Objectives Toexplorethe effect of the Balint group on improving the empathy and doctorpatient communication skills among medical students in clinical practice.Methods We investigated 500 clinicalmedicalstudentsin fourth grade by JSE-HP and SEGUE framework scalein Shanghai Jiao Tong university school of medicine between July 2016 and December 2016.60 students with insufficientempathy and doctor-patient communication skills were selected randomly.These students were thanrandomly divided into the Balint group (experimental group) and the routine clinical practice group(control group).The experimental group participated inthe Balint group activitiesin addition to routine clinical practice,whilethe control group only participated in routine clinical practice.After 20 weeks of the Balintgroup intervention,the two groups were invited to assess theempathy and doctor-patient communication skills again to analyze the effect of the Balintgroup on improving the empathy and doctor-patient communication ability among intern students.The evaluation result was analyzed by SPSS 22.0 software.Data comparison was conducted using pair t test,independent sample t test and x2 testing.Results There were no statistically significant differences in age,sex,whether only child or class leader and previous year theoretical exam scoresbetween the two groups (all P＞0.05).For empathy,there was no statistically significant difference in terms of opinion,emotional care,empathy,and total scorebefore the routine clinical practicebetween the two groups (P＞0.05) and they all improvedsignificantly after the routine clinical practice (all P＜0.05).But the experimental group had higher scoresin all above scalesthan the control group (all P＜0.05).For communication skills with patients,there were no statistically significant differencesbetween the two groupsin communication initiation,information collection,understanding of patients,information giving,end questioning,and SEGUE scoresbefore the routine clinical practice (all P＞0.05),and they allimprovedsignificantly in all above 5 scales after the routine clinical practice (all P＜0.05).While except for understanding of patients,the experimental group had higher gains in other scales than the control group (all P＜0.05).Conclusion Use of the Barring group activities on the basis of routine clinical practice canimprove the empathy andthedoctor-patientcommunication skills in medical students.%目的 探索巴林特小组在医学生临床实践中培养共情和医患沟通能力的作用.方法 选取2016年7月至2016年12月在上海交通大学医学院实习的500名临床医学专业学生(大学四年级),通过杰弗逊量表和SEGUE量表筛查出在共情与医患沟通能力上有不足的学生,从中随机选取60名,将其随机分为巴林特小组(实验组)和常规教学组(对照组).实验组除了常规临床实习外开展巴林特小组活动,对照组仅参加常规临床实习.在巴林特小组干预后再次对两组成员进行评估,评价巴林特小组对改善医学生共情与医患沟通能力的效果.采用SPSS 22.0软件进行分析,数据比较采用配对t检验,独立样本t检验和x2检验.结果 实验组和对照组在年龄、性别、是否独生子女、是否担任班级干部以及前一年理论考试成绩方面差异无统计学意义(P＞0.05).共情能力方面,在常规教学实习前,两组人群在观点采择、情感护理、换位思考以及共情总分方面差异无统计学意义(P均＞0.05).经过常规教学实习,两组人群在上述各维度均有明显提升(P均＜0.05),但实验组在上述各维度提升方面均高于对照组(P均＜0.05).医患沟通方面,在教学实习前,两组人群在沟通启动、信息收集、理解病人、信息给予、结束问诊以及SEGUE量表总分方面差异无统计学意义(P均＞0.05);教学实习后,两组人群在上述5个维度得分均有明显提升(P均＜0.05);其中除理解病人维度外,实验组在其余各维度得分均明显高于对照组(P＜0.05).结论 在常规临床教学基础上开展巴林特小组活动能进一步改善医学生的共情能力及医患沟通能力.
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