目的:评估巴林特小组模式对医学生共情和人际信任水平的作用.方法:采用自愿报名的方式,选取某医学院临床专业420名大三学生,每人填写大学生共情能力问卷和人际信任问卷各1份,在共情总分低于120分,同时人际信任水平总分低于75分者中招募30名志愿者,随机纳入巴林特组和对照组,巴林特组和对照组各15人.对巴林特组开展以提高共情和人际信任能力为目标的巴林特小组模式干预,每周1次,共10次.研究过程中巴林特组脱落3人.对照组暂不进行任何干预.在10次巴林特小组干预结束后第二天及干预结束6个月后,使用大学生共情能力问卷和人际信任量表评价干预效果.结果:训练前,巴林特组和对照组共情能力总分和人际信任总分的基线值没有差异(P＞0.05).10次干预后,巴林特组的评分结果与基线值比较,共情总分和人际信任总分均高于基线值,差异有显著统计学意义;对照组的评分结果与基线值比较,共情总分与人际信任总分均无显著差异(P＞0.05);10次巴林特小组活动后,巴林特组和对照组两组间比较,共情总分与人际信任总分均高于对照组,差异有显著统计学意义.在巴林特小组活动结束6个月后进行追踪评估,发现巴林特组的共情总分高于基线值,差异有显著统计学意义;人际信任总分与基线值相比,差异无显著统计学意义(P＞0.05);巴林特组与对照组两组间比较,巴林特组共情总分高于对照组,两组间人际信任总分的差异无显著统计学意义(P＞0.05).结论:巴林特小组可以有效提高医学生的共情能力和人际信任水平,但其提高人际信任水平的远期效果有待于进一步探索.“,”Objective:To evaluate the effects of Balint-style group on improving the empathic capabilities and interpersonal trust among medical students.Methods:Thirty volunteers scored lower on empathy and interpersonal trust participated in this study.The volunteers were randomly assigned to Balint group and control group(n=15 for each).The Balint group received programmed training once a week for 10 sessions(3 participants dropped during the training),whereas the control group were free of any intervention.Questionnaires on the empathic abilities and interpersonal trust scale were used to evaluate the training effects respectively on the second day and 6 months later after training.Results:The difference was not significant regarding the total scores on empathic abilities and interpersonal trust on the baseline before training between Balint group and control group(P＞0.05),yet was significant after 10 sessions of training.Follow-up evaluation on the effects by the end of 6 months after the sessions indicated that the Balint group had higher total scores on empathic abilities compared with the baseline,and the Balint group had higher scores on empathic abilities than the control group.Conclusion:Balint group can improve the empathic abilities and interpersonal trust for medical students,however,long-term effect on interpersonal trust still needs further verification.