California University of Science and Medicine, Colton, CA, USA.
BMC Med Educ. 2022 Feb 14;22(1):98. doi: 10.1186/s12909-022-03151-x.
There are insufficient Spanish-speaking physicians to effectively serve a large and rapidly growing Spanish-speaking patient population.
A team-based hybrid medical Spanish program was designed and implemented at a single medical school in Southern California. This pilot program consisted of a weekly in-person portion where students reviewed Spanish vocabulary and grammar and practiced clinical encounters in teams through active role play. Students supplemented in-class learning with online coursework. Program success was measured through physician-evaluated clinical encounters with Spanish-speaking standardized patients, a 100-question multiple-choice exam, and pre- and post-program surveys.
97% of students in the program (n = 32) received a passing grade at program completion. Student surveys demonstrated enthusiasm and engagement in weekly sessions (95% overall attendance, 97% reported feeling either excited or ready to learn prior to class). In a post-program survey, 100% of students felt better suited and increased desire to treat Hispanic patients. Additionally, all students indicated an interest in the continued use of Spanish in both their schooling and future practice. In a follow-up survey after three months of clinical experience in their 3 year of medical school, 100% of students reported that medical Spanish is "very beneficial" in patient care and that students with medical Spanish proficiency have advantages over non-speaking students when it comes to patient care opportunities. 100% felt that time spent learning medical Spanish during pre-clinical years was time well spent and that the medical Spanish program enhanced their care of Spanish-speaking students.
The results of the pilot program show a significant increase in the ability of students to engage in clinical interaction in Spanish. The results of our study demonstrate a significant increase in the knowledge, clinical skills, and self-reported confidence of students to treat Hispanic patients. Furthermore, all students not only felt better equipped and more confident to treat Hispanic patients, but they also had an increased desire to do so moving forward in their careers. We conclude that an effective medical Spanish program can be executed simultaneously with a pre-clinical medical school curriculum.
西班牙语患者数量众多且快速增长，但西班牙语医生的数量却远远不足。
在南加州的一所医学院设计并实施了一个以团队为基础的混合医学西班牙语课程。该试点项目包括每周一次的面对面课程，学生通过积极的角色扮演在团队中复习西班牙语词汇和语法，并练习临床接触。学生通过在线课程补充课堂学习。通过医生评估与西班牙语患者的标准患者进行临床接触、100 道多项选择题考试以及课程前后的调查来衡量项目的成功。
在该计划中，97%的学生（n=32）在课程结束时获得了及格成绩。学生调查显示，他们对每周的课程非常感兴趣并积极参与（整体出勤率为 95%，97%的学生表示在上课前感到兴奋或准备好学习）。在课程后的调查中，100%的学生感到更适合和更愿意治疗西班牙裔患者。此外，所有学生都表示有兴趣在学业和未来实践中继续使用西班牙语。在医学院三年级的临床实习三个月后的后续调查中，100%的学生表示，医学西班牙语在患者护理中“非常有益”，并且在患者护理机会方面，具有医学西班牙语能力的学生比非西班牙语学生具有优势。100%的学生认为在临床前几年学习医学西班牙语的时间是值得的，并且医学西班牙语课程增强了他们对西班牙语患者的护理。
试点项目的结果表明，学生用西班牙语进行临床互动的能力显著提高。我们的研究结果表明，学生对治疗西班牙裔患者的知识、临床技能和自我报告的信心有了显著提高。此外，所有学生不仅感到更有能力和信心治疗西班牙裔患者，而且在他们的职业生涯中也更愿意这样做。我们得出结论，有效的医学西班牙语课程可以与临床前医学课程同时进行。
