在临床前课程中教授基础的语言公平概念
Maria Gabriela Valle Coto1, Reniell X Iñiguez2, Marina A Lentskevich3
1Yale New Haven Hospital, New Haven, CT, USA.
BMC medical education
|May 2, 2024
概括
医学学生表现出提高了语言公平知识和意图在新课程后评估技能. 这种培训对于与不同患者群体进行有效沟通至关重要.
科学领域:
- 医学教育 医学教育
- 健康 公平 卫生 公平
- 语言多样性 语言多样性
背景情况:
- 现有的医疗培训不足以解决与不同语言患者群体的沟通问题.
- 目前的课程往往将语言适当的沟通技巧降级为选修课程,或仅限于医疗口译.
- 需要在医学教育中全面整合语言平等概念.
研究的目的:
- 开发和评估旨在向临床前医学学生教授基础语言平等概念的干预措施.
- 了解医学学生现有的语言能力和与非英语患者的临床经验.
- 评估新开发的语言公平课程对学生知识,态度和未来实践的影响.
主要方法:
- 在三个医学院校区实施了临床前语言平等课程.
- 该课程涵盖了语言对健康的影响,医生语言能力,以及与医学口译员合作.
- 学生的语言技能和经验是自我报告的;问卷前和后评估了知识,态度和应用概念的意图,并对趋势进行了统计分析.
主要成果:
- 大多数学生 (75%) 报告说会说非英语语言,超过一半的学生有过照顾此类患者的经验.
- 大多数学生 (28%) 曾担任未经培训的临时口译员,很少有人 (1%) 正式评估了医疗语言能力.
- 课程结束后,学生在语言公平知识,口译员使用策略和评估语言技能的意图方面表现出显著的改善 (p < .001).
结论:
- 一个纵向的语言平等课程可以有效地融入临床前医学教育.
- 该干预成功突出了学生的语言多样性,并为临床轮换之前的语言平等奠定了基础.
- 未来的研究应该评估对口译员使用,临床表现和机构多语言的长期影响.
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