Spanish Language Concordance In U.S. Medical Care

<br>The 16.2 million and growing Spanish-speaking limited English-proficient (LEP) population of the United States, which makes up 64% of the country’s LEP population,1 presents a significant challenge for health systems lacking in language concordance resources and quality assurance strategies.[https://www.youtube.com/watch?v=325GkOQMiw4 youtube.com] All dimensions of health care system performance, including quality, cost, access, equity, patient experience, and patient safety,3 are challenged by language discordance. Data that directly link health system performance metrics—such as patient outcomes; patient satisfaction; costs; hospital length-of-stay; readmission rates; and quality measures for standard-of-care treatment of stroke, sepsis, or other time-sensitive conditions—to language concordance or discordance are rarely published. Schools of medicine tasked with the education of competent medical providers are challenged to address the communication issues that their students will face both in medical school and later in residency and independent practice.<br><br><br>Additionally, although some literature mentions the importance of language concordance from the perspective of the patient, there is little focus on the effects that systematic improvements to LEP patient communication may have on the provider’s job satisfaction, wellness, and productivity. Patient-physician language concordance can be addressed in a systematic way for the large U.S. Compounding the paucity of resources is the fact that no [https://www.youtube.com/watch?v=G-mKHmBBsVY standardized process] exists to assess and certify bilingual qualifications of medical students or physicians prior to the provider initiating medical care in Spanish. Elements that may need to be tested or verified include general Spanish language proficiency, specific competency with medical Spanish, cultural health knowledge, and ability to use the language in patient interactions and at varied patient health literacy levels.<br><br><br>Further, although prior work has demonstrated that underrepresented minority physicians are more likely to want to practice in areas with underrepresented minority patients,30 this work has not evaluated the effect of language concordance on physician practice location preference. It is plausible that some physicians may choose to work with populations with which they share linguistic and cultural knowledge. Conversely, physicians who are not fluent in a second language may be understandably reticent to practice in an area with a large volume of LEP patients. Though the literature to date demonstrates that patient-physician language discordance presents obstacles to health system metrics2,4-6 and [https://spanish55.com/blog/medical-spanish-for-nurses medical spanish for nurses] education,10-12 and a few isolated solutions have been proposed,18,21-27,31 future efforts should use a multifaceted approach to address this complex health challenge.<br><br><br>The multitude of available medical Spanish educational resources and the varied teaching techniques, educator qualifications, and student proficiency levels make the creation of new medical Spanish educational programs a daunting task for any institution without an existing one. Existing processes for language certification in other industries or ancillary fields, such as professional medical interpretation, can be used as example processes for certifying medical providers in the use of medical Spanish. Government guidelines, such as CLAS standards, that support nondiscrimination with regard to patient language preference should also be more prescriptive about the expected requirements for physicians who practice medicine in languages other than English. [https://www.youtube.com/watch?v=P3Zk3ev5IwU Guideline compliance] and enforcement would be easier and more standardized if the expectations were clearly defined.<br><br><br>For example, language proficiency documentation should be required for all physicians intending to use a language other than English in patient care. Furthermore, medical centers and research studies receiving federal funding should be expected to comply with the collection of basic information regarding language concordance. Finally, incentives (e.g., special grant funding eligibility) for medical schools and medical centers meeting specific criteria as Hispanic-serving health centers ought to be considered. These criteria should require medical schools and centers to not only provide services to a minimum percentage of Hispanic patients but also to have a minimum percentage of documented Spanish-language-proficient providers to meet language concordance standards.<br><br><br>A similar long-established system that has been used to designate Hispanic-serving institutions in higher education could be used as a framework for this35 and could offer long-term recruitment and retention benefits to [https://www.youtube.com/watch?v=Arnimh_IaKM medical] schools’ and centers’ [https://www.youtube.com/watch?v=Xp2VfChbSEU diversity] and inclusion efforts. Language-related challenges to the practice of medicine are a reality in an increasingly global environment. Without a cohesive approach to this complex issue, current efforts will remain disparate and potentially redundant but will not produce the needed national impact. As such, the development and sustainment of the four elements of providing quality language-concordant care to the Spanish-speaking U.S. —resource validation, competency requirements, an incentivized certification process, and health system updates that include routine collection of language concordance data and designation of Hispanic-serving health centers—may benefit from the establishment of an overseeing academy of Spanish language medicine.<br><br><br>Don't know. Do you need to learn the language to be able to achieve certain specific tasks or do you want to learn enough to be accepted as a member of the foreign community? Enough to be able to speak to Spanish people without them wanting to switch to English. Would like to be as close to fluent as possible, without [https://www.youtube.com/watch?v=8f3FJr3hEP4 hesitations]. 2. A ims What do you want to be able to do in the language? Do you want to communicate in the written or the spoken language? Both. 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