Assessing the Gaps in Medical Student Usages of Professional Interpreter Services When Caring for Patients With Limited English Proficiency

AIM: Patients with limited English proficiency (LEP) have poorer access to healthcare, and their interactions with the healthcare system are often truncated. This qualitative-thematic study assesses undergraduate medical students to determine whether students observed disparities in the treatment of LEP patients both by themselves and by other members of the healthcare team. Materials and methods: A cross-sectional survey was delivered to all undergraduate medical students at a single United States allopathic medical school to assess student comfort with interpretation modalities, perceptions of their own behavior, and perceived behaviors in other members of the healthcare team. Results: Undergraduate medical students across all cohorts (n=60, M1=20.0%, M2=26.7%, M3=26.7%, M4=26.7%) observed that LEP patients spent less time with providers (61.7%), received less time spent discussing a diagnosis (60.0%), and in many cases, no translation services were used during the encounter (60.0%). The most common challenge identified by medical students was accounting for the additional time necessary to communicate across a language barrier (30.0%). The most common solutions recommended included increasing the number of translation devices and access to information for medical students at each clerkship site. CONCLUSION: While the response rate was low (n=60, 12.2%), this survey yields preliminary findings indicating that undergraduate medical students can provide insight into specific behaviors and attitudes found in the treatment of LEP patients. A future longitudinal study of undergraduate medical students is recommended to assess if comfort with translation and favorable attitudes towards working with LEP patients improve over time.