Wrench Algevis, Fine Lauren, Griffin Daniel
Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Fort Lauderdale, USA.
Cureus. 2024 Dec 6;16(12):e75207. doi: 10.7759/cureus.75207. eCollection 2024 Dec.
It is imperative for the healthcare providers in the United States to be able to care for the growing number of patients with limited English proficiency (LEP) utilizing professional medical interpreters (MIs). Since little time in undergraduate medical education (UME) is devoted to this competency, an educational workshop on effective communication with MIs and Spanish-speaking LEP patients was developed.
A two-hour workshop was implemented for first-year medical students, featuring four educational strategies: (1) facilitator-led instructional simulation, (2) interactive didactic, (3) small-group clinical case discussion, and (4) large-group MI simulation. Participant volunteers completed anonymous, pre-/post-workshop evaluations and self-assessments on their knowledge of factors that impact medical interpretation skills.
Of 51 participants, 43 (84%) completed the pre- and post-workshop evaluations. Approximately 83% reported "little to no" or "limited" Spanish language fluency. Participants reported a statistically significant (p<0.05) increase in confidence to explain the importance of using MIs to improve LEP patient care, and to demonstrate both respect and cultural humility when using MIs. The self-assessment showed an increase in average scores for all questions tested. Ninety-eight percent of the participants strongly agreed or agreed that the workshop met its objectives. Thematic analysis of qualitative feedback centered around three major themes: MI need, MI practice, and medical Spanish knowledge.
This curricular intervention successfully increased self-reported measures of skills and best practices for communicating effectively with Spanish-speaking LEP patients utilizing MIs. The implementation of MI training programs in UME can be a successful strategy to prepare trainees to provide care for the growing LEP population.
对于美国的医疗服务提供者而言，必须能够借助专业医学口译员（MI）来照顾英语水平有限（LEP）的患者数量不断增加的情况。由于本科医学教育（UME）中很少有时间用于培养这种能力，因此开展了一个关于与医学口译员及说西班牙语的英语水平有限患者进行有效沟通的教育工作坊。
为一年级医学生举办了一个两小时的工作坊，采用了四种教育策略：（1）由主持人引导的教学模拟，（2）互动式讲授，（3）小组临床病例讨论，以及（4）大组医学口译模拟。参与的志愿者完成了匿名的工作坊前/后评估以及关于影响医学口译技能因素的知识的自我评估。
51名参与者中，43名（84%）完成了工作坊前和后的评估。约83%的人报告西班牙语流利程度为“几乎没有”或“有限”。参与者报告称，在解释使用医学口译员以改善英语水平有限患者护理的重要性，以及在使用医学口译员时表现出尊重和文化谦逊方面，信心有统计学显著提高（p<0.05）。自我评估显示，所有测试问题的平均得分都有所提高。98%的参与者强烈同意或同意该工作坊达到了其目标。对定性反馈的主题分析围绕三个主要主题：医学口译需求、医学口译实践和医学西班牙语知识。
这种课程干预成功提高了自我报告的技能指标以及使用医学口译员与说西班牙语的英语水平有限患者进行有效沟通的最佳实践。在本科医学教育中实施医学口译培训项目可以是一种成功的策略，使受训人员为照顾不断增加的英语水平有限人群做好准备。
