Abstract: Objective To evaluate the intervention effect of Balint group activity model in clinical teachers with job burnout. Methods From September 2019 to December 2020, 56 clinical teachers from Xuanwu Hospital of Capital Medical University were selected as the research objects. They were randomly divided into experimental group and control group with 28 in each by random number table method. The experimental group was supplemented with Balint group activity on the basis of traditional education, and the control group received education with traditional pathway. The indexes of job burnout, empathy and training satisfaction ratio from clinical teachers in two groups were compared after teaching activities. The differences between groups were statistically analyzed by t-test and Fisher's precision probability test. Results The scores of emotional exhaustion, depersonalization and low sense of achievement from clinical teachers in the experimental group were significantly different from those in the control group [(2.02 ± 0.15) vs. (4.08 ± 0.39), (2.45 ± 0.07) vs. (3.28 ± 1.24), (4.36 ± 0.41) vs. (2.74 ± 1.36), all P< 0.001]. The scores of transposition thinking, emotional nursing, viewpoint selection and the total score of empathy capacity in the experimental group were significantly higher than those in the control group [(12.65 ± 1.74) vs. (8.47 ± 1.29), (50.55 ± 3.25) vs. (43.26 ± 3.92), (61.25 ± 4.32) vs. (49.26 ± 3.98), (124.45 ± 9.31) vs. (100.99 ± 9.19), all P< 0.001]. The training satisfaction ratio from clinical teachers in the experimental group was higher than that in the control group [100.0%(28/28)vs.75.0%(21/28), P＝0.047]. Conclusions Implementation of Balint group model not only alleviates job burnout of clinical teachers but also improves the sense of professional identity and encourages capacity building of empathy, which may improve teachers' self-development.

Key words: Clinical medicine, Teacher, Balint group, Job burnout