Evaluating Medical Spanish Proficiency: A Comparison of Physician Assistant Student Self-Assessment to Standardized Patient and Expert Faculty Member Ratings

Lie, Désirée; Forest, Christopher P.; Richter-Lagha, Regina

doi:10.1097/jpa.0000000000000211

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…20 However, little research exists regarding the use of SA educational practices in PA education 21 or the accuracy of PA students' SAs. [22][23][24] The few PA studies available are consistent with current SA literature regarding competence miscalibration. 22,23 In contrast to the competency expectations defined for PAs, the Accreditation Review Commission for Physician Assistant Education (ARC-PA) does not include SA instruction in the accreditation standards.…”

Section: Introductionsupporting

confidence: 73%

“…[22][23][24] The few PA studies available are consistent with current SA literature regarding competence miscalibration. 22,23 In contrast to the competency expectations defined for PAs, the Accreditation Review Commission for Physician Assistant Education (ARC-PA) does not include SA instruction in the accreditation standards. 25 Despite the expectation defined in the new PA graduate competency framework 19 for PA graduates to exhibit SA competence, PA programs may not include SA instructional practices given the volume of curricular content otherwise required.…”

Section: Introductionsupporting

confidence: 73%

“…20 However, little research exists regarding the use of SA educational practices in PA education 21 or the accuracy of PA students' SAs. 22-24 The few PA studies available are consistent with current SA literature regarding competence miscalibration. 22,23…”

Section: Introductionsupporting

confidence: 65%

“…12,34,35 Students' SA of noncognitive skills demonstrated poor correlations with comparative evaluations. 12,13,22,23,34,36,37 The purpose of this study was to contribute to PA education research by providing a baseline for understanding the extent and manner in which PA programs incorporate SA within their curricula and PA educators' perceptions about students' SA accuracy. The researchers sought to address the following research questions:…”

Section: Introductionmentioning

confidence: 99%

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Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Ditoro,

Bernstein

2023

J Physician Assist Educ

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Purpose The purpose of this study was to examine relationships between physician assistant (PA) educators' perspectives on students' self-assessment (SA) accuracy and students' use of SA education practices and types of abilities assessed. Methods Using correlation analysis and a novel, online survey, PA educators were asked about their perceptions of students' SA accuracy in relation to SA educational activities and assessed abilities. Results A total of 308 educators responded. Most respondents used at least one type of SA activity, with feedback and practice being the most common types and comparative assessment, the least common type. Most respondents indicated that students self-assess noncognitive abilities more than cognitive abilities, with SA of communication skills occurring most. Spearman's correlation coefficient was used for correlation analysis with a significant, small correlation noted between the frequency of activities and educators' overall perceptions of students' SA accuracy (r = 0.15, P = .02) and SA accuracy of cognitive abilities (r = 0.17, P = .02). Educators' perceptions of students' SA accuracy were positively skewed, regardless of student training level (ie, didactic and clinical training phases). A mild predictive relationship exists between overall perception of students' SA accuracy and how frequently educators use SA activities (r = 0.29, P = .05). Conclusion Although respondents indicated they used practice and feedback activities, providing instruction on how to self-assess and using comparative evaluations to calibrate SAs will improve accuracy. Further research is needed to understand why educators perceive PA students' SA abilities as more accurate, regardless of training level.

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Section: Introductionsupporting

confidence: 73%

Section: Introductionsupporting

confidence: 73%

Section: Introductionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

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Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Ditoro,

Bernstein

2023

J Physician Assist Educ

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“…Of the six publications describing outcomes of medical Spanish courses in medical school or similar settings since 2012, four describe learner assessment via SP objective structured clinical examinations, 43–46 two of which are medical Spanish courses in medical school programs 43,44 and two in other health professions graduate programs (pharmacy and physician assistant programs). 45,46 Two other studies describe use of an oral proficiency interview as a learner assessment tool. 47,48 A seventh publication that describes medical Spanish curricula and assessment at three medical schools reports use of SP examinations in all three programs and an oral proficiency interview in one of the programs.…”

Section: Resultsmentioning

confidence: 99%

Teaching Medical Spanish to Improve Population Health: Evidence for Incorporating Language Education and Assessment in U.S. Medical Schools

et al. 2019

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Introduction: Language concordance between patients and physicians is an important factor in providing safe and effective health care, with Spanish as the predominant and fastest growing non-English language in the United Sates. However, despite increasing demand for medical Spanish education, valid concerns about inadvertently increasing provider use of limited Spanish with patients, lack of knowledge of best practice in education and assessment, and lack of institutional support still present barriers to medical Spanish education in medical schools. Methods: The authors conducted a narrative review of existing literature that evaluates the link between medical Spanish education of physicians and language concordance. Results: Medical Spanish educational efforts, although increasing, are not consistently linked to learner assessment. The literature to date supports that for medical Spanish education to improve patient outcomes, it should be linked to assessment methodology that demonstrates improvement in language concordance with Spanishspeaking patients, and should include safety measures to prevent inadvertent communication errors. The authors review data for published medical Spanish postcourse language assessment strategies and provide recommendations to ensure responsible and competent use of medical Spanish skills. Conclusion: The authors propose three structural elements that should be considered when incorporating or enhancing medical Spanish education in medical schools: institutional endorsement of the role of medical Spanish education within a national health disparities context; precourse proficiency testing to establish student starting level; and learner postcourse communications skills and limitations assessment to provide individualized recommendations and assure patient safety.

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Clinical Communication Skills Training in Minoritized Languages

Pérez‐Muñoz,

Shin

2024

The Handbook of Language in Public Health and Healthcare

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Evaluating Medical Spanish Proficiency: A Comparison of Physician Assistant Student Self-Assessment to Standardized Patient and Expert Faculty Member Ratings

Cited by 6 publications

References 16 publications

Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Teaching Medical Spanish to Improve Population Health: Evidence for Incorporating Language Education and Assessment in U.S. Medical Schools

Clinical Communication Skills Training in Minoritized Languages

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