Improving access to telemedicine for non-English speaking patients is crucial for health equity. A self-directed module for medical students on working with interpreters in telehealth shows promising results.
Methods: We developed a 25-minute self-directed module with collective expertise of faculty with experience in medical education, interpreter training, and communication training. The module was delivered online as part of a longitudinal health equity curriculum for third-year medical students. In addition to didactic information, the module contained video examples of interpreter interactions in telehealth.
Results: Sixty-four third-year medical students participated in the study, and 60 completed a postmodule survey. Students were satisfied with the content of the module, as well as the duration of time required to complete the tasks. Approximately 90% would recommend it to future students. Nearly 80% of students rated the module as being quite effective or extremely effective at increasing their comfort level with visits with patients with non-English language preference.
Discussion: Our module provides a basic framework for medical students on how to successfully work with interpreters during a language-discordant virtual visit. This format of asynchronous learning could also be easily expanded to resident physicians and faculty seeking more resources around working with interpreters in telemedicine.
Read the full report on the Association of American Medical Colleges MedEdPORTAL
This report was published by one of our own staff members Leslie Doroski McDowell, DNP (Quality Improvement Specialist and Curriculum Developer, NWAHEC) along side Tiffany M. Shin, MD, Kristen A. Dodenhoff, MD, Mariana Pardy, MPH, CHI, Abigail Smith Wehner, MD, Samuel Rafla, MD, Nancy M. Denizard-Thompson, MD