ArticleJournal of general internal medicine2025
An Exploratory Investigation of Heritage and Educational Language Exposures as Factors in Medical Student Spanish Language Proficiency.
Article in Journal of general internal medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Spanish-Speaking Resident Physicians in the United States: Aligning Workforce Skill and Population Need.Journal of immigrant and minority health · 2026Article
- Multilingualism Among First-Year Resident Physicians.JAMA network open · 2025Article
- Language Proficiency Improvements After Longitudinal and Intensive Medical Spanish Courses.Cureus · 2025Article
- Enhancing Clinical Spanish Proficiency Through Standardized Patient Interactions: A Case Study on Medical Students' Performance.BMC medical education · 2025Article
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Authors and funding
8 authors.
Funding
Abstract
backgroundPrior to enrolling in medical Spanish courses, students typically acquire their Spanish skills either through formal second language education only (L2 learners) or by being exposed to Spanish during childhood at home (heritage learners).
objectiveTo categorize the language exposures of medical students who participated in a medical Spanish course and explore the associations of exposures with their medical language proficiency score on the Physician Oral Language Observation Matrix (POLOM). SETTING AND
participantsForty-one fourth-year medical students (2021-2022) self-reported demographics and prior language exposures and participated in videorecorded POLOM-rated Spanish standardized patient encounters. MAIN MEASURES: To classify heritage Spanish-language exposures, we defined a three-category indicator: no, moderate, and high exposure. To classify formal language educational exposures, we created an indicator distinguishing students with advanced college-level study of Spanish versus all remaining students. Videorecorded encounters were scored by calibrated raters, yielding POLOM scores with a possible range of 6-30, with scores ≥23 indicating readiness for Spanish-concordant patient care. KEY
resultsNine participants (21.9% of 41) reported heritage Spanish exposure, with six (14.6%) reporting high exposure. Ten students (24.4%) reported advanced college-level study. POLOM scores were correlated with high heritage language exposure (r = 0.476, p = 0.0017) and advanced college-level study (r = 0.374, p = 0.0159). All who achieved the POLOM readiness threshold had high heritage Spanish exposure or advanced study (sensitivity 100%). Among those who scored below the threshold, 76% did not have high heritage exposure or advanced study (specificity 76%).
conclusionsHigh heritage exposure and advanced college-level study are correlated with medical Spanish proficiency, but not all students with high heritage Spanish exposure or college-level coursework are ready for Spanish-concordant care. Future work should further evaluate the proposed three-category heritage language exposure indicator with a larger sample and the effectiveness of educational activities to enhance medical Spanish proficiency for both L2 and heritage learners.
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