Abstract
INTRODUCTION: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.