Second-Year Pediatric Hospital Medicine Fellow, Department of Pediatrics, Helen DeVos Children's Hospital; Clinical Instructor, Michigan State University College of Human Medicine.
Second-Year Medical Student, Michigan State University College of Human Medicine.
MedEdPORTAL. 2021 Mar 17;17:11118. doi: 10.15766/mep_2374-8265.11118.
Residents have been known to report a lack of self-efficacy in their ability to provide care for limited English proficiency (LEP) patients. Interpreters must be utilized to help navigate these patient encounters, but many institutions do not have a curriculum focused on utilizing interpreters effectively.
We created a 3-hour workshop for physician learners working with the pediatric population. It included a panel discussion, best-practices presentation, video demonstration, observing scenarios, and pre- and postworkshop objective structured clinical exams (OSCEs). The first OSCE introduced learners to a scenario (4-day-old with jaundice with an LEP parent) where interpreter use was imperative. The second OSCE allowed learners to perform another case (12-year-old with an abscess with an LEP parent) and practice newly obtained skills from the workshop. Both OSCEs were scored using a 16-item yes/no checklist. All pediatric residents filled out an eight-item survey to evaluate the workshop; a subset of that group performed the pre- and postworkshop OSCEs.
Forty pediatric residents attended the workshop and completed the survey. The workshop was well received, with the majority of residents stating they would change their current interpreter usage practices. Ten pediatric residents performed the pre- and postworkshop OSCEs; all improved their scores.
The workshop was effective in improving how residents navigated LEP encounters. It is applicable to learners of all levels who want to improve their communication skills to provide better care for LEP patients and can be tailored to fit the needs of a specific institution.
住院医师报告称，他们在为英语水平有限（LEP）患者提供护理方面缺乏自信。必须使用口译员来帮助处理这些患者的情况，但许多机构没有专门针对有效使用口译员的课程。
我们为从事儿科工作的医师学习者创建了一个 3 小时的研讨会。它包括小组讨论、最佳实践演示、视频演示、观察场景以及研讨会前后的客观结构化临床考试（OSCE）。第一次 OSCE 向学习者介绍了一个情景（黄疸 4 天的婴儿，其父母英语水平有限），在这种情况下必须使用口译员。第二次 OSCE 让学习者处理另一个病例（12 岁有脓肿的儿童，其父母英语水平有限）并练习从研讨会上获得的新技能。两次 OSCE 都使用了 16 项是/否清单进行评分。所有儿科住院医师都填写了一份八项调查，以评估研讨会；该组的一部分人进行了研讨会前后的 OSCE。
40 名儿科住院医师参加了研讨会并完成了调查。研讨会受到了好评，大多数住院医师表示他们将改变当前的口译员使用习惯。有 10 名儿科住院医师进行了研讨会前后的 OSCE，他们的分数都有所提高。
该研讨会在改善住院医师处理 LEP 遭遇的能力方面非常有效。它适用于各级希望提高沟通技巧以更好地为 LEP 患者提供护理的学习者，并且可以根据特定机构的需求进行调整。
