In the psychological training of medical students during their first clinical terms different small group methods have been used and compared. Case discussion on the Balint model designed for practitioners did not seem adequate to the specific needs of medical students being trained in a hospital. Less responsable than the practitioner, the students do not feel deeply involved or identified in such discussion groups. These easely become the ‘discussion of somebody else’s case’ with the help of defence mechanisms borrowed from previous pedagogic conditioning and hospital model of medical case history. The use of role playing disrupts those mechanisms and helps the awareness and experiencing in the emotional components of medical situations. Moreover, it appeared that the doctor-patient relationship is not the most immediate concern of the student. It is screened or mediated by the network of complex human relations through which the student tries to find his own indentity in the hospital team. These specific and most immediate situations can be very effectively used and clarified on the way to the training in doctor-patient intera
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