Non-VSLO External Elective Process
Online Clinical Conversational Spanish for English and Spanish Speaking Healthcare Professionals
Successful completion of Year 2
Additional Requirements: C-form Required. Basic intermediate Spanish oral proficiency is needed.
Responsible Faculty Director:
Dr. Norma Perez
Soham Al Snih, MD
to Report on First Day
N/A Online course
excluding holiday period 8
Offered 100% Online
|This course is designed to provide you with the knowledge of the basic structures of the Spanish language, and the specialized medical vocabulary needed to communicate effectively with Spanish-speaking patients in a variety of clinical scenarios. The online course is self-paced and has no formal face-to-face interactions except for the weekly video activities and the weekly mandatory Sky sessions. The learning is student-centered rather than instructor-teacher centered. You are responsible for your learning; Drs. Pérez and Al Snih will be available as a professional resource and guide.|
|Upon successful completion of this course and its related activities, you should be able to: 1. Demonstrate proficiency in basic verbal elements of Spanish pronunciation; 2. Use appropriate grammar in basic sentence patterns; 3. Communicate clearly and effectively in Spanish using simple and practical vocabulary as well as meaningful medical terminology; 4. Demonstrate oral proficiency in employing the Spanish language in a full medical history taking and physical exams; 5. Demonstrate an understanding and appreciation of cultural differences in the health perceptions of Spanish-speaking patients.|
|Description of course activities|
Course activities focus on the development of speaking and listening comprehension ability skills in the Spanish language. You will participate in experiential learning activities designed to reinforce concepts and structures learned in the course. Activities consist of independent study completion of oral exercises with audio clips, completion of translation exercises online, and completion of comprehension exercises. Activities require regular use of a PC to access information from internet sources.
Pronunciation Activities (Practice Makes Perfect):
Throughout the course you will have recorded audio to help you with the pronunciation of the language.
Throughout the course you will have a variety of activities that will test your knowledge of the Spanish language. Within the modules this activity is called "How do you say this in Spanish?" "Como se dice en español?" Within the activity an answer key will be provided.
Listening Comprehension Activities:
To test your listening comprehension. Within each module you will view a video of a patient encounter. After you have viewed the scenario there will be a small self-assessment about that video.
The course is divided into three main sections:
Section 1. Learning Modules;
Section 2. The Learning Resource Center; and
Section 3. Online Tools.
Section 1. Learning Modules: Each module contains the essentials of the Spanish language, culture, and the vocabulary needed to communicate effectively in a variety of healthcare situations. Each module contains a post-test.
Module 1: Meet and Greet.
Module 2: Full Medical History.
Module 3: Review of Systems.
Module 4: Physical Exam.
Module 5: Testing and Medical Therapy.
Module 6: Special Populations.
Section 2. The Learning Resource Center: A variety of learning experiences have been structured to assist you in understanding and applying course concepts:
1. Spanish Basics.
4. Medical Terminology.
5. The Culture.
Section 3. Online Tools: This section provides easy access to basic language tools such as: English-Spanish Online Dictionary, Online Spanish Translator, Online Spanish Verb Conjugator, and Consumer Health Information Resources. The student will complete a video for every week and present during the mandatory weekly Skype/videoconference session. Dr. Al Snih will handle the virtual sessions and Dr. Perez is the course director and will interview the students for their oral proficiency and help sometime facilitate the virtual sessions when Dr. Al Snih is not available.
|Type of students who would benefit from the course|
|This elective will be valuable to students pursuing the Bilingual Health Track or students interested in improving their Spanish language for future clinical practice.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week:|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|C.||Format - What method(s) are used to document the student's clinical performance?|
Daily oral feedback
End of period oral feedback
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|B.||Frequency / Duration of Presentation(s)?|
|Students will produce taped interviews of sections of the Clinical History every week and the final taped interview will be a complete full medical history. Student presentations are weekly and during videoconferencing sessions.|
|C.||Format - What guidelines are set for the student's presentation?|
|D.||Assessment - Who assesses the student's presentation performance?|
|Self-assessment Peer assessment Faculty assessment|
|E.||Method of content selection|
|Current cases Student-selected topic Assigned topic|
|3. Written Assignment (H&P's, notes, papers, abstracts, etc.)|
|A.||Frequency of written assignment(s)?|
|B.||Format - What guidelines are set for the student's written work?|
|C.||Length of written assignment(s)?|
|Abstract Annotated bibliography 1 - 2 page paper 3+ page paper|
|D.||Are recent references required? No If yes, how are they selected?|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|F.||Audience - Who assesses the student's written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|5. Extra Course Activities|
|What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?|
|The student is expected to attend, via Skype or other videoconferencing, daily 1 ½ hour reviews with Dr. Perez.|
|6. Additional Costs|
|Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".|
|7. Other Modes of Evaluation|
|Please explain below.|
|Tests: There are a total of 15 online module tests. Each test covers the material presented in that module; you must make a grade of 75% to pass that module. You may take the tests two times if you fail to achieve 75%. After the first try, please contact Dr. Perez. Video Assessments: Grading criteria for video assessments follows: 1. Sentence structure (sentence fluency) 20%; 2. Word Choice 20%; 3. Focus on Topic (content) 20%; 4. Sequencing (organization) 20%; and 5. Completion of video 20%. Grading Scale: Pass: 100-75%; Fail: 74 and below. Evaluation Summary: 1. 15 Module Tests 40%; 2. Two Module Video Assessments (History of Present Illness and General Treatment, Testing, and Follow up) 20%; 3. A complete full medical history 20%; and 4. Final exam 20%; and Total: 100%|
|8. If this course is an Acting Internship, please complete the following:|
|A.||Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs).
Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are
assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.Specify how the student will be given formative feedback on their clinical skills.
Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.
List advanced clinical skills that a student will be assured an opportunity to practice.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.
Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student's abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.