Department of Population Health Sciences, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA.
University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA.
Patient Educ Couns. 2018 Apr;101(4):653-658. doi: 10.1016/j.pec.2017.10.018. Epub 2017 Nov 15.
To describe physician perceptions of differences in limited English proficient (LEP) pediatric encounters and the behavioral adaptations they make to provide quality care to LEP pediatric patients.
We conducted 30min, semi-structured interviews with 6 family physicians and 5 pediatricians in one health system. Audiotapes from each interview were transcribed verbatim then coded using content analysis.
Multiple aspects of the LEP pediatric encounter were perceived by physicians as different from other encounters: trust and relationship between physician and LEP child/child's family, continuity of care, encounter's structure and flow, patient assessment, and communication barriers. Within each of these themes, physicians identified how they adapt their behavior to improve the quality of care provided to LEP children and families.
Physicians' made both positive and negative adaptations in LEP pediatric encounters that may impact the quality of care provided to these patients.
By identification of specific positive and negative behavioral adaptations, this study emphasizes intervention targets, such as demonstrating interest in an LEP pediatric patient's family story and individuality and using common niceties in conversations with LEP children.
描述医生对有限英语能力（LEP）儿科就诊的看法，以及他们为向 LEP 儿科患者提供优质护理而做出的行为调整。
我们在一个医疗系统中对 6 名家庭医生和 5 名儿科医生进行了 30 分钟的半结构化访谈。每个访谈的录音带都逐字转录，然后使用内容分析法进行编码。
医生认为 LEP 儿科就诊的多个方面与其他就诊不同：医生与 LEP 儿童/儿童家庭之间的信任和关系、连续护理、就诊的结构和流程、患者评估和沟通障碍。在这些主题中的每一个主题中，医生都确定了他们如何调整自己的行为，以提高为 LEP 儿童和家庭提供的护理质量。
医生在 LEP 儿科就诊中做出了积极和消极的适应，这可能会影响为这些患者提供的护理质量。
通过确定特定的积极和消极行为适应，本研究强调了干预目标，例如表现出对 LEP 儿科患者家庭故事和个性的兴趣，并在与 LEP 儿童的对话中使用常见的礼貌用语。
