a Department of Modern Foreign Languages , Baylor University , Waco , Texas , USA.
Teach Learn Med. 2013;25(4):306-11. doi: 10.1080/10401334.2013.827974.
Despite an increasing demand for medical Spanish training, there has never been a comprehensive review of the methodology and outcomes of existing programs.
This article critically reviews studies published about medical Spanish education and proposes best practices for curriculum design and program research and evaluation.
The authors reviewed articles published on medical Spanish programs in the United States from 1977 to 2012, then appraised them for the presence of five factors commonly used in second-language acquisition (SLA) research.
Only 2 of 23 published studies of programs met all 5 criteria. There was high variability in design and infrequent use of valid and reliable outcome measures. No consensus emerged as to best practices. Instead, reported outcomes were often inadequate surrogate markers for desired educational outcomes in interactions with Spanish speakers.
There is a significant need for effective medical Spanish programs based on solid SLA principles and research methods.
尽管对医学西班牙语培训的需求不断增加，但对于现有项目的方法和结果，从未有过全面的审查。
本文批判性地回顾了已发表的关于医学西班牙语教育的研究，并为课程设计和计划研究与评估提出了最佳实践。
作者回顾了 1977 年至 2012 年在美国发表的关于医学西班牙语项目的文章，然后评估了它们是否存在第二语言习得（SLA）研究中常用的五个因素。
在 23 项已发表的项目研究中，只有 2 项符合所有 5 项标准。设计存在高度差异，很少使用有效和可靠的结果衡量标准。对于最佳实践，没有达成共识。相反，报告的结果往往不能充分替代与讲西班牙语的人互动中所需的教育结果的替代指标。
基于坚实的 SLA 原则和研究方法，需要有效的医学西班牙语课程。
