A qualitative analysis of student Balint groups in medical education: contexts and triggers of case presentations and discussion themes.
OBJECTIVE
No previous rigorous qualitative studies exist on student Balint groups. The aim of this study was to explore the contexts and triggers of cases presented in student Balint groups and to clarify the themes in the group discussions.


METHODS
Fifteen student Balint sessions in two groups were organised. Nine female students participated. A grounded theory-based approach with thematic content analysis of the field notes was used.


RESULTS
We identified five triggers for case narrations (witnessing injustice, value conflict, difficult human relationships, incurable patient, role confusion) that originated from three distinct contexts (patient encounters, confusing experiences in medical education, tension between privacy and profession). Four main discussion themes could be identified (feelings related to patients, building professional identity, negative role models, cooperation with other medical professionals).


CONCLUSIONS
The concept of case in student Balint groups was wider than in traditional Balint groups. Feelings related to patients and to one's own role as a doctor were openly discussed in groups. The discussions often touched on professional growth and future professional identity as doctors.


CONCLUSIONS
The Balint groups may support medical students' professional growth process. This topic warrants further study in more heterogeneous student groups.
Torppa
Martina A
MA
University of Helsinki, Faculty of Medicine, Department of General Practice and Primary Health Care, Finland. martina.torppa@helsinki.fi
Makkonen
Eeva
E
Mårtenson
Camilla
C
Pitkälä
Kaisu H
KH
D001291:Attitude of Health Personnel; D003220:Conflict, Psychological; D003299:Cooperative Behavior; D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D004644:Emotions; D005260:Female; D005387:Finland; D006801:Humans; D008297:Male; D033262:Narration; D010551:Personality; D010819:Physician's Role / Q000523:psychology*; D010817:Physician-Patient Relations; D011361:Professional Competence; D011575:Psychoanalytic Therapy / Q000193:education / Q000458:organization & administration; D036301:Qualitative Research; D012649:Self Concept; D012935:Social Justice; D012951:Socialization; D013337:Students, Medical / Q000523:psychology*; D014167:Transference, Psychology