Beyond Knowledge, Toward Linguistic Competency: An Experiential Curriculum

Abstract

INTRODUCTION/AIMS:Training is essential for future health care providers to effectively communicate with limited English proficient (LEP) patients during interpreted encounters. Our aim is to describe an innovative skill-based medical school linguistic competency curriculum and its impact on knowledge and skills.SETTING: At Stanford University School of Medicine, we incorporated a linguistic competency curriculum into a 2-year Practice of Medicine preclinical doctoring course and pediatrics clerkship over three cohorts.PROGRAM DESCRIPTION: First year students participated in extensive interpreter-related training including: a knowledge-based online module, interactive role-play exercises, and didactic skill-building sessions. Students in the pediatrics clerkship participated in interpreted training exercises with facilitated feedback.PROGRAM EVALUATION: Knowledge and skills were evaluated in the first and fourth years. First year students' knowledge scores increased (pre-test=0.62, post-test=0.89, P<0.001), and they demonstrated good skill attainment during an end-year performance assessment. One cohort of students participated in the entire curriculum and maintained performance into the fourth year. DISCUSSION: Our curriculum increased knowledge and led to skill attainment, each of which showed good durability for a cohort of students evaluated 3 years later. With a growing LEP population, these skills are essential to foster in future health care providers to effectively communicate with LEP patients and reduce health disparities.KEY WORDS: interpreter use; evaluation of skills undergraduate medical education; cultural competency; curriculum; cultural competency/education; educational measurement/methods. J Gen Intern Med 25(Suppl 2):155-9

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