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Teaching and assessing family medicine clerks' use of medical interpreters
Constance J Shriner1, Daniel P Hickey
1College of Medicine, The University of Toledo, Toledo, OH 43614, USA. constance.shriner@utoledo.edu
Background:
Academic health centers must develop strategies to prepare health care providers to meet the needs of an increasingly diverse population.
Methods:
We designed a curriculum module, including didactic presentation and a standardized patient experience, to teach and evaluate the knowledge and skills necessary for third-year family medicine clerks to effectively communicate with non-English-speaking patients when using interpreters in clinical settings.
Results:
Analyses indicated improvement both in students' knowledge and skills following participation in the curriculum module.
Conclusions:
The instructional intervention was successful in improving students' effective use of interpreters in a simulated clinical setting.
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