Strategies for Teaching Linguistic Preparedness for Physicians: Medical Spanish and Global Linguistic Competence in Undergraduate Medical Education

Pilar Ortega, Norma Pérez, Brenda Robles, Yumirle Turmelle, David Acosta

Research output: Contribution to journalReview articlepeer-review

3 Scopus citations

Abstract

In accordance with Liaison Committee on Medical Education (LCME) curriculum content standards, medical schools are expected to teach physician communication skills and cultural competence. Given the sustained U.S. Spanish-speaking population growth, importance of language in diagnosis, and benefits of patient-physician language concordance, addressing LCME standards equitably should involve linguistic preparedness education. The authors present strategies for implementation of linguistic preparedness education in medical schools by discussing (1) examples of institutional approaches to dedicated medical Spanish courses that meet best practice guidelines and (2) a partnership model with medical interpreters to implement integrated global linguistic competencies in undergraduate medical curricula.

Original languageEnglish
Pages (from-to)312-318
Number of pages7
JournalHealth Equity
Volume3
Issue number1
DOIs
StatePublished - Jan 1 2019

Keywords

  • Hispanic/Latino health
  • clinical communication skills
  • language concordance
  • linguistic proficiency
  • medical Spanish
  • medical interpreters
  • patient-physician communication

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