Ortega Pilar, Park Yoon Soo, Girotti Jorge A
University of Illinois College of Medicine, Chicago, IL, USA.
Advocate Illinois Masonic Medical Center, Chicago, IL, USA.
Med Sci Educ. 2017 Jun;27(2):329-337. doi: 10.1007/s40670-017-0405-5. Epub 2017 Mar 27.
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.
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.
Student comfort level with Spanish-speaking patients improved for performing history and examination skills ( < 0.05). Standardized Patient (SP) and faculty-rated fluency were each higher than the student self-rated pre-course fluency ( < 0.001). Fluency levels were higher than the faculty rating of student ability to perform the medical interview ( < .001).
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.
美国医学院校没有针对西班牙语技能的标准化课程或评估方法。作者为四年级医学生开设了一门为期10周的临床医学西班牙语选修课。
收集了2013年至2015年58名学生关于课程前后医学西班牙语舒适度的自我评估以及客观结构化临床考试的数据。
学生与讲西班牙语患者交流时进行病史询问和体格检查技能的舒适度有所提高（<0.05）。标准化患者（SP）评分和教师评定的流利程度均高于学生课程前的自我评定流利程度（<0.001）。流利程度高于教师对学生进行医学面谈能力的评定（<.001）。
学生自我评定、SP评分和教师评估之间的差异说明了评估第二语言医学技能的复杂性，并凸显了培训和评估医学生及医院工作人员正确使用医学西班牙语的重要性。
