The role of intra- and interpersonal relations in the process of diagnosis and treatment
Keywords:Balint’s groups, interpersonal relations, treatment
Introduction. There is an increasing tendency to adopt biopsychosocial approach to teaching how to care for patients. Participation in Balint’s groups is used to train students in communication and building relations with patients.
Aim. To identify positive and negative aspects of participation in Balint’s groups, which are a part of compulsory training for students.
Material and Methods. 70 medical students, who took part in the study, filled in a questionnaire specifically developed for students participating in Balint’s group. The questionnaire consisted of three open questions. The answers were collected and then analyzed by way of qualitative analysis of text and factorial analysis
Results. The results suggest that Balint’s method can be difficult for medical students because they have not practiced building therapeutic relations with patients. Nevertheless, most students benefit from training in terms of personal development, awareness of mechanisms influencing patients — doctor communication and satisfaction with participation in classes.
Conclusion. Balint’s Workshops is a useful method of teaching which influences medical student’s self — reflection because they become aware of the necessity of personality development.
Lubania‑Plozza B, Pöldinger W, Kröger F, Wasilewski B. Psychosomatic disturbances in medical practice. PZWL 1995.
Quill TE. Somatization disorder: one of medicine’s blind spots. JAMA. 1985;254:3075–3079.
Mayou R, Levenson J, Sharpe M. Somatoform disorders In DSM‑V. Psychosomatics. 2003;44:449–451.
Sharpe M. Medically unexplained symptoms and syndromes. Clin Med. 2002;2:501–504.
Sharpe M, Carson A. „Unexplained” somatic symptoms, functional syndromes, and somatization: do we Reed a paradigm Shift? Ann Intern Med. 2002;134:926–930.
Jugowar B, Skommer M. The role of Balint groups in improving patient — nurse relation. In: Wołowicka L. (ed.). Selected problems of nursing. Part X. Poznań 1996.
Engel L, Wasilewski B. The study of the outcomes pf a Balint training. Group Balint workshops. theory and application. Wydawnictwo Psychologiii Kultury ENETEIA, 2011.
Kern DE, Wright SM, Carrese JA, et al. Personal growth in medical faculty: a qualitative study. West J Med. 2001;175:92–8.
Cataldo KP, Peeden K, Geesey ME, Dickerson L. Association between Balint training and physician empathy and work satisfaction. Fam Med. 2005;37:328–31.
Torppa MA, Makkonen E, Mårtenson C, Pitkälä KH. A qualitative analysis of student Balint groups in medical education: contexts and triggers of case presentations and discussion themes. PatientEducCouns. 2008 Jul;72(1):5–11. Epub 2008 Mar 4.
Söllner W, Maurer G, Mark‑Stemberger B, Wesiack W. Characteristics and problems of Balint groups with medical students. Psychother Psychosom Med Psychol. 1992 Sep‑Oct;42(9–10):302–7.
Perrier de Benedetti C, Beker E, Cimadoro A, Pausa C, Quintana I. Teamwork in teaching mental health in medical training. Vertex. 2007 May‑Jun;18(73):215–20.
Drees A, Schwarz I. Sensual‑imaginative training methods for students of medicine. Psychother Psychosom. 1990;53(1–4):68–74.
Craig TK, Boardman AP, Mills K, et al. The South London somatisation study, I: longitudinal course and the influence of early life experiences. Br J Psychiatry. 1993;163:579–588.
How to Cite
Copyright (c) 2019 Maia Stanisławska-Kubiak, Katarzyna Warchoł-Biedermann, Maria Skommer, Ewa Mojs, Rafał W. Wójciak
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.