Addressing health disparities in hispanic communities through an innovative team-based medical spanish program at the medical school level - a single-institution study.

BACKGROUND: There are insufficient Spanish-speaking physicians to effectively serve a large and rapidly growing Spanish-speaking patient population. METHODS: A team-based hybrid medical Spanish program was designed and implemented at a single medical school in Southern California. This pilot program consisted of a weekly in-person portion where students reviewed Spanish vocabulary and grammar and practiced clinical encounters in teams through active role play. Students supplemented in-class learning with online coursework. Program success was measured through physician-evaluated clinical encounters with Spanish-speaking standardized patients, a 100-question multiple-choice exam, and pre- and post-program surveys. RESULTS: 97% of students in the program (n = 32) received a passing grade at program completion. Student surveys demonstrated enthusiasm and engagement in weekly sessions (95% overall attendance, 97% reported feeling either excited or ready to learn prior to class). In a post-program survey, 100% of students felt better suited and increased desire to treat Hispanic patients. Additionally, all students indicated an interest in the continued use of Spanish in both their schooling and future practice. In a follow-up survey after three months of clinical experience in their 3rd year of medical school, 100% of students reported that medical Spanish is "very beneficial" in patient care and that students with medical Spanish proficiency have advantages over non-speaking students when it comes to patient care opportunities. 100% felt that time spent learning medical Spanish during pre-clinical years was time well spent and that the medical Spanish program enhanced their care of Spanish-speaking students. CONCLUSIONS: The results of the pilot program show a significant increase in the ability of students to engage in clinical interaction in Spanish. The results of our study demonstrate a significant increase in the knowledge, clinical skills, and self-reported confidence of students to treat Hispanic patients. Furthermore, all students not only felt better equipped and more confident to treat Hispanic patients, but they also had an increased desire to do so moving forward in their careers. We conclude that an effective medical Spanish program can be executed simultaneously with a pre-clinical medical school curriculum.

Factors influencing medical students' self-assessment of examination performance accuracy: A United Arab Emirates study.

BACKGROUND: Assessment of one's academic capabilities is essential to being an effective, self-directed, life-long learner. The primary objective of this study was to analyze self-assessment accuracy of medical students attending the College of Medicine and Health Sciences, United Arab Emirates University, by examining their ability to assess their own performance on an MCQ examination. METHODS: 1 st and 2 nd year medical students (n = 235) self-assessed pre and post-examination performance were compared with objectively measured scores (actual examination performance). Associations between accuracy of score prediction (pre and post assessment), and students' gender, year of education, perceived preparation, confidence and anxiety were also determined. RESULTS: Expected mark correlated significantly with objectively assessed marks (r = 0.407; P < 0.01) but with low predictability (R 2 = 0.166). The average objectively determined mark was 69% and the average expected mark was equivalent to 83%; indicating that students significantly overestimate their examination performance. Self-assessed pre-examination score range was significantly different between males and females (P < 0.05) with females expecting higher marks. Preparation and confidence correlated significantly with actual examination score (P < 0.05; r = 0.459 and 0.569 respectively). DISCUSSION: Gender, self-reported preparation and confidence are associated with self-assessment accuracy. Findings reinforce existing evidence indicating that medical students are poor self-assessors. There are potentially multiple explanations for misjudgment of this multidimensional construct that require further investigation and change in learning cultures. The study offers clear targets for change aimed at optimizing self-assessment capabilities.

The Collateral Benefit of COVID-19 Mitigation Strategies on Influenza.

INTRODUCTION: The ongoing COVID-19 pandemic initiated the implementation of numerous disease mitigation strategies aimed to prevent transmission of the SARS-CoV-2. Given the similarity in mode of transmission, we posit that these strategies have also had a collateral benefit in minimizing the transmission of influenza during the 2020 to 2021 season in California. METHODS: Five years of data including incidence of influenza-like illness (ILI), influenza hospitalization, and mortality related to influenza in California were analyzed. RESULTS: In each of these parameters, there was a marked decrease in influenza activity, suggesting the additional benefit of COVID-19 mitigation strategies on influenza prevention. DISCUSSION: Further study is recommended to determine which specific variables had greater impact on transmission of respiratory viruses, and therefore can be utilized to prevent future outbreaks of respiratory illness.

Confidence Level and Ability of Medical Students to Identify Abdominal Structures After Integrated Ultrasound Sessions.

PURPOSE: Determine the confidence level and ability of first year medical students to identify abdominal structures using a wireless portable ultrasound scanner. METHODS: The students were assessed for their confidence and ability to perform abdominal ultrasound. The 5-point Likert survey included questions on their perception about ultrasound as a resource for learning anatomy, physical examination skills, and the quality of the pre-session instructions. Data was also recorded by the faculty about the students' ultrasound skills and confidence. Goodman and Kruskal's gamma was used to demonstrate an association between the students' ability to identify the structures and the self-reported student confidence level. RESULTS: Most of the students had confidence and were able to identify the liver, kidney, and urinary bladder, while almost half of them needed faculty help them to identify the inferior vena cava and aorta. The spleen and gall bladder were the most difficult to locate even for the very confident students. The perception of supervising faculty was that the confidence level was low in most of the students and only 13-20% of students felt "very confident" about performing ultrasound. Almost 37% needed encouragement and support and almost 10% of the students were not willing to try to locate difficult organs. Some students started locating the ureteric jet and portal vein. Most of the students agreed that ultrasound is an excellent resource for learning anatomy and physical examination skills. All students suggested having more ultrasound sessions. CONCLUSION: Most of the students feel confident about performing ultrasound and they perceive that ultrasound can enhance their basic sciences and physical examination skills.

A mass on the palate.

A university student, 20 years of age, noticed a mass on her palate one morning while looking in the mirror. She has not experienced any symptoms such as pain or discomfort.