with no citations), and d) meeting abstracts. 112 papers were selected. Citations from these papers were reviewed and Balint-specific citations were selected. The resulting list contained 314 citations, 283 from journal literature and 31 from books. References to primary Balint literature (e.g., books originally published by Michael & Enid Balint who defined Balint Group process) equaled just under 25% of the total citations. The top ten cited journal articles equaled 30% of the total citations. Of these top ten, five were published in the 2000’s, three in the 1990’s and two in the 1980’s. Psychiatry, primary care and doctor-patient relationships where the areas most widely studied using Balint Group practice. CONCLUSIONS: The authors conclude that the hypothesis is correct. Of the 334 total citations retrieved in the initial search, the cited output equals approximately 30% of the available research on Balint Groups. Of this, only 6% is from the top primary resources (Balint-authored books) and top ten cited papers
Mapping the Balint groups to the Accreditation Council for Graduate Medical Education family medicine competencies.
No full textIntroduction Balint group discussions provide learning opportunities for many of the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. The current literature is mixed concerning the effect of Balint groups on communication skills and professionalism. Aim To map the content of the Balint discussion to the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education.
METHODOLOGY: A group who were both experts in Balint and members of the clinical competency committee of residency programs rated narratives that summarized Balint group discussions. Credentialed Leaders of the American Balint Society were invited via email to submit narratives (250 words) about Balint groups that they have led, or were leading, with residents. Results Only four narratives were submitted. Additional cases were recruited through literature review of published Balint discussion cases. A total of 25 cases were rated by the committee. There was agreement between three out of four raters on at least one core milestone in every case. The most frequent milestones were C1 (develops meaningful therapeutic relationships with patients and families), C2 (communicated effectively with patients, families, and public), Prof1 (completes a process of professionalization), and Prof3 (demonstrates humanism and cultural proficiency). Balint groups provided a learning opportunity for a subset of milestones in at least 36% of the cases. Conclusion This pilot research suggests that Balint groups and the discussions of complex and challenging cases provide learning opportunities for multiple family medicine milestones, mainly communication skills and professionalism. Further research is needed to refine the methodology and the rating system
Mapping the Balint groups to the Accreditation Council for Graduate Medical Education family medicine competencies
No full textIntroduction Balint group discussions provide learning opportunities for many of the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. The current literature is mixed concerning the effect of Balint groups on communication skills and professionalism. Aim To map the content of the Balint discussion to the competencies and milestones put forward by the Accreditation Council for Graduate Medical Education. Methodology: A group who were both experts in Balint and members of the clinical competency committee of residency programs rated narratives that summarized Balint group discussions. Credentialed Leaders of the American Balint Society were invited via email to submit narratives (250 words) about Balint groups that they have led, or were leading, with residents. Results Only four narratives were submitted. Additional cases were recruited through literature review of published Balint discussion cases. A total of 25 cases were rated by the committee. There was agreement between three out of four raters on at least one core milestone in every case. The most frequent milestones were C1 (develops meaningful therapeutic relationships with patients and families), C2 (communicated effectively with patients, families, and public), Prof1 (completes a process of professionalization), and Prof3 (demonstrates humanism and cultural proficiency). Balint groups provided a learning opportunity for a subset of milestones in at least 36% of the cases. Conclusion This pilot research suggests that Balint groups and the discussions of complex and challenging cases provide learning opportunities for multiple family medicine milestones, mainly communication skills and professionalism. Further research is needed to refine the methodology and the rating system. </jats:sec
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