Lost in Translation: An OSCE-Based Workshop for Helping Learners Navigate a Limited English Proficiency Patient Encounter

Fune, Jan; Chinchilla, Jennifer P.; Hoppe, Allison; Mbanugo, Chineze; Zuellig, Rachel; Abboud, Ali T.; Oboh, Oselenonome; Ridder, J. M. Monica van de

doi:10.15766/mep_2374-8265.11118

Cited by 10 publications

(9 citation statements)

References 7 publications

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“…Table 2 summarizes the 44 single-group, pre–post studies included in the review, 24–67 with 29 studies using a simulated evaluation and 16 using a clinical evaluation (1 study 31 reported on evaluations in both settings). Of the single-group, pre–post studies, 23 used outside observers to evaluate behavior change in a simulated setting, 24–26,28,30,31,33,36–40,42,47,51,54,60,62–67 with 20 reporting significant positive findings of skills change in at least one skill set or domain. Of the 11 studies using SP evaluations to evaluate behavior change in a simulated setting, 26,27,33,34,42,44,47–49,52,54 8 reported significant positive findings in at least one skill set or domain.…”

Section: Resultsmentioning

confidence: 99%

“…Of these, we assessed 349 full-text articles for eligibility, resulting in 77 studies considered suitable for inclusion in the final review (Figure 1). 24–100 Overall, 54 (70%) studies reported some positive findings (i.e., change in behavior). Table 1 summarizes the characteristics of the included studies.…”

Section: Resultsmentioning

confidence: 99%

“…Table 1 summarizes the characteristics of the included studies. There were 44 (57%) single-group, pre–post studies, 24–67 13 (17%) nonrandomized control studies, 68–80 and 20 (26%) randomized control studies. 81–100 The majority of studies were from the United States (52; 68%).…”

Section: Resultsmentioning

confidence: 99%

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Effect of Experiential Communication Skills Education on Graduate Medical Education Trainees’ Communication Behaviors: A Systematic Review

Bylund¹,

Vasquez²,

Peterson³

et al. 2022

Academic Medicine

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Purpose A better understanding of how communication skills education impacts trainees’ communication skills is important for continual improvement in graduate medical education (GME). Guided by the Kirkpatrick Model, this review focused on studies that measured communication skills in either simulated or clinical settings. The aim of this systematic review was to examine the effect of experiential communication skills education on GME trainees’ communication behaviors. Method Five databases were searched for studies published between 2001 and 2021 using terms representing the concepts of medical trainees, communication, training, and skills and/or behaviors. Included studies had an intervention design, focused only on GME trainees as learners, used experiential methods, and had an outcome measure of communication skills behavior that was assessed by a simulated or standardized patient (SP), patient, family member, or outside observer. Studies were examined for differences in outcomes based on study design; simulated versus clinical evaluation setting; outside observer versus SP, patient, or family member evaluator; and length of training. Results Seventy-seven studies were ultimately included. Overall, 54 (70%) studies reported some positive findings (i.e., change in behavior). There were 44 (57%) single-group pre–post studies, 13 (17%) nonrandomized control studies, and 20 (26%) randomized control studies. Positive findings were frequent in single-group designs (80%) and were likely in nonrandomized (62%) and randomized (55%) control trials. Positive findings were likely in studies evaluating communication behavior in simulated (67%) and clinical (78%) settings as well as in studies with outside observer (63%) and SP, patient, and family member (64%) evaluators. Conclusions This review demonstrates strong support that experiential communication skills education can impact GME trainees’ communication behaviors. Marked heterogeneity in communication trainings and evaluation measures, even among subgroups, did not allow for meta-analysis or comparative efficacy evaluation of different studies. Future studies would benefit from homogeneity in curricular and evaluation measures.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Effect of Experiential Communication Skills Education on Graduate Medical Education Trainees’ Communication Behaviors: A Systematic Review

Bylund¹,

Vasquez²,

Peterson³

et al. 2022

Academic Medicine

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“…Importantly, visual presentation of a patient, such as race, could lead to further bias. An OSCE-based assessment demonstrated a significant reduction in the time to requesting an interpreter in standardized patients (SP) with limited English proficiency 13 ; however, the authors do not comment on if the visualization of the SPs' race, not their abilities, contributed to the reduced time.…”

Section: Discussionmentioning

confidence: 99%

“…Moving forward from current practices of identity inclusion may resonate and lead to further learning and incorporation into clinical practice, as was seen in an OSCE related to limited English proficiency patients. 13 The discrepancy in racial mismatching is not uniquely demonstrated solely within our curriculum; a study of a medical student preparatory question bank demonstrated that almost 86% of racial mentions were White, whereas entire populations (ie, Native Hawaiian/Pacific Islander) were excluded, ignoring the diversity within the United States. 14 While most racial mentions were of patients who are White, race/ethnicity were only mentioned in approximately 20% of case questions (n=455/2011) in the bank.…”

Section: Discussionmentioning

confidence: 99%

Examining Social Identities of Patient Diversity Through Cases Presented in a Therapeutics Course Series

Upton

Kassel

Hansen

et al. 2022

American Journal of Pharmaceutical Education

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The inclusion of social identities, such as race, ethnicity, sexual orientation, gender identity, ability, spirituality, nationality, and socioeconomic status, within cases in didactic pharmacy education is an issue of significant debate. In considering what and how much to include of these identities into didactic cases, the first step could be to measure the current inclusion. The purpose of this study was to quantify the presence of these social identities in cases presented to student pharmacists in a three-semester course series. Methods. This was a review of 144 cases presented in a three-semester pharmacotherapeutics course series. The primary objective was to quantify the inclusion of each social identity. The secondary objective assessed if the identities were needed to answer specific questions related to each case. Cases were reviewed by two independent study researchers, with a third impartial reviewer settling disagreements. Results. Explicitly stating these identities was infrequent among the cases. Race was explicitly stated in 14.6% of cases (n=21). Gender identity was explicitly named in 2 cases (1.4%), whereas nearly all cases implied gender through pronouns. Gender was necessary to answer case questions in approximately 20% of the cases (n=27). Socioeconomic status, ability, sexual orientation, and nationality were infrequently named among all cases, 6.3%, 4.9%, 1.4%, and 1.4%, respectively. Conclusion. This study found that these social identities were rarely explicitly stated in cases. In determining the next steps for integrating social identities, pharmacy education must first take stock of its current use of these identities.

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Simulation for diversity, equity and inclusion in emergency medicine residency training: A qualitative study

Nadir

Winfield

Bentley

et al. 2023

AEM Education and Training

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Background The last few years have seen an increased focus on diversity, equity, and inclusion (DEI) initiatives across organizations. Simulation has been used in varying degrees for teaching about DEI topics with emergency medicine; however, there are no established best practices or guidelines on this subject. To further examine the use of simulation for DEI teachings, the DEISIM work group was created as a collaboration between the Society of Academic Emergency Medicine (SAEM) Simulation Academy and the Academy for Diversity and Inclusion in Emergency Medicine (ADIEM). This study represents their findings. Method This qualitative study was conducted using a three‐pronged approach. Initial literature search was conducted followed by a call for submission of simulation curricula. These were then followed by five focus groups. Focus groups were recorded, transcribed by a professional transcription service, and then subjected to thematic analysis. Results Data were analyzed and organized into four broad categories including Learners, Facilitators, Organizational/Leadership, and Technical Issues. Challenges within each of these were identified, as were potential solutions. Select pertinent findings included focused faculty development, a carefully planned approach that utilized DEI content experts and the use of simulation for workplace microaggressions or discriminations. Conclusions There appears to be a clear role for simulation in DEI teachings. Such curricula, however, should be undertaken with careful planning and input from appropriate and representative parties. More research is needed on optimizing and standardizing simulation‐based DEI curricula.

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Lost in Translation: An OSCE-Based Workshop for Helping Learners Navigate a Limited English Proficiency Patient Encounter

Cited by 10 publications

References 7 publications

Effect of Experiential Communication Skills Education on Graduate Medical Education Trainees’ Communication Behaviors: A Systematic Review

Effect of Experiential Communication Skills Education on Graduate Medical Education Trainees’ Communication Behaviors: A Systematic Review

Examining Social Identities of Patient Diversity Through Cases Presented in a Therapeutics Course Series

Simulation for diversity, equity and inclusion in emergency medicine residency training: A qualitative study

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