International Medical Graduate–Patient Communication: A Qualitative Analysis of Perceived Barriers

Dorgan, Kelly A.; Lang, Forrest; Floyd, Michael; Kemp, Evelyn C

doi:10.1097/acm.0b013e3181baf5b1

Cited by 75 publications

(68 citation statements)

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“…This may be attributed to differences in expectations regarding rapport building, power dynamics, and/or less emphasis on patient-physician communication skills during training. [11][12][13] We did not determine the actual location of medical school training for IMG residents. Residents who train at medical schools in the Caribbean, for example, have more exposure to clinical rotations in the United States, thus increasing awareness of expectations of patients in US settings.…”

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confidence: 99%

Assessing Family Medicine Residents' Communication Skills From the Patient's Perspective: Evaluating the Communication Assessment Tool

Myerholtz¹

2014

Journal of Graduate Medical Education

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Background The Communication Assessment Tool (CAT), a paper-based patient survey, is 1 method to assess residents' interpersonal and communication skills. To further enhance the interpretation of the CAT, benchmark data are needed. Objective We sought to expand upon initial benchmarking data for the use of the CAT as an evaluation tool in family medicine residency programs. Methods Data were collected on 120 residents from 7 family medicine residency programs. Following an appointment with a resident, 1703 patients completed the CAT. Results The overall mean percentage of items rated as excellent was 73%. Significant differences were found in the overall percentage of items rated as “excellent” based on location of training (78% US graduate versus 71% international medical graduate) and native language of the resident (76% English speaking versus 69% non-English speaking). There were no significant differences found in the overall percentage of items rated as excellent based on the year of training or sex of the residents. Conclusions These benchmarking data allow family medicine residency programs to compare the performance of their residents with other programs. The CAT can be used as an evaluation and a learning tool in family medicine and may be applicable to other specialties.

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confidence: 99%

Assessing Family Medicine Residents' Communication Skills From the Patient's Perspective: Evaluating the Communication Assessment Tool

Myerholtz¹

2014

Journal of Graduate Medical Education

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“…Perceptions of communication barriers between patient and health professional comes through educationrelated barriers as lack of science immersion and the lack of communication training. [20] Dental courses need to be constantly evaluated according to the demands of society and different curricular guidelines in new areas. Geriatric dentistry, health care management and community dentistry corroborate this fact.…”

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confidence: 99%

Students′ perceptions regarding dental courses: An integrative literature review

2012

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Background: Currently, dental courses are concerned with an academic environment with spaces to coach students to construct an ethical and a humane profile. Dental students' perceptions regarding their courses need to be the baseline to curricula evaluation. This study aims to comprehend the perceptions regarding dental courses and describe how these perceptions are currently studied. Materials and Methods: Quantitative and descriptive approach designed by an Integrative Literature Review. Authors constructed the sample of study by means of the descriptors Education; Perception; Dentistry and Curriculum. Authors crossed these descriptors at worldwide databases as Lilacs, PubMed/Medline/WofS, IBECS, Library Cochrane, and SciELO. Results: 76% of the evidences were developed by means of quantitative studies without application of a validate instrument (68%). The content, of the 25 articles analyzed, were categorized as: Perceptions about educational and social environment to evaluate an undergraduate curriculum (68%); Evaluating student's abilities and their academic interests to analyze his/her academic training (24%); Problem-Based Learning in health undergraduate courses as a possibility for perspective of learning (8%). The evidence levels of sample selection were III (4%); IV (52%); V (28%) and VI (16%). Conclusion: This research considers that new evaluations are necessary in order to validate the information about the students' perception regarding dental course.

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“…Literature points to various tools for improving the IMGs' language learning: extensive orientation, cultural sensitivity training, increased peer/supervisor awareness, standardized patient experiences, immersion courses, and so on (Dorgan et al, 2009;McMahon, 2004;Yudkowsky, Downing, & Sandlow, 2006). Some researchers (Hall et al, 2004;Mahajan & Stark, 2007) have pointed to the need for induction programs and communication training courses specifically directed at IMGs as means to overcome these barriers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To overcome these barriers, IMGs must be trained to communicate effectively in a manner that is consistent with American English norms whenever necessary (Dorgan, Lang, Floyd, & Kemp, 2009;Kramer, 2006). For patient safety and academic excellence, these highly educated, technologically competent professionals must demonstrate an equally high standard in all areas of communication-verbal and nonverbal, intra-professional, and interpersonal.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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A Model for a Novel Communication Training Program Focused on Accent Modification for International Medical Professionals

Khurana

Huang²

2014

JET

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Effective communication is a core component of quality healthcare. It is a major determinant of patient satisfaction as well as career advancement for physicians and researchers. The demographics of the healthcare scenario in the United States have changed in the last decade. There is a dramatic increase in the number of International medical graduates (IMGs). While IMGs bring with them all their knowledge and expertise, their pronunciation and intonation patterns often create a barrier to their communication. Paradoxically, very few programs exist in the U.S. to provide communication skills training geared to the IMGs' needs. To fill this void, a training program that targets the communication gaps of non-native English-speaking medical professionals with accent modification as the starting point was developed at Indiana University. This manuscript offers a blueprint for the development of this cutting-edge program and outlines its mission, structure and research findings. The paper also seeks to raise awareness of the needs of IMGs who are essential to the US healthcare system. The program described is offered as a resource for these professionals and for institutions of higher education seeking to invest in the professional development of their international faculty and students.

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International Medical Graduate–Patient Communication: A Qualitative Analysis of Perceived Barriers

Cited by 75 publications

References 14 publications

Assessing Family Medicine Residents' Communication Skills From the Patient's Perspective: Evaluating the Communication Assessment Tool

Assessing Family Medicine Residents' Communication Skills From the Patient's Perspective: Evaluating the Communication Assessment Tool

Students′ perceptions regarding dental courses: An integrative literature review

A Model for a Novel Communication Training Program Focused on Accent Modification for International Medical Professionals

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