Objective/ Background: Accurate and effective communication between birthing people with limited English proficiency (LEP) and their healthcare team is a necessity for shared decision-making, quality patient care, and health equity. Patients with LEP are at greater risk for poor patient-provider communication due to underutilization of interpreter services. They are less likely to understand the treatment plan, and more likely to be dissatisfied with the quality of care received. Systemic barriers to patient care can often make it challenging for faculty to role-model appropriate use of interpreter services for medical student and resident trainees. Furthermore, there are few, if any, educational opportunities designed to enable trainees to make the connection between appropriate use of interpreter services and equitable delivery of patient care for patients with LEP. To address these gaps, we developed a 60-minute video-based interactive workshop curriculum for medical students that can be adapted for faculty, nursing staff, and resident trainees. The workshop curriculum, curricular resources, and an accompanying faculty guide will be shared.
Methods: Learning Objectives: By the end of the interactive workshop, participants should be able to: 1. Recognize common provider biases and system barriers against patients with LEP as a source of inequities 2. Identify common biases against patients with LEP and practice application of the 5-D microaggressions mitigation model 3. Identify opportunities to advocate and care for patients with LEP at their home institution 4. Recognize legal and ethical considerations in the use of ad hoc interpreter services
Results: Session Agenda: 1. Student workshop and faculty toolkit overview 2. View video-based trigger 3. Small group discussion -Guided worksheet prompts -Bias and the patient-provider relationship -Advocacy -Bias and microaggression mitigation 4. Large group debrief and report out 5. Discussion of interpreter services-- regulations and best practices 6. Workshop implementation “pearls” and lessons learned 7. Toolkit resources -Workshop slide deck -Link to access video-based trigger -Facilitation guide - Breakout group worksheets - Pre-work reading sources -Interpreter services best practices tip sheet - Online resources 8. Q & A
Conclusion/ Discussion: Participants will view a video-based trigger to identify biases and microaggressions that are common among patients with LEP, and practice application of a bias mitigation model. In small groups, each individual will develop supplemental questions pertaining to bias and microaggressions, advocacy, and bias mitigation that can be used when facilitating the workshop for students and trainees at their institution. At the end of the session, participants will receive a comprehensive toolkit with necessary resources to facilitate the workshop from start to finish.
Topics: Faculty Development Seminar, 2024, Student, Resident, Faculty, Patient Care, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, UME, Lecture, Advocacy,
