Learning a Second Language: Diversifying Medical School From Within

Schmuter, Gabriella

doi:10.1097/acm.0000000000003070

Cited by 2 publications

(2 citation statements)

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“…Although diversifying medical schools from within, i.e., diversifying the curricula themselves, by providing specific instruction addressing how to work with medical interpreters and/or LEP patients [ 12 ], or encouraging U.S. medical students to pursue proficiency in a language besides English [ 13 ], can address to some extent the patients and providers language discordance, there is a need for other complementary strategies to catch up with the fast growing language and cultural diversity.…”

Section: Introductionmentioning

confidence: 99%

“…Training multilingual medical providers can directly contribute to improved health care among LEP patients [ 12 , 13 ]. Accordingly, matriculating students with self-reported English as second language (ESL), and foreseeing their educational needs in the curricula can expand diversity among providers and, by extension, improve the care delivered to patients with LEP status.…”

Section: Introductionmentioning

confidence: 99%

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Non-native English-speaking applicants and the likelihood of physician assistant program matriculation

Najmabadi,

Valentin,

Rolls

et al. 2024

Medical Education Online

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Purpose Effective communication is critical in patient care. Multilingual medical providers, including Physician Assistants (PAs) can contribute to improved health care among patients with limited English proficiency; however, this is contingent upon matriculating multilingual providers. In this study, the association between prospective applicants’ self-reported English as second language (ESL) status and their likelihood of matriculation into a PA program was investigated. Methods Participants included applicants to five admission cycles of the Centralized Application Service for Physician Assistant from 2012 to 2020. Logistic regression was utilized to investigate association between applicant ESL status and odds of program matriculation in both bivariate and multivariable regression models. Models were adjusted for citizenship status, undergraduate grade point average, gender, age, race/ethnicity, number of programs applied to, and patient care hours. Results In unadjusted and adjusted models, ESL status was associated with a significantly lower odds of matriculation to a PA program across all study years. In adjusted multivariable models, associations were strongest for 2014–2015 where ESL status was associated with a 35% lower odds of matriculation (odds ratio 0.65, 95% confidence interval 0.56, 0.76) when controlling for demographics, citizenship status, patient care experience, and academic achievement. In sensitivity analyses restricting to (a) those with TOEFL scores ≥ 100, and (b) restricting to those ESL applicants without TOEFL scores, we did not observe important changes in our results. Conclusions Results indicated that non-native English-speaking applicants have lower odds of PA program matriculation. Decrements in matriculation odds were large magnitude, minimally impacted by adjustment for confounders and persistent across the years. These findings suggest that PA program admission processes may disadvantage non-native English-speaking applicants. While there are potential explanations for the observed findings, they are cause for concern. Matriculating and training PAs who have language concordance with underserved populations are important means of improving patient outcomes.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%