SHM Converge Scientific Abstract ePoster Gallery-Language Equity Now: A Curricular Need in Graduate Medical Education

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This needs assessment examined whether graduate medical education should include formal training in language equity and how to work effectively with professional interpreters. The topic is important because limited English proficiency is common among California adults, and communication barriers are linked to health disparities and more adverse events. Although professional interpreters improve outcomes such as hospital length of stay and readmission rates, many clinicians receive little or no formal instruction in using them.<br /><br />The authors conducted an anonymous Qualtrics survey of house staff and incoming trainees at Stanford, asking about prior interpreter training, experiences caring for patients with limited English proficiency, and barriers to interpreter use. Among 149 respondents, 42% reported speaking a language other than English. Nineteen percent had never received training on working with interpreters, and only about one-third of PGY2 trainees reported having had such training during residency.<br /><br />Survey results also showed inconsistent use of professional interpreters. Trainees often relied on ad hoc interpreters, English, or their own non-certified foreign language skills when communicating with patients with limited English proficiency. The most common barriers to using professional interpreters were situations where the patient preferred a family member to interpret, long wait times, audio problems, and patient refusal of interpreter services. Some respondents also reported uncertainty about how to contact an interpreter, though this was a less significant barrier.<br /><br />Overall, the findings suggest that language equity education is insufficient in graduate medical training and that many trainees may be using unsafe communication practices. The authors conclude that formal curricular training on language equity and effective interpreter use is needed to reduce miscommunication and improve patient care.

Asset Subtitle

Caitlin Parmer-Chow

Meta Tag

Author List Caitlin Parmer-Chow, Johanna Parker, Samantha Wang

Category Research

Concept Limited English Proficiency

Concept Language Equity

Concept Professional Interpreter

Concept Patient Safety

Concept Health Disparities

Distinguished Non-Finalist

Presenter Organization Stanford University School of Medicine

Presenting Author Caitlin Parmer-Chow

Track Education

Keywords

language equity

graduate medical education

professional interpreters

limited English proficiency

health disparities

interpreter training

patient communication

ad hoc interpreters

resident survey

Stanford trainees

Limited English Proficiency

Language Equity

Professional Interpreter

Patient Safety

Health Disparities