Himmelstein Jessica, Wright William S, Wiederman Michael W
Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC, USA,
Adv Med Educ Pract. 2018 Sep 28;9:729-733. doi: 10.2147/AMEP.S176028. eCollection 2018.
The United States has an increasing population of individuals with limited English proficiency (LEP). Language access is a right for individuals with LEP in the health care system. As such, it is important for medical providers to be appropriately trained to work with individuals with LEP. Therefore, the purpose of this study was to describe curricula offered by United States medical schools to teach medical students to work with medical interpreters and/or patients with LEP.
An electronic survey was sent in March 2017 to administration at the 147 Liaison Committee on Medical Education accredited medical schools as of November 7, 2016. The survey consisted of the following question: "As part of your medical school's curriculum, are students provided specific instruction addressing how to work with medical interpreters and/or patients with limited English proficiency (LEP)?" with different follow-up questions for schools that responded "Yes" vs "No".
Responses were received from 26% (38/147) of medical schools. Among schools responding to the survey, 76% (29/38) offered a curriculum that provides instruction of how to work with medical interpreters and/or patients with LEP. Of schools that provide instruction, teaching methods included didactic sessions (34% [10/29]) and standardized patient experiences (34% [10/29]). In addition, 76% (22/29) offer training in the first 2 years of medical school and 28% (8/29) offer training in the third and fourth years of the curriculum. Sixty-two percent (18/29) of respondents that offered a formal curriculum have been administering a formal curriculum for ≤10 years.
The majority of the responding medical schools offer formal instruction of how to work with medical interpreters and/or patients with LEP. Most schools started this type of instruction in the last 10 years with most instruction occurring in the first 2 years of an undergraduate medical curriculum.
美国英语水平有限（LEP）的人群数量日益增加。在医疗保健系统中，语言服务可及性是LEP个体的一项权利。因此，对医疗服务提供者进行适当培训以与LEP个体合作非常重要。所以，本研究的目的是描述美国医学院校提供的课程，这些课程旨在教导医学生如何与医学口译员和/或LEP患者合作。
2017年3月，向截至2016年11月7日经医学教育联络委员会认证的147所医学院校的管理层发送了电子调查问卷。该调查包含以下问题：“作为贵校医学院课程的一部分，是否为学生提供了关于如何与医学口译员和/或英语水平有限（LEP）的患者合作的具体指导？”对于回答“是”和“否”的学校，还有不同的后续问题。
收到了26%（38/147）的医学院校的回复。在回复调查的学校中，76%（29/38）提供了关于如何与医学口译员和/或LEP患者合作的课程指导。在提供指导的学校中，教学方法包括理论授课（34% [10/29]）和标准化病人体验（34% [10/29]）。此外，76%（22/29）在医学院的前两年提供培训，28%（8/29）在课程的第三年和第四年提供培训。提供正式课程的受访者中有62%（18/29）实施正式课程的时间≤10年。
大多数回复的医学院校提供了关于如何与医学口译员和/或LEP患者合作的正式指导。大多数学校在过去10年开始此类指导，且大多数指导发生在本科医学课程的前两年。
