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Introduction Order entry, entrustable professional activity (EPA) 4, is one of several EPAs that residency program directors identify as a weakness for PGY 1 residents. A multispecialty survey of program directors indicated that only 69% of interns could be trusted to enter and discuss orders and prescriptions without supervision. To address this gap, we developed a formative workshop for fourth-year medical students. Methods Prior to the start of their subinternships, 366 fourth-year medical students engaged in an order entry workshop. Students performed chart reviews on electronic standardized patients within an educational electronic health record (EHR), placed admission orders, customized order sets, responded to safety alerts, utilized decision support tools, and incorporated high-value care considerations. Students used expert-validated rubrics to assess the quality of their admission orders and participated in a facilitated group discussion on key learning points. Finally, students participated in order entry, with all orders requiring cosignature by a supervising physician, during their clinical rotations. Students reported their confidence with order entry before and after the workshop and after the clinical rotation. Results One hundred seventeen students completed the pre- and postworkshop surveys, and 99 went on to complete the postcourse evaluation. Students showed a statistically significant increase in their confidence level following the workshop. Discussion Order entry is a critical, complex skill that requires deliberate instruction. This curriculum, which leverages the features of an educational EHR, can facilitate instruction, practice, and confidence gains regarding order entry prior to further application of these skills in the clinical environment.

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Patients with limited English proficiency (LEP) are among healthcare's fastest growing and most vulnerable populations. They experience poor quality of care, worse clinical outcomes, higher medical error rates, and less patient satisfaction than English-proficient patients. Using medical interpreter services (MIS) does not fully mitigate the disparities in outcomes and inequities in healthcare and requires availability, longer provider times, and quality control. Hence, a multidimensional approach is warranted to provide culturally and linguistically appropriate services. This chapter will include three case discussions highlighting: 1) Appropriate use and loopholes in medical interpreter services, 2) Patient-provider language concordance to bypass language barriers, and 3) Relevance of medical translation to improve understanding of health, diseases, and medication adherence.