Can Balint groups fill a gap in medical curricula?

Abstract

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. 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. 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. 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.