ArticleAdvances in medical education and practice2018
U.S. medical school curricula on working with medical interpreters and/or patients with limited English proficiency.
Article in Advances in medical education and practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Language Serving Hospitals and Their Impact on Readmission for Surgical Patients With a Non-English Primary Language: A Retrospective Cohort Study.Annals of surgery · 2026Article
- Training healthcare workers and untrained interpreters in remote collaboration amidst COVID-19.PEC innovation · 2025Article
- Article
- Non-native English-speaking applicants and the likelihood of physician assistant program matriculation.Medical education online · 2024Article
- Article
- Teaching foundational language equity concepts in the pre-clinical curriculum.BMC medical education · 2024Article
- Motivations of undergraduate student medical interpreters: Exposure and experience.BMC medical education · 2024Article
- Interpreter and limited-English proficiency patient training helps develop medical and physician assistant students' cross-cultural communication skills.BMC medical education · 2024Article
- Assessing Medical Student Readiness to Navigate Language Barriers in Telehealth: Cross-sectional Survey Study.JMIR medical education · 2022Article
- Partnering With Interpreter Services: Standardized Patient Cases to Improve Communication With Limited English Proficiency Patients.MedEdPORTAL : the journal of teaching and learning resources · 2019Article
- Medical Student Workshop Improves Student Confidence in Working With Trained Medical Interpreters.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThe United States has an increasing population of individuals with limited English proficiency (LEP). Language access is a right for individuals with LEP in the health care system. As such, it is important for medical providers to be appropriately trained to work with individuals with LEP. Therefore, the purpose of this study was to describe curricula offered by United States medical schools to teach medical students to work with medical interpreters and/or patients with LEP.
methodsAn electronic survey was sent in March 2017 to administration at the 147 Liaison Committee on Medical Education
resultsResponses were received from 26% (38/147) of medical schools. Among schools responding to the survey, 76% (29/38) offered a curriculum that provides instruction of how to work with medical interpreters and/or patients with LEP. Of schools that provide instruction, teaching methods included didactic sessions (34% [10/29]) and standardized patient experiences (34% [10/29]). In addition, 76% (22/29) offer training in the first 2 years of medical school and 28% (8/29) offer training in the third and fourth years of the curriculum. Sixty-two percent (18/29) of respondents that offered a formal curriculum have been administering a formal curriculum for ≤10 years.
conclusionThe majority of the responding medical schools offer formal instruction of how to work with medical interpreters and/or patients with LEP. Most schools started this type of instruction in the last 10 years with most instruction occurring in the first 2 years of an undergraduate medical curriculum.
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