Alan H. Johnson

The effect of physician personality on laboratory test ordering for hypertensive patients.

Laboratory tests are responsible for a large percentage of health care expenses in the United States. In a retrospective study of the outpatient test ordering by residents for hypertensive patients between the years 1980 and 1986 at the Department of Family Medicine at the Medical University of South Carolina, we found great variability in laboratory test ordering as well as an association between personality as measured by the Myers-Briggs Type Indicator (MBTI) and test ordering. Introverts ordered more than extroverts, and intuitives ordered more than sensors. This association was confirmed by a multiple regression analysis controlling for potential confounders of test ordering, such as severity of disease, the presence of coexisting diabetes mellitus, the demographic characteristics of the patient population, and the number of initial evaluations for hypertension. Elucidation of a relationship between resident personality and laboratory test ordering has important implications for planning intervention strategies to reduce excessive laboratory test ordering in ambulatory care.

Balint Groups: The Nuts and Bolts of Making Better Doctors

Balint Group seminars were developed by Michael and Enid Balint based on the application of psychological principles in a group setting for the purpose of developing an improved understanding of the doctor-patient relationship. This article focuses on the development and application of the Balint method to the training of resident physicians (particularly Family Physicians) within the United States. An effort is made to describe the practicalities of resident physician Balint training (e.g., size, frequency, duration of such groups), conceptual underpinnings (e.g., biphasic nature of patient identification, disease versus illness concept, transference/counter-transference, over-identification, under-identification, biphasic nature of physician empathy), and pedagogic goals (mastering empathic skills inherent in being a good doctor) of residency-based Balint groups. In aggregate, this article provides a useful framework for behavioral science educators interested in applying the Balint seminar method to resident physician training. The authors encourage both the continued study and educational application of the Balint seminar method in the training of physicians both within and outside of the United States.

Personality Profiles of Physician Extenders

Objective psychological measurements and personal historical data were taken on 67 physician extenders in 5 consecutive classes at a southeastern university over 18 mo., October 1972 to April 1974. The findings describe certain psychological characteristics associated with physician-extender students and compare these profiles with various similar groups. The physician extenders general personality type resembles that of the general practice physician. Comparisons with medical students show them to be more concerned with pragmatic matters and implies preferences which most likely favor a technological occupation. All of these measurements are not, however, necessarily associated with academic or occupational success. Future studies should concern relationships between these measurements and criteria of academic and occupational success.

PREDICTING SUCCESS IN A PHYSICIAN-EXTENDER TRAINING PROGRAM

Objective psychological measurements and personal historical data were taken on 67 physician extenders in 5 consecutive classes at a Southeastern university over 18 mo., October 1972 to April 1974. A multiple regression analysis was done between these variables and grades in didactic, clinical, and interpersonal skill evaluations, which were averaged to calculate a cumulative grade point average (AGPA). Nine of the independent variables accounted for 47% of the variations observed in the AGPA. The significant variables are consistent with common sense expectations and have provided the basis for further study. The relationship between personality and program success has proved useful in considering candidates for admissions and in counseling students already matriculated.

The Legacy of Michael Balint

Michael Balints lead article, “Repeat Prescription Patients: Are They An Identifiable Group?” inaugurated the first issue of Psychiatry in Medicine, Vol. 1, No. 1, 1970. A few years later, this Journal would be renamed International Journal of Psychiatry in Medicine (IJPM). Who is this author of over 165 papers, 10 books, practicing psychoanalyst from 1926 to 1970, director of the Budapest Psychoanalytic Institute from 1935 to 1939, consultant at the Tavistock Clinic from 1948 to 1961, President of the British Psycho-Analytical Society from 1968 to 1970, literary executor of Sandor Ferenczi, a foremost theorist of object relations, and international educator and statesman for general practitioners? We would like to review for you some of the formative experiences in Michaels life that wedded psychoanalysis and general practice, and how they contributed to his major educational commitment over 40 years to furthering the understanding and integration of psychosocial factors in the practice of primary healthcare as experienced by doctors all over the world. We would also like to highlight some of his major insights and see to what extent they are incorporated in contemporary medical education and practice. We believe that some of his major insights have been neglected and others have been further amplified and extended. Our intention is to speak not only to medical students who desire to pursue medicine related directly to patient care but as well to seasoned practitioners who continue on a daily basis to care for individual patients and their families.

The role of Balint group training in the professional and personal development of family medicine residents

This paper presents a study based on the participation of PGY2 and PGY3 family medicine residents in Balint seminars that occurred twice monthly for 24 months. Balint groups were cofacilitated by leader pairs experienced with the Balint method. Prior to residency graduation, 18 of 19 eligible resident physicians (94.5%) completed 30- to 60-min semistructured interviews conducted by a research assistant. Resident physicians were told that these individual interviews concerned “…how we teach communication in residency.” The deidentified transcripts from these interviews formed the raw data that were coded for positive (n = 9) and negative (n = 3) valence themes by four faculty coders utilizing an iterative process based on grounded theory. The consensus positive themes included several elements that have previously been discussed in published literature concerning the nature of Balint groups (e.g., being the doctor that the patient needs, reflection, empathy, blind spots, bonding, venting, acceptance, perspective taking, and developing appreciation for individual experiences). The negative themes pointed to ways of possibly improving future Balint offerings in the residency setting (repetitive, uneasiness, uncertain impact). These findings appear to have consistency with seminal writings of both Michael and Enid Balint regarding the complex nature of intrapsychic and interpersonal skills required to effectively manage troubling doctor–patient relationships. The implications of findings for medical education (curriculum) development as well as future research efforts are discussed.

Doctors at times of national instability: What Balint seminars reveal

Background It is not known in what ways is the doctor whose practice is secure in a clinic challenged to maintain a therapeutic doctor–patient relationship when confronting a flood of immigrants within a country that is politically volatile, internally fractionalized, and surrounded by sporadic military incursions? Methods During Balint seminars, a family medicine resident presents a troubling case which all group members reflect upon from the perspective of the doctor, the patient, and their relationship. Balint leaders later debrief and review the work of the group. Lebanon has passed through many political, social, and religious conflicts and was affected by the onset of the Syrian Civil War in 2010. The Balint leaders had begun to see in resident case presentations reflections of war’s disruption of the doctor–patient relationship. Two Balint leaders reviewed a log of all the cases between 2013 and 2016. Results In our observations, the discussion of the presented cases mirrored the cultural, social, religious, and political context of the country. First, the political situation was reflected in the dynamics of the group: agitation, conflicts, hopelessness, and a search for norms. Second, the residents subconsciously chose words in their discussion that reflect the country’s situation. Third, the presented case was stirred by a tragic war-related event. Conclusions The social/political/religious context in which the physician is practicing distracts the doctor from fulfilling his/her professional role. Balint seminars are an example of direct, experiential learning that provide an excellent opportunity for the special training of primary care physicians who deal with refugees and citizens to self-reflect on war’s impact on them and their profession.