Objective: To understand the first-time online Balint group participants' opinions and experiences with regards to online work mode so as to provide a reference for improving and popularizing online Balint group work.
Methods: The self-compiled questionnaire for pre- and post-online Balint group work was sent to first-time participants through WeChat, and 101 valid questionnaires were submitted voluntarily and anonymously before and after the group work.
Results: Of all the online Balint group work participants, 88 cases (87.1%) were women and 81 cases (80.2%) were from Shanghai district, and they had a certain understanding of the work of the Balint group. There was no significant difference in the feelings of 5 experiences of group activities and 8 evaluation indexes of group process between the 29 group members and 72 observers (p>; 0.05). What participants worried about the most after the online group work was easy disturbance by surrounding things during the participation process; unsafe online environment and being recorded or videotaped ranked second followed by limitations of emotional and non-verbal expression.
Conclusions: The online Balint group work was recognized by the participants as an extension of the on-site, face to face group work during the pandemic and also as a long-term work form in the future, making it a useful supplement to the traditional Balint group work mode. Confidentiality and safety protocol were especially emphasized when promoting online Balint group work.
WANG Jingli
,
CHEN Yiting
,
HE Yanling
,
YUAN Zhimin
,
WANG Yibo
. Investigation on the Experiences of the First-Time Participants in Online Balint Group Work[J]. Psychological Communications, 2022
, 5(3)
: 182
-187
.
DOI: 10.12100/j.issn.2096-5494.222029
[1] 陈朵多, 张一奇. (2020). 线上巴林特小组缓解护士职业压力的实践应用. 中国社会工作, (36), 32-35.
[2] 何燕玲. (2015). 巴林特小组与全科职业化医患关系. 中华全科医师杂志,14(10), 739-741.
[3] 李微, 何彬, 贺琳娜, 刘晶, 刘宇亭. (2021). 巴林特小组活动在缓解ICU护士抗击新冠肺炎工作中压力的效果研究. 现代医药卫生,37(8), 1392-1394.
[4] 魏镜, 何燕玲, 史丽丽, 刘海洪. (2021). 在线巴林特小组工作与学习中国专家共识. 协和医学杂志,12(1), 33-37. doi: 10.3969/j.issn.1674-9081.2020.00.011
[5] 余情, 陈华, 郑玉英. (2019). 探讨巴林特小组活动在住院医师规范化培训中的应用. 中国毕业后医学教育,3(5), 423-425.
[6] 郑晨, 吴淑琴, 王岑, 韩尧政, 何启强, 王培刚. (2020). 新冠肺炎疫情期间湖北省居民心理健康状况调查. 中国公共卫生,36(5), 657-660. doi: 10.11847/zgggws1128840
[7] 郑银佳, 莫煊, 严清华, 唐晓丹, 赵子洲, 谢永标. (2020). 巴林特小组对临床实习生学习医患沟通技能态度的影响. 卫生职业教育,38(8), 108-110.
[8] 周瑛, 杨菲菲, 李娟英. (2020). 基于巴林特小组模式的护理管理对提高护士自我效能的意义. 护理实践与研究,17(12), 128-129.
[9] Antoun J., Romani M., Johnson A., Brock C., & Hamadeh G. (2014). Balint seminars: The transatlantic experience through videoconference.Fam Pract, 31(6), 733-738. doi: 10.1093/fam pra/cmu065
[10] Fritzsche K., Shi L., Lohlein J., Wei J., Sha Y., Xie Y., .. Leonhart R. (2021). How can learning effects be measured in Balint groups? Validation of a Balint group questionnaire in China.BMC Med Educ, 21(1), 608. doi: 10.1186/s12909-021-03030-x
[11] Koppe H., van de Mortel, T. F., & Ahern C. M. (2016). How effective and acceptable is Web 2.0 Balint group participation for general practitioners and general practitioner registrars in regional Australia? A pilot study.Aust J Rural Health, 24(1), 16-22. doi: 10.1111/ajr.12212
[12] Nease D. J., Lichtenstein A., Pinho-Costa L., & Hoedebecke K. (2018). Balint 2.0: A virtual Balint group for doctors around the world.Int J Psychiatry Med, 53(3), 115-125. doi: 10.1177/ 0091217418765036
[13] Salinsky, J. (2018). Balint under the microscope: What really happens in Balint groups?Int J Psychiatry Med, 53(1-2), 7-14. doi: 10. 1177/0091217417745287
[14] Tschuschke, V., & Flatten, G. (2019). Effect of group leaders on doctors' learning in Balint groups.Int J Psychiatry Med, 54(2), 83-96. doi: 10.1177/0091217418791440
