Medical Spanish in U.S. Colleges and Schools of Pharmacy

Mospan, Geoffrey; Griffiths, Carrie L.

doi:10.24926/iip.v7i3.452

Cited by 5 publications

(6 citation statements)

References 15 publications

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“…Hispanics represent 18.7% of the US population, constituting its largest minority group, according to the US census in 2020 [27]. However, recent studies indicated that while 66% of US medical schools offer a medical Spanish curriculum, only 36% of pharmacy schools reported offering a Spanish curriculum [28,29]. As a result, pharmacists are often forced to use interpreters (including non-professional interpreters, such as a patient's family member), communicate non-verbally, or write directions in Spanish, which results in ineffective interactions with Spanish-speaking patients [16,30].…”

Section: Second Language Education In Pharmacy Programs: Spanish In U...mentioning

confidence: 99%

“…These are used in medical or pharmacy curricula in the form of elective courses, core courses, or laboratory sections. However, the most commonly reported barrier to offering medical Spanish courses in the schools of pharmacy in US is the lack of instructors with a dual experience in the Spanish language and in pharmacy [28]. Other barriers include lack of space in the curriculum, perceived low demand due to a low Hispanic population in the institution's area, or low student interest [28].…”

Section: Didactic Coursesmentioning

confidence: 99%

“…Elective courses are the most commonly used format to integrate medical Spanish in the US pharmacy curriculum, with 62% of the schools' Spanish offerings falling under this format [28]. Elective elements provide the advantage of being easily implemented without the need for formal curricular modification.…”

Section: Elective Coursesmentioning

confidence: 99%

“…Even if students complete several years of high-school Spanish, the time elapsed without practice until they take Spanish in the professional program is often enough to place them back in the beginner's category [34]. Mospan et al [28] reported in 2016 that 60% of the pharmacy students enrolled in a medical Spanish elective entered the class at the beginner level. The accessibility of the course to the highest number of students (i.e., with zero or few prerequisites) needs to be carefully balanced with the available time to reach the desired course outcomes.…”

Section: Elective Coursesmentioning

confidence: 99%

See 3 more Smart Citations

Integrating Language Instruction into Pharmacy Education: Spanish and Arabic Languages as Examples

Valcarcel-Ares,

Abdulrhim,

Anders

et al. 2023

IME

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Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is important for effective communication. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the largest minority group, but only 36% of the pharmacy schools in the US offer Spanish courses in their curriculum. Conversely, Middle Eastern countries have implemented English as the language of instruction in pharmacy schools, though the native language of the patient population is Arabic. The discrepancy between the language of education and the language used by patients might lead to communication problems, thus limiting a pharmacist’s role in practice. This review aims to describe the efforts of pharmacy schools both in the US and Middle Eastern countries to incorporate a second language (Spanish and Arabic, respectively) in their curriculum. Spanish language content has scarcely been introduced into the pharmacy curriculum in the US, either as didactic elements (elective courses, lab sessions, modules within a course, or co-curricular programs) or as language immersion experiences (rotations and internships, nationally or abroad). In Arabic-speaking countries, an Arabic course was introduced to the pharmacy curriculum to enhance students’ communication skills. This review provides an overview of the steps taken in various pharmacy programs to prepare students for adequate multilingual speaking. The findings reveal the need for additional strategies to assess the impact of language courses on student performance and patient experience, as well as language competence in pharmacists and pharmacy students.

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Section: Second Language Education In Pharmacy Programs: Spanish In U...mentioning

confidence: 99%

Section: Didactic Coursesmentioning

confidence: 99%

Section: Elective Coursesmentioning

confidence: 99%

Section: Elective Coursesmentioning

confidence: 99%

See 2 more Smart Citations

Integrating Language Instruction into Pharmacy Education: Spanish and Arabic Languages as Examples

Valcarcel-Ares,

Abdulrhim,

Anders

et al. 2023

IME

View full text Add to dashboard Cite

show abstract

“…However, only 21.9% of respondents thought they should be required. Unsurprisingly, in another recent survey conducted by Mospan and Griffiths (2016), only 22 of 61 responding colleges of pharmacy reported teaching medical Spanish. These findings suggest that medical Spanish for pharmacy students is offered in a minority of programs, given that 138 colleges were initially surveyed.…”

Section: Introductionmentioning

confidence: 96%

Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students

Zapata¹,

Moyna²,

Miller³

2022

E-JournALL

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EN This case study focuses on an interdisciplinary educational experience in which university Pharmacy and Humanities early and late Spanish-English bilinguals were paired to translate questions related to sociobehavioral aspects of medication use. This work describes the personal and professional benefits reported by the translators and the prevailing themes from verbal negotiations. The participants were an undergraduate in Spanish, seven pharmacy professional doctorate students, and five Hispanic studies graduate students. After completing individual translations, students were paired and met virtually to create a final, collaborative version of their translation. Participants were subsequently invited to answer open-ended questions about their experience. Translators’ transcribed interactions and questionnaire responses became the basis for this article. Results show that the main reported perceived benefit was the participants’ improved language skills. The findings also suggest that length, quality, and richness of interactions depended on whether the members of the pairings exhibited mutual respect, curiosity, and empathy. Key words: INTERDISCIPLINARY INSTRUCTION, L2 SPANISH FOR PHARMACY STUDENTS, COMMUNITY-ORIENTED LEARNING, COLLABORATIVE TRANSLATION ES Este estudio de caso investiga una experiencia educativa interdisciplinaria en la que participaron 13 estudiantes universitarios, bilingües tempranos y tardíos en inglés y español, pertenecientes a las áreas de farmacia y humanidades. La investigación se centra en el proceso que siguieron los participantes, en parejas interdisciplinarias, para traducir un cuestionario sobre aspectos sociales y comportamentales concernientes al uso de medicamentos. Los participantes incluían una estudiante de licenciatura con especialización en español, siete estudiantes en un programa doctoral de farmacia y cinco estudiantes de posgrado en estudios hispánicos. Luego de realizar sus traducciones individuales, cada pareja de estudiantes se reunió virtualmente para crear una versión colaborativa final de la traducción. Al finalizar la tarea, se invitó a los participantes a responder una encuesta sobre su experiencia. Este artículo utilizó como datos las respuestas a la encuesta y las transcripciones de las interacciones de cada pareja. Los resultados indican que el beneficio principal fue la mejora de sus habilidades lingüísticas, y que la extensión, calidad y riqueza de las interacciones colaborativas dependía de si las parejas mostraban respeto mutuo, curiosidad y empatía. Palabras clave: INSTRUCCIÓN INTERDISCIPLINARIA, ESPAÑOL COMO SEGUNDA LENGUA PARA ESTUDIANTES DE FARMACIA, APRENDIZAJE ORIENTADO A LA COMUNIDAD, TRADUCCIÓN COLABORATIVA IT Questo studio si basa su un’esperienza formativa interdisciplinare in cui 13 studenti universitari bilingui precoci e tardivi di spagnolo-inglese sono stati accoppiati per tradurre domande relative ad aspetti socio-comportamentali sull’uso dei farmaci. Questo lavoro descrive i vantaggi personali e professionali riportati dai traduttori e i temi prevalenti delle loro negoziazioni verbali. I partecipanti erano uno studente universitario di spagnolo, sette dottorandi in farmacia e cinque studenti laureati in studi ispanici. Dopo aver completato le traduzioni individuali, i discenti si sono incontrati a coppie online per creare una versione finale e collaborativa delle loro traduzioni. In seguito gli stessi hanno risposto a domande a risposta aperta riguardo alla loro esperienza. Le trascrizioni delle interazioni e le loro risposte al questionario costituiscono i dati di questo articolo. I risultati mostrano che il beneficio principale riconosciuto dai partecipanti è stato il miglioramento delle competenze linguistiche; inoltre la lunghezza, la qualità e la ricchezza delle interazioni è dipesa anche dal fatto che i partecipanti abbiano mostrato rispetto, curiosità ed empatia reciproci. Parole chiave: ISTRUZIONE INTERDISCIPLINARE, SPAGNOLO COME LINGUA SECONDA PER STUDENTI DI FARMACIA, APPRENDIMENTO ORIENTATO ALLA COMUNITÀ, TRADUZIONE COLLABORATIVA

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Second Language Acquisition for Healthcare Purposes

Hardin

2024

The Handbook of Language in Public Health and Healthcare

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Medical Spanish in U.S. Colleges and Schools of Pharmacy

Abstract: ABSTRACT

Cited by 5 publications

References 15 publications

Integrating Language Instruction into Pharmacy Education: Spanish and Arabic Languages as Examples

Integrating Language Instruction into Pharmacy Education: Spanish and Arabic Languages as Examples

Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students

Second Language Acquisition for Healthcare Purposes

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