“Providing care across a language barrier” – A program at the intersection of inter-professional education and co-curricular engagement

Greene, Elisa; Adam, Jamie

doi:10.1016/j.cptl.2020.07.016

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…Prior to the COVID-19 pandemic strategies beyond language interpretation to support patients with LEP have included specific clinic days with language-congruent clinicians [46], huddles between clinicians and interpreters [47], continuing education sessions on caring for patients with LEP [48], electronic apps for health promotion and communication providers [49], and chronic disease education via group video visits by community health workers [50]. Most interventions described in the literature occur in non-hospitalized patients, such those seen in outpatient clinics or through community outreach [46,49,51].…”

Section: Discussionmentioning

confidence: 99%

Strategies Used by Healthcare Systems to Communicate with Hospitalized Patients and Families with Limited English Proficiency During the COVID-19 Pandemic: A Narrative Review

Yang

Prokop

Barwise

2023

J Immigrant Minority Health

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The COVID-19 pandemic disproportionately affected racial and ethnic minorities in the United States, including many with limited English proficiency (LEP). These patients face various communication barriers, including a shortage of available interpreters and the need for masks that exacerbated communication barriers. It is not known how hospitals responded to these unique challenges to providing language services for the large number of patients with LEP during COVID-19. This narrative review assessed literature and lay media to identify strategies utilized by hospitals to communicate with patients with LEP hospitalized during the COVID-19 pandemic. A search of APA PsychInfo, EBM Reviews, Embase, Ovid MEDLINE, Epub Ahead of Print, and Ebsco Megafile initially yielded 61 articles, 6 of which were ultimately included after reviewing abstracts and full texts. The identified interventions, which sought to increase accessibility of language-concordant care, increase accessibility of professional interpretation, and improve family communication and understanding, were described positively, though only one was tested for effectiveness.

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Section: Discussionmentioning

confidence: 99%

Strategies Used by Healthcare Systems to Communicate with Hospitalized Patients and Families with Limited English Proficiency During the COVID-19 Pandemic: A Narrative Review

Yang

Prokop

Barwise

2023

J Immigrant Minority Health

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“…It is important to recognize that ensuring adequate communication between patients and pharmacists will likely require more than a single course or program during pharmacy education. Post-graduate training and practice opportunities should be provided so that pharmacy graduates may continue to improve on their language skills through Continuing Education programs that focus on the acquisition and practice of an additional language [59,60]. Additionally, the level of language proficiency required to provide linguistically competent patient care should be standardized and evaluated before a pharmacist offers bilingual consultations [61].…”

Section: Limitations To Second Language Training In Pharmacy Educationmentioning

confidence: 99%

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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Addressing health inequities through co-curricular interprofessional education: A secondary analysis scoping review

Recto¹,

Lesser²,

Farokhi³

et al. 2022

Journal of Interprofessional Education & Practice

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“Providing care across a language barrier” – A program at the intersection of inter-professional education and co-curricular engagement

Cited by 3 publications

References 21 publications

Strategies Used by Healthcare Systems to Communicate with Hospitalized Patients and Families with Limited English Proficiency During the COVID-19 Pandemic: A Narrative Review

Strategies Used by Healthcare Systems to Communicate with Hospitalized Patients and Families with Limited English Proficiency During the COVID-19 Pandemic: A Narrative Review

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

Addressing health inequities through co-curricular interprofessional education: A secondary analysis scoping review

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