Please complete all information requested.
1) Toolkit name: _____________________________________________________ 2) Project manager contact information
Name: ___________________________________________________________ Address: __________________________________________________________ Phone number: ____________________________________________________ Email address: _____________________________________________________ 3) Team member names and email addresses:
__________________________________________________________________ __________________________________________________________________
4) Objectives:
__________________________________________________________________ 5) Key words for searches: _____________________________________________ 6) Target Audience: ___________________________________________________ 7) Dates of project and timeline:
__________________________________________________________________ 8) Venue: ___________________________________________________________ 9) Contact Person email address (at venue):
__________________________________________________________________ (ACOG JF): _______________________________________________________ 10) Number of participants (approx): _____________________________________
! " # $ % & ' ( ) * + + * + ) , - . / 0 / / / 1 2 3 4 2 1 2 3 / $ , - . $ 45 2 " 444 / 6 7 % !
11) List all supplies needed:
__________________________________________________________________ 12) Project Prep Time: __________________________________________________ Number of volunteers needed: ________________________________________ Delegation of projects/responsibilities:
__________________________________________________________________ 13) Advertisement (please include sample copies of flyers, emails, media):
__________________________________________________________________ 14) Budget:
__________________________________________________________________ __________________________________________________________________ 15) Funding (source and amount): ________________________________________ 16) Summary:
Please attach a detailed description of your project. Include an overall summary including positive points of the event, things to improve on, and impact on the community or women’s health. (Limit 750 words)
17) Photography/Pictures (mandatory, limit 5). (Please Attach) % / 0 7 , ( / ( & 8 / / / 7 9/ 4 / / 7 : /
Jasmine
Lai,
PGY
‐
3,
ACOG
District
IX,
SectionVIII
Junior
Fellow
ACOG
J
‐
FIT
Submission
2011
Teaching
Medical
Spanish
to
Obstetrics
and
Gynecology
Residents
Jasmine Lai University of California, San Diego Department of Reproductive Medicine [email protected]At some point in every obstetrics and gynecology resident's
training, there will be an encounter with a Spanish‐speaking
patient with Limited English Proficiency. Few residency programs
across the nation have dedicated, structured didactic time to teach
their residents medical Spanish. This J‐FIT project hopes to fill that
void, in making OB/GYN residents across the country more
comfortable with basic Spanish medical terminology; more
understanding of the role of the medical interpreter and how one is accessed in their hospital; and allowing OB/GYN residents to
References:
http://www.acgme.org/acwebsite/RRC_280/280_corecomp.asp
2 Teaching Medical Spanish to Obstetrics and Gynecology Residents
J‐FIT Project Summary
For my J‐FIT Project, I have organized a structured curriculum for a one hour immersion lesson with
our OB/GYN interns at our institution, which is detailed in the following attachments. I feel that this
is a worthwhile endeavor during the intern year, as all our interns come from different backgrounds,
and have different levels of comfort is conversational and medical Spanish. However, all of our
residents have in common that they will encounter and take care of multiple Spanish‐speaking
patients throughout their training.
The core objectives of this project are as follows:
1) To teach basic medical terminology for residents to be able to understand their Spanish‐speaking
patients with the help of a medical interpreter;
2) To understand the role of a medical interpreter, and to learn how to appropriately access an
interpreter in the clinic or hospital setting; and
3) For residents to become more culturally competent and aware of their Latino patients' backgrounds,
and to introduce the concept of "Language of Care" and "Limited English Proficiency" to patient care.
The further implications of this project are as follows:
This curriculum would fulfill:
1) one of the six ACGME Core Competencies of "interpersonal and communication skills;"
2) one of the Joint Commission's 2012 goals of improving communication and language access as part
of patient‐centered care; and
3) many hospitals' policies of language access for Limited English Proficient (LEP) patients and
families.
For detailed information on the curriculum, please see the following attachments:
Proposal for Medical Spanish Curriculum for Obstetrics and Gynecology Residents.docx Spanish for the OB intern.ppt
Please note: this curriculum is not intended as a replacement for a hospital‐certified interpreter. This
curriculum is to be used in hopes of stimulating a medical provider's prior knowledge of Spanish, and to
encourage further learning.
http://www.jointcommission.org/assets/1/18/improving_health_literacy.pdf
Proposal
for
Medical
Spanish
Curriculum
and
Cultural
Competency
for
Obstetrics
and
Gynecology
Interns
at
UCSD
Learning Objectives:
‐To teach basic medical terminology for residents to be able to understand their Spanish‐speaking
patients with the help of a medical interpreter
‐To understand the role of a medical interpreter, and to learn how to appropriately access an
interpreter in the clinic or hospital setting
‐For residents to become more culturally competent and aware of their Latino patients' backgrounds,
and to introduce the concept of "Language of Care" and "Limited English Proficiency"
Assessment:
‐Residents will undergo a pre‐lesson short quiz to assess their current knowledge of OB/GYN medical
Spanish
‐Pre‐ and post‐ lesson surveys will be conducted on Survey Monkey to assess what residents have
learned, and to engage feedback on how this curriculum could be improved for following years
Curriculum: (1 hour)
‐Week prior to lecture: residents to access online survey to gauge target audience's knowledge of
Spanish
Lecture:
10 minutes: short quiz (see Attachment 1)
10 minutes: PowerPoint lecture (see Attachment 2) 10 minutes: role play (see Attachment 3)
10 minutes: worksheet (see Attachment 4)
10 minutes: lecture (cultural competency, topics to include: assessing a patient's understanding of epidurals; "non‐compliance" regarding adherence to prescribed
medications)
‐After lecture: residents to access similar online survey to gauge knowledge of Spanish after lecture,
and to obtain feedback on how to improve curriculum
Disclaimer:
Please note: this curriculum is not intended as a replacement for a hospital‐certified interpreter. This
curriculum is used in hopes of stimulating a medical provider's prior knowledge of Spanish, and to
2 J‐FIT Submission: Teaching Medical Spanish to Obstetrics and Gynecology Residents
Attachment 1
QUIZ!
Translate the following terms into English or Spanish:
la boca ___________________________________ la espalda ____________________________
el pecho __________________________________ los pulmones _________________________
la raquia _________________________________ el bloqueo epidural ____________________
el útero/la matriz __________________________ su regla ______________________________
dando a luz _______________________________ el suero ______________________________
cervix ____________________________________ vagina _______________________________
breastfeeding ___________________________ or _____________________________________
pap smear ________________________________ bladder ______________________________
epidural __________________________________ contractions _________________________
next visit __________________________________ last visit _____________________________
Attachment 3
ROLE PLAY
Scenario 1
Person 1: You are the intern in DIABOB clinic, where you have been asked to do a new OB intake
visit. Your patient only speaks Spanish.
Person 2: You are a patient going to DIABOB clinic for the first time. You have a limited
understanding of English. You do not know what diabetes is, or why it can be harmful in
pregnancy.
Scenario 2
Person 1: You are an intern working the night shift, and you have a triage patient here for rule out
labor. Your patient and her family have a limited understanding of English. They have never
received prenatal care in the US.
Person 2: You are a patient who has received all your previous care in Mexico. You didn't bring
your records with you, but you were told by a doctor in Mexico that today is your due date, so you
are coming in to deliver your baby.
Scenario 3
Person 1: You are a patient who speaks some English, but mostly Spanish. You are presenting to
Labor and Delivery, and your contractions are 5 minutes apart, and they are becoming stronger,
since 5 hours ago. This is your 4th baby. You desire something for pain.
Person 2: You are, again, the intern working the night shift. Your Labor and Delivery nurse just
roomed a patient in LDR 8, who can be heard screaming down the hall. Your senior resident asks
you to go evaluate the patient.
4 J‐FIT Submission: Teaching Medical Spanish to Obstetrics and Gynecology Residents
Attachment 4
WORKSHEET
Obstetrics:
¿Tiene contracciones/calambres/dolores de parto? _______________________________________
¿Con qué frecuencia? ________________________________________________________________
¿Tiene sangrado vaginal? _____________________________________________________________
¿Tiene líquido o flujo por la vagina, como si se rompió la fuente? ___________________________
¿Puede sentir los movimientos del bebe? Está usted contando cada día los movimientos del bebe? ___________________________________________________________________________________
¿Va a amamantar su bebe? ____________________________________________________________
¿Tiene síntomas de preeclampsia/toxemia? (dolor de cabez; cambiados en su visión, como
estrellas; dolor en su abdomen; náusea) _________________________________________________ ___________________________________________________________________________________
Toxemia es una afección del embarazo, en la cual se presentan con alta presión y proteína en la
orina. ______________________________________________________________________________
¿Experimenta algún dolor o malestar cuando orina? ______________________________________
Gynecology:
¿Cuando fue (el primer día de) su última regla? __________________________________________
¿Alguna vez estuvo embarazada? _______________________________________________________
¿Está embarazada ahora? _____________________________________________________________
¿Alguna vez dio a luz? ________________________________________________________________
¿Alguna vez dio a luz por parto natural? ________________________________________________
¿Alguna vez dio a luz por cesárea? _____________________________________________________
¿Alguna vez se sometió a un aborto? ____________________________________________________
¿Alguna vez tuvo un aborto espontáneo? ________________________________________________
Spanish
for
the
OB/GYN
Intern
(Attachment
2)
J
‐
FIT
Submission:
Teaching
Medical
Spanish
Why
learn
Spanish?
1)
Because
learning
Medical
English
for
the
last
four
years
was
too
easy
2)
You
can
understand
when
a
patient
is
talking
about
you
“behind
your
back”
3)
You
live
in
San
Diego
now
4)
It
is
not
all
that
different
from
English,
so
you
can
learn
quickly
5)
Your
Spanish
‐
speaking
patients
appreciate
the
effort
that
you
make
Final
Project
‐
Spanish
for
the
Medical
Birth
Control
Methods
Los
métodos de
anticoncepción
For
further
learning:
please
see
BCM
Handout
(provided
in
Spanish)
in
clinic!
condones
ligadura
de
los
tubos,
vasectomía
aparato
intrauterino
pastillas
anticonceptivas
método
del
ritmo
Final
Project
‐
Spanish
for
the
Medical
Los
sistemas reproductivos
El
ovario
El
útero
/
La
matriz
Cérvix
/
Cuello
de
matriz
La
vagina
La
vagina
La
vejiga
La
trompa
/
Tubo
de
Falopio
El
útero
/
La
matriz
El
recto
Final
Project
‐
Spanish
for
the
Medical
In
Triage
•
¿Tiene contracciones o
colicos?
•
¿Con
qué frecuencia?
•
¿Tiene sangrado vaginal?
•
¿Tiene flujo por la
vagina,
como si se
rompió la
fuente?
•
¿Puede sentir los
movimientos del
bebe?
¿Está usted
contando cada día los
movimientos del
bebe?
•
¿Tiene síntomas de
preeclampsia/toxemia?
(dolor
de
cabeza;
cambiados en
su visión,
como estrellas;
dolor
en
su abdomen;
nausea)
•
¿Experimenta algún dolor
o
malestar cuando orina?
Final
Project
‐
Spanish
for
the
Medical
Después del
parto
•
¿Está dar
pecho?
/
¿Va
a
amamantar?
•
¿Está caminado
sin
mareos?
•
¿Cuánto
sangrado
vaginal
tenía?
¿Cómo
una
regla?
•
¿Tiene
problemas
para
orinar?
•
¿Esta
comiendo/bebiendo
sin
nausea?
•
¿Estaba
tomando
el
motrin
o
vicodin
para
el
dolor?
¿Está ayudando?
Final
Project
‐
Spanish
for
the
Medical
Postpartum
Discharge
Instructions
Instrucciónes después del
parto
•
Nada
en
la
vagina
por seis semanas,
incluyendo tampones o
sexo
•
No
maneje cuando esta tomando vicodin o
percocet
•
No
levante nada
mas pesado que el
bebe
•
Volver si usted tiene fiebre (>100.4)
o
tiene
mucho
sangrado vaginal
•
Regresa en
seis semanas para una cita con
la
doctora
Final
Project
‐
Spanish
for
the
Medical
And
How
to
Ask
for
Help
•
How
to
schedule
an
appointment
with
an
interpreter
(in
person,
Spanish
only,
call
ideally
one
week
prior)
•
Clinic
phones:
ask
Nancy
where
phones
are
•
AT&T
Language
line
phones
on
Labor
and
Delivery
•
Spanish
‐
speaking
MAs
in
clinic,
when
they
are
not
too
busy!
Final
Project
‐
Spanish
for
the
Medical
Suggestions
for
further
learning:
•
iPhone
app:
MediBabble
•
http://health.ucsd.edu/women/child/resources/Docume
nts/Prep4Birth_SpanishBooklet_final.pdf
•
Read
handouts
that
you
give
to
patients
that
are
already
translated
into
Spanish
Final
Project
‐
Spanish
for
the
Medical
