An Overview of Online Resources for Medical Spanish Education for Effective Communication with Spanish-Speaking Patients

Ortega, Pilar; Hardin, Karol J.; Pérez-Cordón, Cristina; Cox, Anderson O.; Kim, Kyle C.; Truesdale, Daniel; Chang, Rocío; Martínez, Glenn A.; Rutté, Alyssia M. Miller De; Pérez-Muñoz, Carmen; Rolón, Leticia; Shin, Tiffany M

doi:10.1080/10401334.2021.1959335

Cited by 10 publications

(5 citation statements)

References 25 publications

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“…Statement self-rating was on cultural interactions and the highest was on information exchange. These ndings are consistent with reported gaps in cultural competency and humility training in medical education [32][33][34].…”

Section: Discussionsupporting

confidence: 89%

WITHDRAWN: Medical Student Perspectives on Safe Use of Non-English Language Skills in Patient Care: Effects of an Educational Intervention to Teach Self-Assessment Tools

Coto,

Pena,

Iñiguez

et al. 2023

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Introduction The common practices of doctors “getting by” with limited language skills or using multilingual students/staff as ad hoc interpreters endanger care for populations with non-English language preference. We developed a session for medical students to learn to use two validated self-assessment tools: the Interagency Language Roundtable adapted for Healthcare (ILR-H) and the American Council on the Teaching of Foreign Languages Can-Do Statements. Methods All 179 first-year students at an urban medical school attended the session. Students used the ILR-H (a single item scaled from poor 1 to excellent 5) and Can-Do Statements (four items each scaled from novice 1 to distinguished 5) to self-report their skill level in any non-English language (multilingual students) and the minimum language level they believed necessary for safe patient care (all students). We analyzed correlations between ILR-H and Can-Do Statement self-ratings and differences in multilingual vs. monolingual student perspectives. Results Overall, 139 respondents (83%) were multilingual. Multilingual students’ mean ILR-H self-rating (2.36 [SD = 1.17]) and Can-Do Statements composite score (3.64 [SD = 2.32]) were strongly correlated (r = .91, p < .001). Post-session, fewer students felt ready to provide language-concordant care (32% [51/158] post vs. 41% [64/158] pre; p < .001). The mean ILR-H level reported by multilingual students as needed for safe patient care was 3.25 (SD = .94), higher than that reported by monolingual English speakers (2.57 [SD = 1.40]; p = .001). Discussion Teaching language self-assessment can enhance medical students’ critical awareness of the nuances of communicating with linguistically diverse patients. Future work should evaluate whether teaching self-assessment impacts clinical decision-making around language and interpreter use.

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Section: Discussionsupporting

confidence: 89%

WITHDRAWN: Medical Student Perspectives on Safe Use of Non-English Language Skills in Patient Care: Effects of an Educational Intervention to Teach Self-Assessment Tools

Coto,

Pena,

Iñiguez

et al. 2023

Preprint

Self Cite

View full text Add to dashboard Cite

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“…Prior research in medical Spanish education has shown that most previously available pedagogical tools focus on knowledge-based course objectives through technical vocabulary building yet may lack opportunities for teaching patient-centered communication. 5 , 27 , 28 While vocabulary building is part of medical Spanish education, it is far from being the most important, given that in the US health care context, medical Spanish courses aim to prepare clinicians to effectively communicate with patients, who may not be familiar with technical medical terms and need a clinician who can explain concepts in their language in an accessible and comprehensible way. MeGA addresses this by contextualizing the activity in a patient scenario depicted in handout graphics and by having learners complete the tasks verbally.…”

Section: Discussionmentioning

confidence: 99%

Medical Spanish Graphic Activity: A MeGA Deliberate Practice Approach to Reducing Jargon Use With Spanish-Speaking Acute Care Patients

Ortega,

Cisneros,

Park

2024

MedEdPORTAL

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Introduction Medical Spanish courses in US medical schools aim to teach patient-centered communication, yet many existing resources focus on technical vocabulary and may inadvertently increase jargon use with patients. Graphic medicine presents an opportunity for interactive learning that centers the patient experience, yet it has never been explored in medical Spanish education. Methods We developed a Medical Spanish Graphic Activity (MeGA) for medical student deliberate practice of patient-centered verbal communication focused on three aspects: diagnosis, treatment, and follow-up care. Each 30-minute activity included a comics handout depicting a patient with a common problem. Students used voice-to-text technology to record their explanations in response to prompts. Transcripts were analyzed for jargon use, including total jargon, unexplained jargon, and problem words (non-Spanish words plus unexplained jargon), utilizing a previously published, reliable protocol for Spanish medical jargon classification. Participants voluntarily provided postactivity feedback. Results Twenty-nine fourth-year students with intermediate or greater Spanish skills participated in a series of 10 MeGA activities between January and April 2022. Unexplained jargon use and problem words progressively decreased for all transcripts (diagnosis, treatment, and follow-up; all p s < .001). Total jargon use also decreased, but this was not significant in follow-up transcripts ( p = .38). All students agreed that MeGA helped them enhance communication skills applicable to patient care and self-identify strengths and limitations. Discussion MeGA is realistic to implement, engages students' active participation in the speaking domain, and reduces unexplained jargon use. Future studies should explore the broader application of this model and engage patient perspectives.

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“…OSCEs offer a distinctive opportunity to evaluate student language proficiency within a high-fidelity clinical context, replicating clinical scenarios in which learners interact with trained SPs. Currently, no validated tool exists for assessing student language proficiency in non-English OSCEs [19].…”

Section: Assessment Strategies For Strengthening Medical Spanish Educ...mentioning

confidence: 99%

“…Within US medical schools, educators specializing in medical Spanish come from diverse backgrounds in terms of training and qualifications. The majority of these educators are either physicians (78%) or language professors [19]. This interdisciplinary nature of the field of medical Spanish underscores the pressing need to provide training to educators in areas of medical Spanish to which they may not have previously been formally exposed [12][13][14][15][16][17][18][19].…”

Section: Assessment Strategies For Strengthening Medical Spanish Educ...mentioning

confidence: 99%

Enhancing Medical Spanish Education and Proficiency to Bridge Healthcare Disparities: A Comprehensive Assessment and Call to Action

Lopez Vera

2023

Cureus

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This article highlights the critical importance of linguistic and cultural concordance in health care, particularly in addressing the shortage of proficient Spanish-speaking healthcare providers in California. It advocates for standardized curricula, qualified instructors, and mandatory medical Spanish courses while stressing the significance of interdisciplinary training that integrates language skills with clinical experience and acknowledges the interplay between language and culture in health care. The article calls for proactive efforts from medical schools, faculty, and healthcare providers, emphasizing standardized curricula, culturally sensitive training, and reliable assessment tools. Additionally, it underscores the need to enhance the representation of underrepresented minority healthcare providers to ensure equitable health care for linguistic minorities, emphasizing the shared responsibility of healthcare and education stakeholders.

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An Overview of Online Resources for Medical Spanish Education for Effective Communication with Spanish-Speaking Patients

Cited by 10 publications

References 25 publications

WITHDRAWN: Medical Student Perspectives on Safe Use of Non-English Language Skills in Patient Care: Effects of an Educational Intervention to Teach Self-Assessment Tools

WITHDRAWN: Medical Student Perspectives on Safe Use of Non-English Language Skills in Patient Care: Effects of an Educational Intervention to Teach Self-Assessment Tools

Medical Spanish Graphic Activity: A MeGA Deliberate Practice Approach to Reducing Jargon Use With Spanish-Speaking Acute Care Patients

Enhancing Medical Spanish Education and Proficiency to Bridge Healthcare Disparities: A Comprehensive Assessment and Call to Action

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