ArticleCureus2026
Assessing the Impact of a Longitudinal Student-Run Medical Spanish Course in a California Doctor of Medicine (MD) Program.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
9 authors.
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Abstract
Introduction Spanish is the most commonly spoken non-English language in the United States (US), and language discordance remains a major barrier to patient-physician communication and health equity. While many US medical schools now offer Medical Spanish curricula, limited evidence exists evaluating whether greater participation translates into improved perceived communication competency. This pilot study examined whether attendance in a student-run medical Spanish course was associated with higher overall Spanish comfort and clinical communication confidence. Methods Medical students at a California doctor of medicine (MD) program enrolled in a 10-session, in-person, systems-based medical Spanish course combining vocabulary instruction with clinical role-play. Participants completed pre- and post-course surveys assessing overall Spanish comfort and comfort interacting with Spanish-speaking patients using a five-point Likert scale. Linear regression models evaluated associations between session attendance and comfort outcomes, with secondary adjustment for preferred learning modality (listening, speaking, or writing). Results Fourteen students completed the surveys. Increased session attendance was significantly associated with higher overall Spanish comfort (β = 0.16 points per session, p = 0.026; R² = 0.37), demonstrating a dose-response relationship. A positive trend was observed for clinical-interaction comfort (β = 0.13), though this did not reach statistical significance (p = 0.16). Discussion Participation in a student-run medical Spanish curriculum was associated with significantly higher perceived overall Spanish competency and positive trends toward improved clinical communication confidence. These findings support the feasibility and health-equity value of structured language training initiatives and highlight the role of student-led programs in improving culturally responsive care for Spanish-speaking populations. Larger studies incorporating objective proficiency assessments are warranted.
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