12361Dalhousie Medical School, Halifax, NS, Canada.
Int J Psychiatry Med. 2022 Nov;57(6):508-520. doi: 10.1177/00912174221127084. Epub 2022 Sep 14.
Balint Groups provide physicians with a forum to develop their capacity to empathically engage with patients, through exploring patient-provider relationships. The Dalhousie University Department of Psychiatry implemented a mandatory Balint Group as part of the junior resident curriculum. The purpose of this study is to explore how residents describe their experience of participating in this Balint Group.
Psychiatry residents in their first year of training participated in a focus group to discuss their experiences of the Balint Group. Data was analyzed using content analysis.
Three main categories were identified: the purpose of, the process of, and participation in the Balint Group. Process was subdivided into and . Participation was further subdivided into , , and .
Residents attributed fellowship with their peers, self-efficacy and hope in their work to their participation in the Balint Group. While there was an adjustment period, residents grew to accept, and even appreciate the group. Lack of problem-solving became accepted as part of the purpose of the group and this acceptance was attributed to having other avenues within the program to address problems raised in the discussion. Feeling disconnected when the session ended was described and was related to the abrupt termination of the virtual session or having to exit the group early to return to clinical duties. While the virtual nature of the group was not explicitly identified as a challenge, having to leave early was. While these institutional factors can be mitigated through programmatic implementation, they are not a deal breaker to implementing a Balint Group in a residency training program. Even in a lunch hour or virtual environment our data suggests that the juice is worth the squeeze.
巴林特小组为医生提供了一个平台，通过探讨医患关系，培养他们与患者共情的能力。达尔豪斯大学精神病学系将巴林特小组作为初级住院医师课程的一部分，实行强制参与制。本研究旨在探讨住院医师如何描述他们参与该巴林特小组的体验。
第一年培训的住院医师参加了焦点小组讨论，讨论他们在巴林特小组的体验。使用内容分析法分析数据。
确定了三个主要类别：巴林特小组的目的、过程和参与。过程进一步细分为 和 。参与进一步细分为 、 、 和 。
住院医师将与同龄人之间的友谊、工作中的自我效能感和希望归因于他们参与巴林特小组。尽管有一个调整期，但住院医师逐渐接受，甚至欣赏这个小组。缺乏解决问题的方法被认为是小组目的的一部分，这种接受归因于在该讨论中提出问题后，在该项目中有其他途径来解决问题。描述了当会议结束时感到与小组脱节的情况，这与虚拟会议的突然结束或不得不提前离开小组返回临床工作有关。虽然小组的虚拟性质没有被明确认为是一个挑战，但提前离开是一个挑战。虽然这些机构因素可以通过项目实施来缓解，但它们并不是在住院医师培训项目中实施巴林特小组的障碍。即使在午餐时间或虚拟环境中，我们的数据表明，小组的价值是值得的。
