Your browser doesn't support javascript.
loading
Improving Assessment and Learning Environments for Graduate Medical Trainees to Advance Healthcare Language Equity.
Dube, Amanda R; Ortega, Pilar; Hardin, D Mike; Hardin, Karol; Martinez, Francisco; Shah, Madhura; Naimi, Bita Rashed; Esteban-González, Ana I; Dickmeyer, Jodi; Ruggiero, Diana; Abraham, Veronica; Diamond, Lisa C; Cowden, John D.
Afiliación
  • Dube AR; Rady Children's Hospital-San Diego, San Diego, CA, USA.
  • Ortega P; Accreditation Council for Graduate Medical Education, Chicago, IL, USA.
  • Hardin DM; University of Illinois College of Medicine, Chicago, IL, USA.
  • Hardin K; Waco Family Medicine, Waco, TX, USA.
  • Martinez F; Baylor University, Waco, TX, USA.
  • Shah M; Department of Pediatrics, Children's Mercy Kansas City, Kansas City, MO, USA.
  • Naimi BR; Boston University School of Medicine, Boston, MA, USA.
  • Esteban-González AI; Boston University School of Medicine, Boston, MA, USA.
  • Dickmeyer J; Center for Family and Community Medicine, Columbia University, New York, NY, USA.
  • Ruggiero D; Department of Pediatrics, Children's Mercy Kansas City, Kansas City, MO, USA.
  • Abraham V; University of Missouri-Kansas City School of Medicine, Kansas City, MO, USA.
  • Diamond LC; University of Memphis, Memphis, TN, USA.
  • Cowden JD; F Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
J Gen Intern Med ; 39(4): 696-705, 2024 Mar.
Article en En | MEDLINE | ID: mdl-38093027
Language-appropriate care is critical for equitable, high-quality health care, but educational standards to assure graduate medical trainees are prepared to give such care are lacking. Detailed guidance for graduate medical education is provided by the Accreditation Council for Graduate Medical Education through the following: (1) an assessment framework for competencies, subcompetencies, and milestones for trainees and (2) the Clinical Learning Environment Review (CLER) Pathways for assessment of trainees' learning environments. These tools do not include a robust framework to evaluate trainees' abilities to offer language-appropriate care. They also do not address the learning environment's potential to support such care. A multidisciplinary group of linguistic, medical, and educational experts drafted a new subcompetency with milestones and an expanded CLER Pathway to highlight the importance of equitable care for patients who prefer languages other than English. These resources offer residency and fellowship programs tools to guide assessment, curriculum development, and learning-environment improvements related to language-appropriate care. Recognizing that programs have unique needs and resources, we propose a range of initial actions to address language equity. A focus on language diversity in the learning environment can have a broad and lasting impact on care quality, patient safety, and health equity.
Asunto(s)
Palabras clave
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Curriculum / Internado y Residencia Límite: Humans Idioma: En Revista: J Gen Intern Med Asunto de la revista: MEDICINA INTERNA Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Curriculum / Internado y Residencia Límite: Humans Idioma: En Revista: J Gen Intern Med Asunto de la revista: MEDICINA INTERNA Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos