Prevalence and quality of medical Spanish education in US osteopathic medical schools: a national survey

Author:

Dey Kally1,Romero Arocha Sinibaldo2,Park Yoon Soo3,Ortega Pilar45ORCID

Affiliation:

1. Chicago College of Osteopathic Medicine , Midwestern University , Chicago , IL , USA

2. University of Minnesota Medical School , Minneapolis , MN , USA

3. Department of Medical Education , University of Illinois College of Medicine , Chicago , IL , USA

4. Departments of Medical Education and Emergency Medicine , University of Illinois College of Medicine , Chicago , IL , USA

5. Department of Diversity, Equity, and Inclusion , Accreditation Council for Graduate Medical Education , Chicago , IL , USA

Abstract

Abstract Context Spanish is the language in the United States with the greatest language-concordant physician deficit. Allopathic medical Spanish programs have proliferated, but the national prevalence of medical Spanish education at osteopathic medical schools has never been evaluated. Objectives The objectives of this study are to describe the medical Spanish educational landscape at US osteopathic schools and evaluate program adherence to previously established basic standards. Methods Between March and October 2022, surveys were sent to all 44 member schools of the American Association of Colleges of Osteopathic Medicine (AACOM). For nonrespondents, data were obtained from publicly available websites. Primary surveys were sent to deans or diversity, equity, and inclusion officers at each osteopathic school to determine whether medical Spanish was offered and to identify a medical Spanish leader. Medical Spanish leaders received the secondary survey. The main measures of this study were the prevalence of medical Spanish programs at osteopathic schools and the extent to which existing programs met each of the four basic standards: having a faculty educator, providing a curricular structure, assessing learner skills, and awarding institutional course credit. Results We gathered medical Spanish information from 90.9 % (40/44) of osteopathic schools. Overall, 88.6 % (39/44) offered medical Spanish, of which 66.7 % (26/39) had formal curricula, 43.6 % (17/39) had faculty educators, 17.9 % (7/39) assessed learner skills, and 28.2 % (11/39) provided course credit. Only 12.8 % (5/39) of osteopathic schools with medical Spanish programs met all basic standards. Urban/suburban schools were likelier to offer medical Spanish than rural schools (p=0.020). Osteopathic schools in states with the highest Spanish-speaking populations were more likely to offer student-run initiatives (p=0.027). Conclusions Most osteopathic schools provide medical Spanish education, but work is needed to improve consistency, quality, and sustainability. Future research should focus on osteopathic student language proficiency assessment, improve medical Spanish accessibility for students at rural programs, and explore the unique content areas of osteopathic medical Spanish education.

Publisher

Walter de Gruyter GmbH

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Two Decades of Medical Spanish Education: A Narrative Review;Teaching and Learning in Medicine;2024-08-13

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