Lucien J Cardinal1, Maria Maldonado2, Ethan D Fried3. 1. Stony Brook Medicine - Mather Hospital, Port Jefferson, NY. Electronic address: ljcardinal@aol.com. 2. Department of Medicine, Stamford Hospital/Columbia University College of Physicians & Surgeons, Stamford, Conn. 3. Department of Medicine, Lenox Hill Hospital, New York, NY.
Abstract
OBJECTIVES: This article presents the results of a national survey addressing issues related to patients with limited English proficiency. METHODS: We disseminated a national confidential survey to 391 program directors of Internal Medicine residency programs accredited by the Accreditation Council for Graduate Medical Education. RESULTS: Seventy percent of program directors indicated that their residents cared for a patient population that was composed of more than 10% limited-English-proficiency patients. Nineteen percent of residency programs provided no education on caring for patients with limited English proficiency. Thirty percent of program directors felt that their faculty could not adequately evaluate residents on their ability to practice culturally competent care, and 68% cited lack of faculty expertise as a significant barrier to implementing a curriculum in cultural competency. Yet only 24% indicated that they had faculty development relevant to cultural competency and health care disparities. CONCLUSIONS: Internal Medicine residents care for many patients with limited English proficiency. While it seems clear that an effective training curriculum is necessary, such a curriculum was not found to be uniformly present. Additionally, the lack of faculty expertise and faculty development in cultural competency and health care disparities is a significant barrier to the correction of this problem.
OBJECTIVES: This article presents the results of a national survey addressing issues related to patients with limited English proficiency. METHODS: We disseminated a national confidential survey to 391 program directors of Internal Medicine residency programs accredited by the Accreditation Council for Graduate Medical Education. RESULTS: Seventy percent of program directors indicated that their residents cared for a patient population that was composed of more than 10% limited-English-proficiency patients. Nineteen percent of residency programs provided no education on caring for patients with limited English proficiency. Thirty percent of program directors felt that their faculty could not adequately evaluate residents on their ability to practice culturally competent care, and 68% cited lack of faculty expertise as a significant barrier to implementing a curriculum in cultural competency. Yet only 24% indicated that they had faculty development relevant to cultural competency and health care disparities. CONCLUSIONS: Internal Medicine residents care for many patients with limited English proficiency. While it seems clear that an effective training curriculum is necessary, such a curriculum was not found to be uniformly present. Additionally, the lack of faculty expertise and faculty development in cultural competency and health care disparities is a significant barrier to the correction of this problem.
Authors: Khadijah E Abdallah; Kathleen A Calzone; Jean F Jenkins; Melissa E Moss; Sherrill L Sellers; Vence L Bonham Journal: Ethn Dis Date: 2019-01-17 Impact factor: 1.847
Authors: Lisa C Diamond; Imran Mujawar; Erik Vickstrom; Margaux Genoff Garzon; Francesca Gany Journal: J Gen Intern Med Date: 2020-06-02 Impact factor: 5.128