Teaching and assessing family medicine clerks' use of medical interpreters.

BACKGROUND: Academic health centers must develop strategies to prepare health care providers to meet the needs of an increasingly diverse population. METHODS: We designed a curriculum module, including didactic presentation and a standardized patient experience, to teach and evaluate the knowledge and skills necessary for third-year family medicine clerks to effectively communicate with non-English-speaking patients when using interpreters in clinical settings. RESULTS: Analyses indicated improvement both in students' knowledge and skills following participation in the curriculum module. CONCLUSIONS: The instructional intervention was successful in improving students' effective use of interpreters in a simulated clinical setting.

The use of professionalism scenarios in the medical school interview process: faculty and interviewee perceptions.

PURPOSE: The purpose of this study was to determine the impact of professionalism scenarios on the medical school admissions process from applicant and faculty perspectives. Specifically, do completing professionalism scenarios as part of the medical school interview process have an impact on both the interviewee's and the faculty's perception of the process and outcome? METHOD: Ninety-one faculty interviewed 199 applicants from January 2007 through April 2007 at The University of Toledo College of Medicine. All applicants were asked one standard professionalism scenario in each of their two interviews. A total of six scenarios were used for the entire interviewing season in rotation every two months. A survey was administered by an admissions office staff member to both the interviewed applicants as well as faculty who conducted interviews about how these scenarios impacted their interview experience. RESULTS: Asking applicants to respond to professionalism scenarios during the interview was described as having a positive influence on their interview experience. This was also associated with leaving an impression on the applicant about what our institution values in its students and contributed an element of personal reflection about what will be expected of them in the medical profession. Applicants more often reported that asking questions about professionalism was an important aspect of the interview than did faculty. Overall, there was an association between the interviewer's perception of the applicant's response and the interviewer's assessment of professionalism. CONCLUSIONS: Professionalism scenarios can be a worthwhile tool for use in the admissions process. The interview process should encourage participation from faculty who value this as an important component in the evaluation of an applicant. Determinants of faculty perception of the role of assessing professionalism in the interview process should be investigated in future research.