Interpreter and limited-English proficiency patient training helps develop medical and physician assistant students' cross-cultural communication skills.

Background: The increasing linguistic and cultural diversity in the United States underscores the necessity of enhancing healthcare professionals' cross-cultural communication skills. This study focuses on incorporating interpreter and limited-English proficiency (LEP) patient training into the medical and physician assistant student curriculum. This aims to improve equitable care provision, addressing the vulnerability of LEP patients to healthcare disparities, including errors and reduced access.

Student engagement in the online classroom: comparing preclinical medical student question-asking behaviors in a videoconference versus in-person learning environment.

The COVID-19 pandemic forced medical schools to rapidly transform their curricula using online learning approaches. At our institution, the preclinical Practice of Medicine (POM) course was transitioned to large-group, synchronous, video-conference sessions. The aim of this study is to assess whether there were differences in learner engagement, as evidenced by student question-asking behaviors between in-person and videoconferenced sessions in one preclinical medical student course.

An Innovative Blended Preclinical Curriculum in Clinical Epidemiology and Biostatistics: Impact on Student Satisfaction and Performance.

Problem: There is little understanding of the impact of teaching clinical epidemiology and biostatistics in a flipped or blended format. At Stanford University School of Medicine, the quantitative medicine (QM) curriculum for first-year students was redesigned to use a blended format, in response to student feedback.

Approach: The blended QM curriculum introduced in 2013 integrated self-paced, online learning with small-group collaborative learning.