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Date of Presentation

5-8-2025

Document Type

Article

Department

Medicine

Faculty Mentor

DenYelle Kenyon, PhD

Keywords

Limited English Proficiency, Medical Education, Medical Interpreting

Subject Categories

Health Communication | Medical Education | Medicine and Health Sciences

Abstract

As the population of individuals with limited English proficiency (LEP) continues to grow in South Dakota and across the United States, healthcare systems face increasing challenges in providing equitable care. This study evaluates the implementation of an educational module designed to prepare first-year medical students at the University of South Dakota Sanford School of Medicine (SSOM) to work effectively with medical interpreters and patients with LEP. The module included a didactic session, role-play, open discussion, and pre- and post-surveys assessing students’ knowledge, attitudes, preparedness, and perceptions of the educational environment. Results from 68 participants demonstrated statistically significant improvements across all measured domains. Students reported increased confidence and understanding of interpreter roles, and feedback highlighted the value of incorporating virtual interpretation methods. The findings support the integration of formal interpretation training into medical curricula to enhance future physicians’ ability to deliver culturally and linguistically appropriate care.

Improving Interactions During Medical Interpretation: Educational Module for Medical Students

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