Journal of General Internal Medicine

, Volume 25, Supplement 2, pp 155–159

Beyond Knowledge, Toward Linguistic Competency: An Experiential Curriculum

  • Sylvia Bereknyei
  • Andrew Nevins
  • Erika Schillinger
  • Ronald D. Garcia
  • A. Elizabeth Stuart
  • Clarence H. BraddockIII
Innovations in Education

DOI: 10.1007/s11606-010-1271-7

Cite this article as:
Bereknyei, S., Nevins, A., Schillinger, E. et al. J GEN INTERN MED (2010) 25: 155. doi:10.1007/s11606-010-1271-7

Abstract

Introduction/Aims

Training is essential for future health care providers to effectively communicate with limited English proficient (LEP) patients during interpreted encounters. Our aim is to describe an innovative skill-based medical school linguistic competency curriculum and its impact on knowledge and skills.

Setting

At Stanford University School of Medicine, we incorporated a linguistic competency curriculum into a 2-year Practice of Medicine preclinical doctoring course and pediatrics clerkship over three cohorts.

Program Description

First year students participated in extensive interpreter-related training including: a knowledge-based online module, interactive role-play exercises, and didactic skill-building sessions. Students in the pediatrics clerkship participated in interpreted training exercises with facilitated feedback.

Program Evaluation

Knowledge and skills were evaluated in the first and fourth years. First year students’ knowledge scores increased (pre-test = 0.62, post-test = 0.89, P < 0.001), and they demonstrated good skill attainment during an end-year performance assessment. One cohort of students participated in the entire curriculum and maintained performance into the fourth year.

Discussion

Our curriculum increased knowledge and led to skill attainment, each of which showed good durability for a cohort of students evaluated 3 years later. With a growing LEP population, these skills are essential to foster in future health care providers to effectively communicate with LEP patients and reduce health disparities.

KEY WORDS

interpreter useevaluation of skills undergraduate medical educationcultural competencycurriculumcultural competency/educationeducational measurement/methods

Copyright information

© Society of General Internal Medicine 2010

Authors and Affiliations

  • Sylvia Bereknyei
    • 1
  • Andrew Nevins
    • 1
  • Erika Schillinger
    • 1
  • Ronald D. Garcia
    • 1
  • A. Elizabeth Stuart
    • 1
  • Clarence H. BraddockIII
    • 1
  1. 1.Medical EducationStanford University School of MedicineStanfordUSA