Pilar Ortega1,2, Yoon Soo Park1, Jorge A Girotti1. 1. University of Illinois College of Medicine, Chicago, IL, USA. 2. Advocate Illinois Masonic Medical Center, Chicago, IL, USA.
Abstract
BACKGROUND: There is no standardized curriculum or assessment method that addresses Spanish skills in U.S. medical schools. The authors implemented a 10-week Clinical Medical Spanish elective for fourth-year medical students. METHODS: Data were collected for 58 students from 2013 to 2015 pertaining to pre- and post-course self-evaluation of Medical Spanish comfort level and Objective Structured Clinical Examinations. RESULTS: Student comfort level with Spanish-speaking patients improved for performing history and examination skills (P < 0.05). Standardized Patient (SP) and faculty-rated fluency were each higher than the student self-rated pre-course fluency (P < 0.001). Fluency levels were higher than the faculty rating of student ability to perform the medical interview (P < .001). DISCUSSION: Differences in student self-rating, SP scores, and faculty assessment illustrate the complexities of assessing medical skills in a second language, and highlight the importance of training and evaluating medical students and hospital staff in the appropriate use of Medical Spanish.
BACKGROUND: There is no standardized curriculum or assessment method that addresses Spanish skills in U.S. medical schools. The authors implemented a 10-week Clinical Medical Spanish elective for fourth-year medical students. METHODS: Data were collected for 58 students from 2013 to 2015 pertaining to pre- and post-course self-evaluation of Medical Spanish comfort level and Objective Structured Clinical Examinations. RESULTS: Student comfort level with Spanish-speaking patients improved for performing history and examination skills (P < 0.05). Standardized Patient (SP) and faculty-rated fluency were each higher than the student self-rated pre-course fluency (P < 0.001). Fluency levels were higher than the faculty rating of student ability to perform the medical interview (P < .001). DISCUSSION: Differences in student self-rating, SP scores, and faculty assessment illustrate the complexities of assessing medical skills in a second language, and highlight the importance of training and evaluating medical students and hospital staff in the appropriate use of Medical Spanish.
Entities:
Keywords:
Hispanic/Latino health; Language barriers; Medical Spanish; Objective Structured Clinical Examination (OSCE); Patient-doctor communication; Simulation in medical education
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