Journal articles: 'Balint, groupe'

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Lagueux, Roger. "L'élaboration en groupe Balint.... Antidote au malaise des soignants." Revue de psychothérapie psychanalytique de groupe 61, no. 2 (2013): 41. http://dx.doi.org/10.3917/rppg.061.0041.

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Reznik, Florence. "Le groupe Balint, une autre façon de penser le soin." Le Journal des psychologues 270, no. 7 (2009): 29. http://dx.doi.org/10.3917/jdp.270.0029.

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Mellier, Denis. "Le groupe d'analyse de la pratique (gap), la fonction « à contenir » et la méthodologie du groupe Balint." Revue de psychothérapie psychanalytique de groupe 39, no. 2 (2002): 85. http://dx.doi.org/10.3917/rppg.039.0085.

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Dubois, Arnaud, Sophie Lerner-Sei, and Claudine Blanchard-Laville. "Groupes d’analyse de pratiques pour enseignants. Mise en perspective de trois dispositifs inspirés du « groupe Balint »." Revue de psychothérapie psychanalytique de groupe 68, no. 1 (2017): 115. http://dx.doi.org/10.3917/rppg.068.0115.

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Blanchard-Laville, Claudine. "Souffrance des enseignants dans le contexte des mutations contemporaines et accompagnement clinique groupal." Fractal : Revista de Psicologia 21, no. 3 (2009): 453–62. http://dx.doi.org/10.1590/s1984-02922009000300002.

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L'auteure présente dans cet article les caractéristiques des dispositifs groupaux d'analyse de la pratique qu'elle a conçus en s'appuyant sur les recherches des psychanalystes post-kleiniens tels que Michael Balint et Wilfred R. Bion ; ces dispositifs offrent un espace d'élaboration de la souffrance professionnelle des enseignants et formateurs auxquels ils sont destinés. À la suite de cette présentation, l'auteure propose l'analyse d'une situation rapportée par Pascal, professeur de philosophie, à propos d'un moment de l'un de ses cours où il s'est senti quelque peu malmené par son groupe d'élèves et plus particulièrement par l'un d'entre eux. Le travail groupal permet à Pascal de relier cette scène à des moments-clés de sa biographie d'élève et de commencer à métaboliser les émotions qui ont surgi au cours de la situation racontée. Les participants de ce groupe expérimentent ainsi une forme de travail psychique à visée formative et professionnalisante.

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Leong, Shirley. "Une expérience subjective du soin psychique." Perspectives Psy 59, no. 3 (2020): 261–66. http://dx.doi.org/10.1051/ppsy/2020593261.

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Comment offrir une écoute et des paroles aux patients en soins intensifs ? Comment soutenir les proches ? Ces questionnements fréquents chez tous les soignants de réanimation s’accompagnent de celle non moins cruciale de l’accompagnement des équipes. Partant de l’écriture comme outil à penser, de paroles et de lectures qui en découlent, des ateliers ont été proposés à 4 promotions d’externes pendant leur stage en réanimation. « Mixés » avec les outils des ateliers d’écriture littéraire et thérapeutique, de la médecine narrative et des groupes Balint, proposant des lectures variées (auteurs classiques ou non, dans l’univers médical ou non – Saint-Exupéry, Brainard, Masaoka...) et l’appui de consignes d’écriture, ces interventions ont permis aux jeunes soignants d’écrire et d’ouvrir leur imagination, tout en restant dans l’univers hospitalier, les éloignant du verbe médical non pas pour les en détourner mais pour l’enrichir. Les thématiques abordées dans une logique processuelle (illusion groupale, autoportrait, expérience personnelle de la maladie, expérience vécue d’une relation soignant-soigné) ont permis des échanges variés et la participation de chacun. Une création coopérative s’est élaborée et chaque groupe apportant une critique constructive a pu améliorer le projet initial.

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Tisseron, S. "Groupes Balint." EMC - Traité de médecine AKOS 5, no. 4 (2010): 1–4. http://dx.doi.org/10.1016/s1634-6939(10)54526-5.

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Tschuschke, Volker, and Guido Flatten. "Effect of group leaders on doctors’ learning in Balint groups." International Journal of Psychiatry in Medicine 54, no. 2 (2018): 83–96. http://dx.doi.org/10.1177/0091217418791440.

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Objective Although effective Balint leadership is viewed as essential for good Balint practice, nearly no quantitative research is available regarding the importance of the person of the group leader in Balint group outcome. This study aims to identify Balint group leaders’ impact on “typical Balint” learning processes in Balint groups. Method A total of 1460 medical doctors in 352 Balint groups in Germany, Austria, and Switzerland were investigated. Based on the three learning dimensions of the Balint Group Session Questionnaire, statistical analyses were conducted to identify differential effectiveness in Balint leadership. Results On the basis of the mean scores of the Balint Group Session Questionnaire items across all group participants of each group leader, the 80 certified Balint group leaders were clustered into two groups of more and less effective leaders by a hierarchichal cluster analysis. Mixed model analyses revealed that the effectiveness of the person of the Balint group leader was the most predictive factor for learning effects. Conclusions Training for Balint group leaders should take into account that effective learning processes in Balint groups are strongly related not only to the method itself but also to the person of the group leader.

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Lichtenstein, Albert, Jumana Antoun, Chris Rule, Katherine Knowlton, and Jeffrey Sternlieb. "Mapping the Balint groups to the Accreditation Council for Graduate Medical Education family medicine competencies." International Journal of Psychiatry in Medicine 53, no. 1-2 (2017): 47–58. http://dx.doi.org/10.1177/0091217417745294.

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Introduction 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.

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Ayeni, Itunuayo, and Anne Patterson. "The introduction of balint groups for core medical trainees – a pilot." BJPsych Open 7, S1 (2021): S123—S124. http://dx.doi.org/10.1192/bjo.2021.358.

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AimsTo introduce and assess the impact of balint groups on core medical trainee (CMT) doctors working within an acute medical trust.BackgroundA high rate (80%) of dissatisfaction and burnout has been reported amongst trainee doctors. This has had a significant impact on recruitment with a large proportion of foundation doctors delaying their application into core specialist training. Of those already in training, up to 50% have reported taking time, out citing burnout as a cause. Balint groups are a form of reflective practice groups looking at the doctor-patient interaction. For core psychiatric trainees these groups are a mandatory part of their training.MethodWe piloted a total of three balint groups over a period of three months amongst CMT doctors based at an acute medical trust in London. A specialty registrar (ST6) in psychiatry facilitated the balint groups. Balint facilitators received supervision from a consultant psychiatrist in psychotherapy. CMT doctors were given questionnaires at the beginning of session one and emerging themes later explored. The questionnaires used were taken from the ‘Bristol Trainee-led Balint Group Scheme’.ResultThe pre-questionnaires showed that all CMT doctors surveyed believed psychological factors play an important role on patient presentation and recovery. 14/19 (74%) agreed or strongly agreed that a doctor's reaction to a patient directly influenced care. All doctors agreed or strongly agreed that it was important to reflect on a patient's emotional experience, as it was crucial to their development as a doctor.CMT doctors found balint groups useful as it provided them a space, which was not routinely offered to discuss challenging cases. Themes that emerged included a lack of support and difficulties maintaining boundaries when treating complex patients. Litigation was a recurring theme with many trainees reporting anxieties and a lack of support. Trainees reported guilt and worries that they were not doing enough for their patients. These themes appeared to have a direct impact on training experience and burnout.ConclusionWith increasing burnout and dissatisfaction amongst junior doctors, balint groups provide a unique approach to supporting junior doctors within medical specialties. The current pilot has demonstrated that CMT doctors can make use of balint groups in an effective way. We recommend that balint groups should become an integral part of specialist medical training. Psychiatrists can play a central role in supporting the health and well being of medical trainees through balint group facilitation.

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Samnani, Sheliza, and Masud Awal. "Balint in the time of COVID-19: participant and facilitator experience of virtual Balint groups compared with in-person." BJPsych Open 7, S1 (2021): S154—S155. http://dx.doi.org/10.1192/bjo.2021.432.

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AimsOur Trust increased Balint group provision, relocating virtually for psychiatry doctors to explore the emotional impact of clinical practice and doctor-patient relationships, during unfamiliar challenges of the pandemic. This unique context allowed comparison of multiple virtual and face-to-face (F2F) Balint-type group experiences for participants and facilitators.MethodIn March 2020, existing core trainee (CT) year 1 and 2, higher trainee (ST) and consultant Balint groups became virtual, with new CT3 and Speciality Doctor and Associate Specialist (SAS) virtual Balint groups established.All 57 participants and 5 facilitators were sent an anonymous electronic survey to retrospectively rate virtual Balint (March-August 2020) and their preceding F2F Balint group (suggesting September 2019-February 2020) experience.ResultThe response rate was 89% for participants (51 respondents) and 100% for facilitators (5 respondents).For group participants, 90% (virtual) and 78% (F2F) agreed or strongly agreed that Balint group provided an opportunity to explore challenging aspects of clinical work. 76% (virtual) and 71% (F2F) agreed or strongly agreed that it made them feel more supported. Almost 50% agreed or strongly agreed that virtual and F2F Balint group helped work feel less stressful. Both ratings and free-text feedback emphasised virtual Balint attendance being easier.Facilitators rated virtual and F2F formats similarly highly with regards to exploring difficult doctor-patient interactions, richness of discussions and their enjoyment. Facilitators felt virtual attendance was easier but more draining, with more difficult adherence to Balint group etiquette and boundaries.82% of participants and 75% of facilitators agreed or strongly agreed that virtual format made them more likely to attend future Balint groups. The rich pool of free-text comments received were predominantly positive, whilst noting challenges during virtual Balint in remaining present, with more distractions (for participants) and additional difficulty accessing group dynamics (for facilitators).ConclusionParticipant and facilitator responses indicate Balint-type groups being professionally and clinically beneficial across different psychiatrist grades, and promoting clinician wellbeing when both F2F and virtual during pandemic-related restrictions. Facilitator ratings (unlike participants) suggested specific virtual process challenges such as feeling more drained, perhaps in part due to technical application issues around this emerging format.Both participants and facilitators reported attendance being easier when virtual. Although some suggested returning to F2F post-COVID, more preferred to continue virtually or utilise a blended format. This was particularly for non-CT groups where geographical challenges (e.g. region-wide ST Balint) or competing clinical demands (e.g. consultant/SAS Balint) made regular commitment and attendance more difficult.

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Nease, Donald E., Albert Lichtenstein, Luis Pinho-Costa, and Kyle Hoedebecke. "Balint 2.0: A virtual Balint group for doctors around the world." International Journal of Psychiatry in Medicine 53, no. 3 (2018): 115–25. http://dx.doi.org/10.1177/0091217418765036.

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Objective Balint groups have shown promise in addressing clinician–patient relationships, clinician burnout, referral practices, and psychological mindedness. However, their traditional format of in-person sessions limits their ability to meet the needs of clinicians practicing in locations without trained Balint leaders. We report on a pilot of an international, internet-based Balint group in collaboration between the World Organization of Family Doctors regional Young Doctors Movements and the International Balint Federation. Method Balint 2.0 arose through interest of the Young Doctors Movements leadership, who approached the International Balint Federation for assistance. Initial discussions and some trialing of videoconference platforms led to monthly group meetings over the internet. Surveys evaluated each individual session as well as quarterly progress of the group. Survey items were borrowed from existing surveys in use by the American and German Balint Societies. Results Session surveys demonstrated the effectiveness of the videoconferencing platform for convening a Balint group, with a majority of participants expressing agreement with survey items evaluating each session. Quarterly survey responses were more positive reflecting agreement with outcomes seen from in-person Balint groups. Conclusions The Balint 2.0 pilot has demonstrated the ability of a Balint group to successfully convene over the internet and reach the common outcomes of a Balint group meeting in-person. The Young Doctors Movements and International Balint Federation plan to expand this work based on this successful pilot. We hope that others may also be able to build on this success with the result that Balint groups are available to clinicians in areas where they might not otherwise be accessible.

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Salinsky, John. "Balint under the microscope: What really happens in Balint groups?" International Journal of Psychiatry in Medicine 53, no. 1-2 (2017): 7–14. http://dx.doi.org/10.1177/0091217417745287.

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Sternlieb, Jeffrey L. "Introducing diversity to Balint Groups: Leadership challenges." International Journal of Psychiatry in Medicine 55, no. 1 (2019): 25–29. http://dx.doi.org/10.1177/0091217419894458.

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In 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.

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Shorer, Y., S. Rabin, B. Maoz, M. Nadav, and A. Shiber. "Empowering Doctors in Balint Groups." Balint Journal 8, no. 4 (2007): 122–25. http://dx.doi.org/10.1055/s-2007-981347.

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Rabin, Stanley, Benjamin Maoz, and Gerda Elata-Alster. "Doctors' narratives in Balint groups." British Journal of Medical Psychology 72, no. 1 (1999): 121–25. http://dx.doi.org/10.1348/000711299159862.

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Handa, Nikhita, Romy Garbutt, and Sylvia Chudley. "Evaluating participant experience in Balint online sessions held during the COVID-19 pandemic – lessons learnt and moving forward." BJPsych Open 7, S1 (2021): S253. http://dx.doi.org/10.1192/bjo.2021.678.

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AimsFrom the outset of the COVID-19 global pandemic and the lockdown that subsequently ensued, a challenge was posed to reshape previously face-to-face meetings in all walks of life. One area that rose to this, with quick introduction of online sessions, was the Balint Group. We aimed to take a snapshot of the effect virtual Balint sessions have had and analyse the themes that members of virtual Balint groups have been identifying about their online group experience at this particularly challenging time for healthcare workers. We hope this will inform both leaders and participants of future online groups of the benefits and pitfalls found by these members reflecting on their first experiences of virtual Balint.MethodSeven members of virtual Balint groups across the UK were randomly selected for interview from a pool of volunteers facilitated by the UK Balint Society after the first 6 months of their first virtual Balint experience. Interviews were conducted by two academic foundation doctors who were not members of the Balint groups. Qualitative thematic analysis was then conducted on these interview transcripts. Going forward, as Balint groups continue online, the researchers plan to interview further group members and leaders to look for change and development in the primary themes identified.ResultKey positive themes identified when discussing virtual Balint were ease of access, increased anonymity, attention to facial expressions and interaction with participants from different parts of the country. The most common drawback themes were a lack of socialising and different group dynamic as well as the expected technical and environmental challenges. Interestingly all participants reported that ‘silence’ and ‘sitting/stepping back’ were still used in their online sessions. Core theme analysis indicates the virtual Balint descriptions draw out sentiments of safe, open and structured sessions. In these early sessions a frequent theme was the increased role of the leader.ConclusionAll participants interviewed so far have felt their online experiences have had many positive aspects. They highlight areas they feel virtual Balint could develop to better replicate the original sessions. The fact some interviewees would prefer to maintain online Balint groups even when ‘in person’ options resume makes it likely this will not be a transient rise in virtual Balint and that the style may be here to stay. Based on this, the role for feedback and constant evaluation and improvement will be central to virtual Balint evolution.

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Douglas, L., and L. Feeney. "An established practice in new surroundings: concepts, challenges, pitfalls and guidelines for NCHD Balint Groups." Irish Journal of Psychological Medicine 34, no. 1 (2016): 1–5. http://dx.doi.org/10.1017/ipm.2015.63.

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Balint groups are now mandatory for psychiatry trainees. Balint groups have been in existence in General Practice for several decades. Providing Balint groups for Psychiatry Non Consultant Hospital Doctors brings with it challenges for the group leader and participants. Many of these challenges are common place in any form of group work, while others are unique to this cohort. This article describes these challenges. Guidelines which offer the the group the best chance of success, in the face of these common challenges, are discussed.

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McManus, Sorcha, David Killeen, Yvonne Hartnett, Gearoid Fitzgerald, and Kieran C. Murphy. "Establishing and evaluating a Balint group for fourth-year medical students at an Irish University." Irish Journal of Psychological Medicine 37, no. 2 (2019): 99–105. http://dx.doi.org/10.1017/ipm.2019.28.

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ObjectiveThe study was designed to establish and evaluate the impact of a 6-week Balint group on empathy and resilience in fourth-year medical students during their psychiatry rotation.MethodologyThis prospective study used the Jefferson Scale of Empathy – Student Version and the Brief Resilience Scale before and after 6-week Balint groups. Participating students also completed a qualitative assessment of their experience.ResultsStudents who participated were enthusiastic regarding the value of Balint groups in promoting self-reflection and gaining insight into self- and patient-care dynamics. There was a significant difference in empathy scores pre- and post-Balint intervention. There was no significant difference in resilience scores.ConclusionThe establishment of a 6-week Balint group for fourth-year medical students was successful in increasing empathy. Students reported a positive view of Balint and its beneficial role in this study group.

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SAMANCI, Mustafa. "HEKİM-HASTA İLİŞKİSİNİ İYİLEŞTİRMEDE ETKİLİ BİR YÖNTEM: BALİNT GRUP YÖNTEMİ." IEDSR Association 6, no. 12 (2021): 204–17. http://dx.doi.org/10.46872/pj.260.

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Balint groups were put forward by Michael Balint, who studied the physician-patient relationship with its deep dimensions in the 1950s. The Balint group method consists of case presentations and general discussions that emphasize the emotional content of physician-patient relationships following the case presentation. One of the aims of establishing Balint groups is to help health professionals and medical students develop empathy skills to reduce communication difficulties between people. Today, worldwide widely used in a manner Approaches of Balint Group, was not given sufficient importance in Turkey. Today, although many scientific studies have been published about Balint groups, there is not any work published in Turkey. The purpose of this study is to discuss the results of some studies about the Balint Group Method and to explain the definition, content, and application of this method in family medicine. It is known that the Balint Group Method contributes greatly to the increase of physicians' empathy levels and to decrease their burnout levels. Nowadays, due to the Covid-19 pandemic, healthcare workers have quite tiring and difficult days and their burnout levels are increasing considerably. According to the results of the study, the application of the Balint Group Method by physicians in Covid-19 and the following period will contribute to better physician-patient relations as well as reduce the burnout levels of physicians. In Turkey, the introduction of the Balint Group Method, implementation, and inclusion in educational curricula are recommended. Also, it is recommended that physicians who have experienced the Balint Group Method contribute to the increase of the physician-patient relationship by making these experiences into scientific publications, sharing the results with the literature. As a result of the literature review, the implementation of this method in the virtual environment during the pandemic period and its spread throughout the world will make the application of this method even easier.

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Van Roy, Kaatje, Anne Marché-Paillé, Filip Geerardyn, and Stijn Vanheule. "Reading Balint group work through Lacan’s theory of the four discourses." Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 21, no. 4 (2016): 441–58. http://dx.doi.org/10.1177/1363459315628041.

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In Balint groups, (para)medical professionals explore difficult interactions with patients by means of case presentations and discussions. As the process of Balint group work is not well understood, this article investigates Balint group meetings by making use of Lacan’s theory of the four discourses. Five Balint group case presentations and their subsequent group discussion were studied, resulting in the observation of five crucial aspects of Balint group work. First, Balint group participants brought puzzlement to the group, which is indicative of the structural impossibility Lacan situates at the basis of all discourse (1). As for the group discussion, we emphasize ‘hysterization’ as a crucial process in Balint group work (2), the supporting role of the discourse of the analyst (3) and the centrality of discourse interactions (4). Finally, the potential transformation of the initial puzzlement is discussed (5). We conclude by putting forth the uniqueness of Balint group work as well as the potential usefulness of our analysis as a framework for Balint group leaders and professionals in charge of continuing medical education.

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Popa-Velea, Ovidiu, Alexandra Ioana Mihăilescu, Liliana Veronica Diaconescu, Iuliana Raluca Gheorghe, and Adela Magdalena Ciobanu. "Meaning in Life, Subjective Well-Being, Happiness and Coping at Physicians Attending Balint Groups: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 18, no. 7 (2021): 3455. http://dx.doi.org/10.3390/ijerph18073455.

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This study aimed to measure the scores of well-being, subjective happiness, sense of meaning, and coping in Romanian physicians and the potential impact on them of systematically attending Balint groups. Eighty participants (33 men, 47 women, mean age 38.90, SD 9.73) were included in the study. From them, 43 had systematically attended a Balint group in the last two years, while the others represented the controls. All participants were administered the Meaning of Life Questionnaire, the Job-related Affective Well-being Scale, the Brief COPE Scale, and the Subjective Happiness Scale. t-tests and MANOVA were used to compare the group scores and the impact of Balint training on the study variables. Results showed that Balintian participants had a lower use of denial and self-blame and were more oriented towards the seeking of emotional and instrumental support. They also reported higher scores in high pleasurable-low arousal emotions, positive emotions, and in the perception of the presence of meaning. Still, when considering other additional predictors (gender, age), the distinct impact of Balint training remained limited to the preference for certain coping mechanisms. These results could stimulate the use of Balint groups as a tool for the physician’s formation programs.

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Frey, John J. "A new role for Balint groups in overcoming professional isolation and loneliness." International Journal of Psychiatry in Medicine 55, no. 1 (2019): 8–15. http://dx.doi.org/10.1177/0091217419891275.

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Since its formal designation as a specialty in 1969, family medicine has embraced the concept of education in the doctor–patient relationship grounded in the principles of continuity and comprehensive care of families. As such, the influence of Balint groups on education has been ongoing and persistent, despite the vagaries of changing structures for education. However, in the United States, the focus has been heavily in resident education. As medicine has fragmented into narrow venues such as hospital care, urgent care, and subspecialty care in family medicine, physicians have become more disconnected physically and isolated from each other. Balint trained leaders and Balint groups—whether following the formal structure of traditional groups or serving as a safe place for conversations about the struggles in medicine and the meaning of the profession—have the opportunity to help heal the professional loneliness and isolation of physicians. Leaders and clinicians need to demand support for this idea in large health systems.

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Marchand, Michèle, and Reine-Marie Bergeron. "Le syndrome Balint." Santé mentale au Québec 11, no. 2 (2006): 37–39. http://dx.doi.org/10.7202/030340ar.

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Résumé Dans ce court article, les auteures retracent l'historique des groupes Balint. Elles expliquent ensuite son implantation au Québec, spécifiquement à la Clinique des Citoyens de St-Jacques à Montréal. Elles constatent enfin que les sentiments d'unicité et d'intensité constituent le principal apprentissage de ces groupes.

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Wood, K., A. Kothari, and J. Malone. "Lessons from a Balint group scheme led by psychiatry trainees for year 3 bristol medical students on their medicine/surgery placements." European Psychiatry 33, S1 (2016): S169. http://dx.doi.org/10.1016/j.eurpsy.2016.01.347.

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BackgroundThe UK General Medical Council highlights the centrality of effective communication, reflective practice and the doctor-patient relationship in medical practice. A decline in empathy has been documented as occurring within clinical and early postgraduate years, potentially affecting diagnostic processes and patient engagement. Access to Balint groups can enhance awareness of the patient beyond the medical model, but remains limited at many UK medical schools. This scheme offered Balint groups to Bristol medical students in their first clinical year, demonstrating that this method is relevant beyond psychiatry.MethodsInitial focus groups with medical students indicated that many felt unable to discuss distressing aspects of clinical encounters. During 2013-2014, a Balint scheme run by psychiatry trainees was started for 150 students in their psychiatry placements. During 2014-15, the scheme was introduced to all third-year medical students on their medicine/surgery placement. Balint leaders have group supervision with a psychoanalytic psychotherapist. Evaluation of the scheme was based on pre-and post-group questionnaires and leaders’ process notes.ResultsSixteen groups led by 12 trainees were run twice over the year to serve 246 medical students. Two example cases are discussed here. Students appreciated the chance to discuss complex encounters with patients in a supportive peer environment, and work through a range of emotionally challenging issues.ConclusionsNovel aspects of this work include the implementation of Balint groups within medicine and surgery placements; the enrolment of psychiatry trainees as leaders with group supervision and leadership training workshops from the UK Balint Society; and the scale of the scheme.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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McMichael, Timothy. "Engaging indigenous Maori and inward migrating Asian professionals into a Pakeha (White European)-dominated Balint community in New Zealand." International Journal of Psychiatry in Medicine 53, no. 1-2 (2017): 59–65. http://dx.doi.org/10.1177/0091217417745295.

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This inquiry began with two questions: How can the established predominately Pakeha/Caucasian (White European) Balint community in New Zealand more successfully engage both indigenous populations of both Maori and Pacifica origin into Balint work? And what is the existing Balint community doing to address the lack of Asian members of the Balint community in New Zealand, at a time when Asian health professionals are being recruited into the health sector at an increasingly high rate in comparison to White European entrants to the profession? These questions, and their preliminary answers presented here, invite the reader to reflect on both the challenges and opportunities in reaching out to groups different from our own. The author hopes readers may begin to see what can be done to allow new entrants to benefit from all that participation in Balint work offers while not losing sight of the uniqueness which each person can bring. It is hoped that sharing such questions and their subsequent explorations will help Balint leaders feel more confident in reaching out to a wider ethic and cultural mix within their local populations and encouraging them to enter the exciting world of the Balint group.

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Bass, Henri-Pierre, and Michelle Moreau Ricaud. "À l’écoute des médecins : les groupes Balint." Le Journal des psychologues 330, no. 8 (2015): 34. http://dx.doi.org/10.3917/jdp.330.0034.

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Van Roy, Kaatje, Stijn Vanheule, and Ruth Inslegers. "Research on Balint groups: A literature review." Patient Education and Counseling 98, no. 6 (2015): 685–94. http://dx.doi.org/10.1016/j.pec.2015.01.014.

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Lustig, Marion. "Balint groups: an Australasian perspective for psychiatrists." Australasian Psychiatry 24, no. 1 (2015): 30–33. http://dx.doi.org/10.1177/1039856215615013.

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Omer, Sami, and Geraldine McCarthy. "Reflective practice in psychiatric training: Balint groups." Irish Journal of Psychological Medicine 27, no. 3 (2010): 115–16. http://dx.doi.org/10.1017/s0790966700001269.

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Sargeant, Rhona, and Amy Au‐Yong. "Balint Groups for Foundation and GP Trainees." British Journal of Psychotherapy 36, no. 3 (2020): 481–96. http://dx.doi.org/10.1111/bjp.12562.

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Knowlton, Katherine. "Balint Groups and Multi-Disciplinary Medical Settings." Annals of Behavioral Science and Medical Education 19, no. 2 (2013): 36–37. http://dx.doi.org/10.1007/bf03355261.

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Player, Marty, John R. Freedy, Vanessa Diaz, et al. "The role of Balint group training in the professional and personal development of family medicine residents." International Journal of Psychiatry in Medicine 53, no. 1-2 (2017): 24–38. http://dx.doi.org/10.1177/0091217417745289.

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This paper presents a study based on the participation of PGY2 and PGY3 family medicine residents in Balint seminars that occurred twice monthly for 24 months. Balint groups were cofacilitated by leader pairs experienced with the Balint method. Prior to residency graduation, 18 of 19 eligible resident physicians (94.5%) completed 30- to 60-min semistructured interviews conducted by a research assistant. Resident physicians were told that these individual interviews concerned “…how we teach communication in residency.” The deidentified transcripts from these interviews formed the raw data that were coded for positive (n = 9) and negative (n = 3) valence themes by four faculty coders utilizing an iterative process based on grounded theory. The consensus positive themes included several elements that have previously been discussed in published literature concerning the nature of Balint groups (e.g., being the doctor that the patient needs, reflection, empathy, blind spots, bonding, venting, acceptance, perspective taking, and developing appreciation for individual experiences). The negative themes pointed to ways of possibly improving future Balint offerings in the residency setting ( repetitive, uneasiness, uncertain impact). These findings appear to have consistency with seminal writings of both Michael and Enid Balint regarding the complex nature of intrapsychic and interpersonal skills required to effectively manage troubling doctor–patient relationships. The implications of findings for medical education (curriculum) development as well as future research efforts are discussed.

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Sternlieb, Jeffrey L. "Demystifying Balint culture and its impact: An autoethnographic analysis." International Journal of Psychiatry in Medicine 53, no. 1-2 (2018): 39–46. http://dx.doi.org/10.1177/0091217417745290.

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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.

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Yakeley, Jessica, Peter Shoenberg, Richard Morris, David Sturgeon, and Sarah Majid. "Psychodynamic approaches to teaching medical students about the doctor–patient relationship: randomised controlled trial." Psychiatrist 35, no. 8 (2011): 308–13. http://dx.doi.org/10.1192/pb.bp.110.033704.

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Aims and methodTo 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.ResultsAt 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 implicationsPsychodynamic psychotherapy teaching methods are effective in increasing students' knowledge of the doctor-patient relationship and potentially also improving their communication skills.

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Giordano, Giovanni. "Re-Mean the Healthcare Communications: Balint Groups and Foulkes Groups." Group Analysis 46, no. 3_suppl (2013): 22–27. http://dx.doi.org/10.1177/0533316413498843i.

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Vaida, Alina, and Masud Awal. "A UK-wide survey of Balint, support groups and psychotherapy training opportunities for SAS (Specialty Doctors and Associate Specialists) Psychiatrists." BJPsych Open 7, S1 (2021): S57. http://dx.doi.org/10.1192/bjo.2021.197.

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AimsTo investigate SAS Psychiatrists’ opportunities for Balint-type, support groups and psychotherapy training opportunities nationwide, for which there is a lack of existing literature or established framework.MethodAn online questionnaire was sent to UK-wide SAS psychiatry doctors with the support of the RCPsych Speciality Doctors and Associate Specialist Psychiatrists Committee (SASC). The survey enquired about location, work experience, future plans, Balint-type groups, psychotherapy opportunities and support.Result122 doctors completed the questionnaire, estimated to constitute approximately 8% of SAS psychiatry posts (or more if considering all vacancies), based on the RCPsych Census (2015), from across all UK nations.Time spent in an SAS role varied widely between months (10%) to over 20 years (5%), with the median and mode being 8–12 years (25%). Regarding future career plans 61% responded that they would be considering either the Certificate of Eligibility for Specialist Registration (CESR) route, or applying for future training or both.24% reported being part of a Balint-type group whilst almost double this number (47%) said they would be interested to join but none were available. 31% were part of a reflective practice or support group whilst 44% reported that they were interested in joining but none were available. Only 7% said that they were not participating or not interested in either a Balint group or a reflective group. Free-response comments suggested these opportunities were usually reserved for trainees and service commitments prevented attendance.76% of respondents reported access to an SAS Tutor, but only 21% confirmed access to a psychotherapy tutor.Half of respondents indicated they did not have access to information and guidance they needed regarding accessing psychotherapy opportunities, with only 27% thinking they did.24% reported managing to gain experience in at least one psychotherapeutic modality, 44% of whom received medical psychotherapist supervision; whilst 13% said they did not intend to pursue this.ConclusionThe results highlight that interest in joining Balint and reflective support groups significantly exceeds local provision. As these groups are not mandatory requirements for CESR application, the interest expressed (including amongst those reporting to be SAS by choice) suggests that SAS Psychiatrists value these opportunities for their recognised professional developmental and clinical benefits; these include peer support, understanding doctor-patient interactions and having a space to reflect on the emotional impact of clinical work. Trusts should consider supporting SAS doctors wishing to join new or existing Balint-type or other supportive reflective clinician groups.

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Salter, Emma. "Balint groups: a doctor-student mutual investment company." British Student Doctor Journal 4, no. 2 (2020): 47. http://dx.doi.org/10.18573/bsdj.135.

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Sved Williams, A. E. "Balint groups for general practitioners: Are they worthwhile?" Australian and New Zealand Journal of Psychiatry 34, s1 (2000): A65. http://dx.doi.org/10.1080/000486700779.

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Pietroni, Patrick C. "The Doctor, His Patient and the Illness: Michael Balint." British Journal of Psychiatry 155, no. 01 (1989): 134–38. http://dx.doi.org/10.1017/s0007125000177207.

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Remembering where you were when Jack Kennedy died has become a favourite question to ask of people of an age to remember that day in November 1963. For a certain generation of general practitioners, a not dissimilar question might be, “When did you first read The Doctor, His Patient and the Illness?” Balint's impact on general practice is remarkable and unquestioned. His book, first published in 1957, appears among the top ten, if not the top three, that all new entrants into general practice ‘must read’. Yet the paradox is that few, if any, trainees will actually read his book, that Balint groups have a falling membership, that the Balint Society, founded after his death by a group of GPs, is on the periphery of modern general practice thinking, and that few if any permanent developments have come from his followers. Balint might well be excused if he paraphrased the quote attributed to Jung, “Thank God I'm Balint and not a Balintian”.

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Pietroni, Patrick C. "The Doctor, His Patient and the Illness: Michael Balint." British Journal of Psychiatry 155, no. 1 (1989): 134–38. http://dx.doi.org/10.1192/s0007125000177207.

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Remembering where you were when Jack Kennedy died has become a favourite question to ask of people of an age to remember that day in November 1963. For a certain generation of general practitioners, a not dissimilar question might be, “When did you first read The Doctor, His Patient and the Illness?” Balint's impact on general practice is remarkable and unquestioned. His book, first published in 1957, appears among the top ten, if not the top three, that all new entrants into general practice ‘must read’. Yet the paradox is that few, if any, trainees will actually read his book, that Balint groups have a falling membership, that the Balint Society, founded after his death by a group of GPs, is on the periphery of modern general practice thinking, and that few if any permanent developments have come from his followers. Balint might well be excused if he paraphrased the quote attributed to Jung, “Thank God I'm Balint and not a Balintian”.

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Priya, Anu, and Hardev Bhogal. "Balint style case-based discussion group for medical students in Bassetlaw Hospital." BJPsych Open 7, S1 (2021): S342. http://dx.doi.org/10.1192/bjo.2021.898.

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AimsTo evaluate feedback from Balint style case based discussion groups and to reflect on learning points.We have three medical students from Sheffield University on six week psychiatry placements at Bassetlaw Hospital and we get eighteen students in a year. In order to further develop their approach towards reflection and their understanding towards the doctor patient relationship we developed the Balint style case based discussion group, and each group of students attend three sessions during their placement.MethodThe groups are held on a weekly basis and consist of the three medical students and 1-2 facilitators. As the group is small one of the facilitators may participate with the students for the Balint process and to help encourage the students. Following completion of the third session of the discussion group we gain written feedback from the students. A total of 17 feedbacks have been reviewed over the period of November 2018 -November 2019.Result16 students stated that this was their first experience at Balint Group and all except one student felt that they were given a good introduction about Balint groups before starting. When asked about the most significant thing that they have learnt in the group, the majority of students marked reflecting feelings to improve relationships with patients, exploring why they feel a certain way with patients and that the doctor patient relationship can affect the consultation.One student stated that they would not recommend it to colleagues as they felt it was relevant more to doctors rather than medical students. Another student recommended having more people in a group.ConclusionOverall, it has been a positive experience with the medical students during the groups and with feedbacks. We have reflected on difficult topics like bereavement, fantasized about the purpose of a patient's delusion and shared the joy of a patient who was discharged after a long stay. While we think we have been able to teach the students some tips on reflection, we ourselves have been able to reflect on certain topics we would not have if not raised by the students. Some medical students have contacted the larger Balint Group in Sheffield for further sessions. Considering our experience, we will continue with the sessions at Bassetlaw Hospital.

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Salinsky, John. "2001 Michael Balint Memorial Lecture - Balint groups and psychoanalysis: what have the Romans done for us? -." Balint Journal 2, no. 4 (2001): 101–8. http://dx.doi.org/10.1055/s-2001-18627.

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Asan, Alvin, and Shane Gill. "Facilitated Learning Groups: an initiative to enhance psychiatric training in South Australia." Australasian Psychiatry 26, no. 6 (2018): 655–58. http://dx.doi.org/10.1177/1039856218781020.

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Objectives: Facilitated Learning Groups (FLGs) were introduced by the South Australian Psychiatry Branch Training Committee in 2016 to provide support for trainees. These incorporated Balint group principles but also had roles that extended beyond a traditional Balint group. This paper reports an evaluation of these groups after their first 12 months. Methods: An evaluation form was sent to all trainee participants, seeking quantitative and qualitative feedback about their experience. Results: The majority of trainees found the FLGs to be beneficial. A thematic analysis of the written feedback revealed several key benefits for the participants, including having access to a senior psychiatrist who was outside of training and supervision, mixing with trainees across years and regions, and the capacity to discuss difficult work environments. Conclusions: A forum for trainees to develop reflective practice and discuss challenging issues, which is not involved in their assessment, was experienced positively by the majority of participants and should be considered for wider adoption across Australia and New Zealand.

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