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Assessing the Oral Health of the Homeless Population in Central Massachusetts

July 29, 2024 HMS Review

“Transplanting of Teeth” by Thomas Rowlandson. Courtesy Metropolitan Museum of Art, New York.

Jessica Eskander [1], Judith A. Savageau [2], Hugh Silk [2]
[1] T.H. Chan School of Medicine, UMass Chan Medical School, Worcester, MA 01605
[2] Department of Family Medicine and Community Health, UMass Chan Medical School, Worcester, MA, 01605
Correspondance: Hugh.Silk@UMassMemorial.org


ABSTRACT
Objectives
: Oral health conditions are common yet evitable, and disproportionately plague underserved communities. This study aimed to survey the homeless and housing insecure in central Massachusetts to better understand their oral health disease burden and resource needs. Methods: Data was collected in 2021 from 144 individuals at four sites frequented by this population. The 26-item anonymous questionnaire was available in written, electronic, and verbal formats in English and Spanish, including questions on sociodemographic factors, access to and use of dental and primary care, self-reported oral and overall health statuses, and resources needed to improve oral health. Results: The study sample was 65% male, 58% White, and 90% Medicaid insured. Nearly three-quarters of study subjects reported homelessness (27% unsheltered; 44% sheltered); the remaining were housing insecure. The percentage of participants with a PCP (79%) was more than three times that with a dentist (25%). Unsheltered homeless respondents were significantly less likely to have a PCP than sheltered homeless or housing insecure, and poor oral health was correlated with poor overall health. The most common resources needed were dentists accepting public insurance, dental supplies, and transportation. About two-thirds of respondents (66%) were amenable to receiving dental advice from a case manager or social worker. Conclusions: Our results demonstrate a need in the homeless and housing insecure community for dental supplies, more insurance-eligible providers and assistance to patients for finding them, education about oral hygiene, and transportation options, possibly with case management and primary care involvement.


INTRODUCTION
Despite being highly preventable, oral health conditions are among the most prevalent diseases in the U.S. and globally (1). In fact, the most common health condition worldwide in 2017 was untreated tooth decay in permanent teeth (2). Tooth decay and gum disease, the two most common dental pathologies (3), can be prevented by personal dental hygiene, fluoride application, routine dental visits, and reducing sugar consumption (4).

However, such prevention strategies for maintaining good oral hygiene can be particularly challenging in low-resource communities. As such, oral health issues disproportionately affect socioeconomically disadvantaged populations (3). According to the 2000 Report on Oral Health by the Surgeon General, the “silent epidemic” of dental and oral disease particularly affects the poor, members of racial and ethnic minority groups, the medically compromised, and individuals with disabilities.5 Decades later, this still holds true. The association between low socioeconomic status and poor oral health has been extensively established in the literature (6-11). Racial disparities in oral health persist (12, 13). As examples, the number of Black and Mexican American adults with untreated cavities is almost double that of non-Hispanic White adults, and the five-year survival rate for oral pharyngeal cancer is a staggering 34% lower for Black men (41%) than for White men (62%) (14).

For the more than half a million individuals in the U.S. suffering from homelessness (15), these oral health disparities are particularly stark. Homeless individuals, defined as living on the street or in shelters, are 12 times more likely to face dental issues than their stably housed counterparts. For individuals who are housing insecure who live in hotels and motels or with relatives or friends, dental problems are six times more likely than for those in reliable residences (16). In a national study of homeless adults, 60% of those with a dental issue in the preceding year reported an unmet need for dental care (17).

Of all vulnerable populations, the homeless community may have the least access to health resources due to a lack of money, no permanent residence, and the unwillingness of providers to treat them (18, 19). The stigma of homelessness and visibly unhealthy mouths has also been identified as a barrier to seeking dental care (20). A lack of access to affordable health care is even attributed as a cause of homelessness (21). In the past decade, the U.S. Interagency Council of Homelessness credited Worcester, Massachusetts, with having “effectively ended chronic homelessness” (22). But as of January 2020, Worcester, centrally located in the state and the second most populous city in New England (23), had over 1400 homeless individuals, about 40% of whom were Hispanic and 21% Black or African American (24).

The main goals of our study were to: determine some of the unique aspects of the oral health disease burden on the homeless and housing-insecure population in central Massachusetts; identify their self-reported needs for improvement and resource availability; and compare this to their primary care utilization and barriers. This information could guide initiatives for improving the oral health of the homeless and housing insecure.

METHODS
This study was approved by the UMass Chan Medical School’s Institutional Review Board (Protocol #H00023291) and granted an exemption waiver. It was also approved by the Family Health Center of Worcester Program & Policies Committee.

Study sample and recruitment: Inclusion criteria for the study were adults 18 years of age or older and able to speak or read in English or Spanish. Between June 1, 2021, and July 31, 2021, the survey was administered to individuals at the Homeless Outreach and Advocacy Program (HOAP) in Worcester, MA, a primary care clinic operated by the Family Health Center of Worcester, a federally qualified health center. Survey data were also collected at two local housing shelters and a food pantry. These sites where homeless and housing insecure persons visit for health care, temporary housing, and food were selected to reach those who both formally and informally access health care. The shelters and food pantry have a weekly on-site clinic staffed by a health care team to address health issues. 

Survey development: The 26-item anonymous survey collected self-reported information about respondents’ access to and use of dental care, barriers to dental care, dental hygiene status, and resources that would improve oral health. The survey also included questions about the use of primary and emergency medical care, overall health, and socio-demographic questions (e.g., gender, age, race/ethnicity, education level, preferred language, country of origin, insurance status, and current housing situation). 

Data collection: An initial Fact Sheet was provided to all eligible participants which described the research project, data collection and storage, and any potential risks or inconveniences. Informed verbal consent was obtained from each respondent. The survey was voluntary, and its completion time was approximately ten minutes. Respondents could elect to complete the survey verbally, by paper, or via an anonymous survey link on a tablet, all available in both English and Spanish. At the completion of the survey, each respondent received a $15 gift card to a local retail store, a toothbrush, and toothpaste.

Statistical analysis: We used univariate analyses for the demographic characteristics of the survey respondents, as well as for independent and dependent variables. Bivariate analyses (i.e., chi-square tests and tests of proportions) were used to assess relationships between housing status (street, sheltered living, or renter/homeowner) and key independent variables (e.g., use of oral health care services, resource needs, primary care integration, and barriers to service use). A test of proportions was used to assess the difference in the homeless population comparing those without a dentist to those without a primary care provider (PCP). A p-value of ≤ .05 was used to denote statistical significance. All analyses were conducted using SPSS statistical software (Version 27; IBM Corp) (25).

RESULTS
Study sample characteristics
: We recruited 150 participants, of which 6 were excluded because they did not complete at least 50% of the survey. Fewer than five eligible individuals declined to participate in the study. Our sample predominantly was male (65%), between 40 and 64 years of age (65%), and received at least a high school education (83%) (Table 1). Most respondents were insured by Medicaid (90%). Over half of the study sample was White (58%), followed by Hispanic or Latino (24%), then Black or African American (16%). The U.S. was the most common country of origin (85%); the majority of the remaining countries were in Central and South America or Africa. Just over one-quarter (27%) of individuals indicated that they were living on the street, or unsheltered homeless, and two out of five (44%) individuals reported being sheltered homeless, meaning they described their housing situation as a shelter, safe haven, transitional housing, institution, hotel, motel, or living with friends or family.

*Within each variable, numbers may not total to 144 because of sporadic missing data. For some variables, the total may exceed 144 because respondents were able to select multiple options

Access to dental and medical care: Only one-quarter (25%) of respondents indicated they had a dentist or dental hygienist whom they saw regularly. For more than one-half (59%), it had been a year or more since they had visited a dental provider. These 83 respondents were asked about barriers that prevented them from seeing a dentist in the prior year (Figure 1). The most common barrier was a lack of knowledge of where to receive dental care (23%), followed by fear, requiring too much dental care, and insufficient time (each 19%). Sixteen percent of respondents noted “other” barriers for not receiving dental care, including: the COVID-19 pandemic, incarceration, depression/anxiety, forgetting appointments, not a high priority, having dentures, and “need new dentures, but heard that MassHealth doesn’t pay for another set.” One in five respondents (23%) reported having gone to the emergency department (ED) in the past year for a dental issue.

By comparison, the percentage of participants having a PCP was more than three times that of having a dentist (79% vs. 25%, respectively). The 30 participants who reported not having a PCP were asked which barriers they faced in seeing a PCP in the last year (Figure 1). The most frequently cited barriers to receiving medical care were time (30%) and transportation (20%). For 27% of respondents who listed “other” barriers for not seeing a PCP in the last year, they noted barriers such as: the COVID-19 pandemic, incarceration, access to a phone, can’t get old records, depression/anxiety, keep changing PCP, laziness, losing appointment card, moving out of area where PCP was located, and not caring. Respondents living on the street were significantly less likely to have a PCP than respondents who either were sheltered homeless or were renters/homeowners (X2=14.72, p<0.001). For the street homeless, the proportion of those who did not have a dentist (79%) vs. those who did not have a PCP (39%) was significantly higher (z=3.60; p<.001). Less than half (43%) of participants without a PCP had visited the ED for non-dental medical needs in the prior year. These respondents were significantly more likely to have sought care in the ED in the prior year (X2=4.28, p=0.039). 

Figure 1: Reported Barriers to Receiving Dental (n=83) and Medical (n=30) Care, 2021

Self-reported oral and overall health status: Nearly three-quarters (71%) of respondents reported that the health of their teeth, gums, and mouth was ‘poor’ or ‘fair’, while only 29% endorsed ‘good’ or ‘excellent’ (Figure 2). More than half (57%) of respondents reported having lost teeth because they were unable to receive prompt dental care. For current overall health, 52% selected ‘poor’ or ‘fair’, and 48% said they were in ‘good’ or ‘excellent’ health. For individuals who noted that their dental health was poor, they were also more likely to rate their overall health as poor (X2=60.04; p<0.001).

Figure 2: Reported Oral (n=140) and Overall (n=141) Health Status, 2021

Oral health needs: To improve their oral health, respondents most commonly expressed needs for: a dentist who would accept their insurance (33%), a toothbrush (30%), toothpaste (29%), transportation to the dentist (28%), and a protective case for dental supplies (28%) (Figure 3). One in five respondents (22%) also endorsed “other” resources that would help them better take care of their teeth, including: dentures, oral surgery, dental cleaning, denture adhesive, mouthwash, and a water pick.

Figure 3: Reported Resources Needed to Improve Dental Health (n=135), 2021

Willingness to receive oral health support from other health care workers: When asked whether they would be willing to receive dental care advice from a nurse, 44% responded affirmatively, and 66% responded positively for willingness to receive dental advice from a case manager or social worker. Of interest, over half (54%) of respondents were amenable to getting dental hygiene advice from peer support teaching. Our study population also reported being more likely to accept a referral to a dentist (62%) and receive an oral exam (59%) from a nurse in their doctor’s office than the receipt of a toothbrush and toothpaste (39%) or fluoride varnish (32%) from a nurse.

DISCUSSION
There are a number of important findings from this study that have the potential to impact local and possibly national efforts to address the oral health issues of the homeless and housing insecure. There was no predominant barrier to receiving dental care; in fact, the barriers mirrored those that affect medical care, yet more people have a primary care provider and access to primary care. The focus, with a specific eye toward prevention, may be better placed on the resources that respondents identified as important to improving their dental health.

Currently, only a quarter of dentists in Massachusetts bill the state Medicaid program greater than $10,000, so it is not surprising that it is challenging for homeless populations to find a dentist that accepts their insurance, since 90% have Medicaid (26). A local survey of dental practices in central Massachusetts found that, of those reporting to accept MassHealth (Massachusetts Medicaid), 45% were not accepting new patients, and half of those accepting new patients spoke only English (27). This is not a barrier that can be easily addressed. However, several of the most prevalent barriers reported among our study sample can be attributed to a lack of dental supplies, which could more easily be addressed with small grants or working with local dentists to donate supplies.

A key component of the identified needs to improve dental care and prevent negative outcomes pertains to assistance and education. There are 18 dental offices in Worcester that accept Medicaid and are accepting new patients. The missing link here is assisting the homeless to find these practices. Anecdotally, the majority of the homeless in Worcester do have case management. Our survey indicates that respondents are very willing to receive dental information from case workers and social workers. Efforts to train these health extenders about dental access may be an important factor for accessing professional dental services. The same health care providers could be trained to teach about oral hygiene and hand out self dental care supplies. Interestingly, one of the key barriers noted by respondents was the need for transportation, despite our state’s Medicaid benefits paying for transportation to dental visits. So, again, case managers could serve as change agents helping to educate this population about transportation services.

The other solution that our data suggests is that primary care can be a key aspect of dental care improvement. More respondents identified a primary care provider whom they had seen within the last year. Two out of five respondents were willing to receive some interventions from nursing staff. It should be noted that this may not affect the street homeless as strongly, as they were less likely to have a regular primary care provider. With ED visits being relatively prevalent among the homeless for dental issues, efforts designed to improve dental follow-up directly from the ED could be useful. Currently, our state Medicaid program is working on a portal that EDs could use to notify Medicaid of the acute need and have their team help coordinate a dental appointment within 24 hours.

Our study has several limitations. First, the survey depended on self-reported responses, which poses a potential for information bias (including recall and social desirability). Second, our study was conducted in one locale (i.e., central Massachusetts) and may not be generalizable to all homeless and housing insecure communities; however, the study collected data from four different sites, and the demographics of our study population are similar to the demographics of our city’s homeless population. Third, we were not able to assess for any potential non-response bias as we were unable to approach all individuals coming to each of the four sites where data was collected; however, of those approached, fewer than five individuals declined to participate. Lastly, while the study was carried out for two months across four different sites, the potential existed for some overlap of the populations coming to more than one site. Since our anonymous survey did not collect any identifiable information among respondents, there was a very small possibility of the same person completing the survey more than once, especially given that most respondents were wearing masks due to the pandemic. However, the survey was conducted by only two members of the research team.

In conclusion, this study highlights several factors that can contribute to improving the oral health of individuals facing homelessness and housing insecurity: improving access to dental supplies, training case managers and social workers to assist and educate about accessing dental providers and improving oral hygiene, increasing the number of local dental providers who accept Medicaid, and integrating oral health care into primary care.

DISCLOSURES
Funding: Not applicable.
Conflicts of interest: None.
Availability of data and materials: Upon request.
Code availability: Not applicable.
Authors’ contributions: Authors listed in the manuscript have contributed per submission guidelines and standards for authorship.
Ethics approval: This study was approved by the UMass Chan Medical School’s Institutional Review Board (Protocol #H00023291) and granted an exemption waiver. It was also approved by the Family Health Center of Worcester Program & Policies Committee.
Consent to participate: Informed verbal consent was obtained from each respondent.

REFERENCES
1.      Peres MA, Macpherson LMD, Weyant RJ, et al. Oral diseases: a global public health challenge. The Lancet. 2019;394(10194):249-260.

2.      Vos T, Abajobir AA, Abate KH, et al. Global, regional, and national incidence, prevalence, and years lived with disability for 354 diseases and injuries for 195 countries and territories, 1990-2017: a systematic analysis for the Global Burden of Disease Study 2017. Lancet. 2018;392(10159):1789-1858.

3.      American Dental Association. Action for dental health: bringing disease prevention into communities. 2013.

4.      Lee Y. Diagnosis and prevention strategies for dental caries. J Lifestyle Med. 2013;3(2):107-109.

5.      U.S. Department of Health and Human Services. Oral health in America: a report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, National Institute of Dental and Craniofacial Research, National Institutes of Health,;2000.

6.      Kassebaum NJ, Bernabé E, Dahiya M, et al. Global burden of severe tooth loss: a systematic review and meta-analysis. Journal of Dental Research. 2014;93(7_suppl):20S-28S.

7.      Matsuyama Y, Aida J, Tsuboya T, et al. Are lowered socioeconomic circumstances causally related to tooth loss? A natural experiment involving the 2011 Great East Japan earthquake. American Journal of Epidemiology. 2017;186(1):54-62.

8.      Schwendicke F, Dörfer CE, Schlattmann P, et al. Socioeconomic inequality and caries: a systematic review and meta-analysis. Journal of Dental Research. 2015;94(1):10-18.

9.      Costa SM, Martins CC, Pinto MQC, et al. Socioeconomic factors and caries in people between 19 and 60 years of age: an update of a systematic review and meta-analysis of observational studies. International Journal of Environmental Research and Public Health. 2018;15(8):1775.

10.    Klinge B, Norlund A. A socio-economic perspective on periodontal diseases: a systematic review. Journal of Clinical Periodontology. 2005;32(s6):314-325.

11.    Conway DI, Petticrew M, Marlborough H, et al. Socioeconomic inequalities and oral cancer risk: a systematic review and meta-analysis of case-control studies. International Journal of Cancer. 2008;122(12):2811-2819.

12.    Como DH, Stein Duker LI, Polido JC, et al. The persistence of oral health disparities for African American children: a scoping review. Int J Environ Res Public Health. 2019;16(5).

13.    Braveman P, Egerter S, Williams DR. The social determinants of health: coming of age. Annu Rev Public Health. 2011;32:381-398.

14.    Centers for Disease Control and Prevention. Oral health surveillance report: trends in dental caries and sealants, tooth retention, and edentulism, United States, 1999-2004 to 2011-2016.: US Dept of Health and Human Services;2019.

15.    Henry M, de Sousa T, Roddey C, et al. The 2020 annual homeless assessment report (AHAR) to Congress. U.S. Department of Housing and Urban Development,, Office of Community Planning and Development;2020.

16.    Ferenchick GS. The medical problems of homeless clinic patients: a comparative study. J Gen Intern Med. 1992;7(3):294-297.

17.    Baggett TP, O'Connell JJ, Singer DE, et al. The unmet health care needs of homeless adults: a national study. Am J Public Health. 2010;100(7):1326-1333.

18.    Clark M. Homelessness and oral health. U.S. Department of Health and Human Services. Available at https://www.mchoralhealth.org/PDFs/OHHomelessfactsheet.pdf. Published 1999. Accessed July 19, 2021.

19.    Allukian M, Jr. Oral health: an essential service for the homeless. J Public Health Dent. 1995;55(1):8-9.

20.    Mago A, MacEntee MI, Brondani M, et al. Anxiety and anger of homeless people coping with dental care. Community Dentistry and Oral Epidemiology. 2018;46(3):225-230.

21.    U.S. Conference of Mayors. A status report on hunger and homelessness in America’s cities. Washington, D.C.: U.S. Conference of Mayors;1998.

22.    United States Interagency Council on Homelessness. Opening doors: federal strategic plan to prevent and end homelessness. Washington, DC; 2011.

23.    Migiro G. Largest Cities in New England. Available at https://www.worldatlas.com/articles/largest-cities-in-new-england.html. Updated December 6, 2019. Accessed July 13, 2021.

24.    Central Massachusetts Housing Alliance. Point-in-Time Count MA-506 Worcester City & County CoC. Worcester, MA: US Department of Housing and Urban Development; January 29 2020.

25.    IBM SPSS Statistics for Windows [computer program]. Version 27.0. Armonk, NY: IBM Corp; 2020.

26.    The PEW Charitable Trusts. A path to expanded dental access in Massachusetts: closing persistent gaps in care. Available at https://www.pewtrusts.org/-/media/assets/2017/01/a_path_to_expanded_dental_access_in_ma.pdf. Published 2017. Accessed July 29, 2021.

27.    Villamarin V, Silk H. Oral health and local disparities. Worcester Medicine. Jan-Feb 2021;90(1):5-6.

In Research
Comment

Teaching Medical Spanish Alongside the Medical History: Evaluation of a Decade-Old Peer-Led Medical Spanish Program

July 29, 2024 HMS Review

“Young Spanish Woman with a Guitar”, by Auguste Renoir. Courtesy National Gallery of Art, Washington.

Rebecca Feltman-Frank [1], Ester Masati [1], James Myall [1], Lucas Tozzi [1], Amy Blair [2], Lucia Garcia [3]
[1] Loyola University Chicago Stritch School of Medicine; Chicago, Illinois, United States
[2] Department of Family Medicine-Center for Community and Global Health Department, Loyola University Chicago Stritch School of Medicine; Chicago, Illinois, United States
[3] Parkinson School of Health Sciences and Public Health, Center for Community and Global Health Department, Loyola University Chicago Stritch School of Medicine; Chicago, Illinois, United States
Correspondance: RFeltmanFrank@LUC.edu


ABSTRACT
Introduction
: LatinX individuals comprise 18.3% of the United States population, of which 40% have limited English proficiency. Medical Spanish programs are emerging to bridge barriers with these patients, but data are still needed to determine the most effective teaching practices. In this paper, we evaluate the efficacy of a decade old Peer Led Medical Spanish Program (PLMSP) that reaches over 50% of first year medical students at Stritch School of Medicine. Methods: Students were placed into levels based on a pre-test that assessed comfort with Spanish, cultural competency, and reading/audio comprehension. After the completion of twenty classes taught by fluent peers that aligned with components of the medical history students were learning in English at that time, students were re-evaluated using the same exam. Intermediate and above students also completed an Objective Standardized Clinical Examination (OSCE) in which their performance in medical history taking was evaluated by standardized patients. Results: There was significant improvement in Spanish comfort for novice, beginner, and advanced students. Cultural competency growth was noteworthy amongst the novice and intermediate students. Nearly all levels showed statistically significant improvements in Spanish comprehension. For all levels participating in the OSCE, >90% of the history was discussed with standardized patients either agreeing or strongly agreeing that students had appropriate pronunciation, medical vocabulary, conversational fluidity, and cultural awareness. Conclusions: PLMSP offers promising results with regards to medical Spanish level of comfort, comprehension, and clinical performance. Further development of the program should focus on incorporating culture more effectively into the curriculum.


INTRODUCTION
LatinX Americans comprise the second largest ethnic group in the United States, consisting of nearly 60 million individuals or 18.3% of the population according to the U.S. Census Bureau (2018). Nearly 40% of LatinX individuals in the United States have limited English proficiency (1). It has been reported that language discordance in a healthcare setting is associated with increased health disparities, and consequently, more negative health outcomes (2) These include lower patient satisfaction, less access to preventative health care, increased risk of medical errors/adverse events, longer hospital stays, and increased cost of care (3, 4). Since language concordant care is associated with enhanced patient care, there is a growing necessity for effective Medical Spanish education efforts.

In 2012, The National Latino Medical Student Association (LMSA) assessed Medical Spanish Curricula in 132 US Medical Schools in a nationwide survey (1). Eighty-three percent of the schools completed the survey, of which sixty-six percent reported offering a Medical Spanish curriculum. Furthermore, 32% of schools reported an intention to initiate a Medical Spanish curriculum in the near future. These data show that medical schools are aware of the importance of Medical Spanish education in the training of future physicians and are acting to provide it. The increased interest in establishing Medical Spanish curricula in medical schools raises the question of best practices when it comes to curricula learner standards, efficacy, and evaluations.

         To date, there are no guidelines on how to structure a Medical Spanish curriculum or how to evaluate programs. One of the reasons for this is that Medical Spanish education efforts are not consistently linked to learner assessments, and when they are, there is much variability in design without reliable outcome measures (5). For example, one longitudinal Medical Spanish program at a southeastern United States medical school evaluated its program utilizing a speaking proficiency phone interview test (6), yet other schools utilize standardized patient structured clinical examinations or oral proficiency interviews (2, 7). Lack of uniformity when it comes to evaluating Medical Spanish programs makes it challenging to compare program outcomes and determine best practices for curriculum establishment. In 2018, the University of Illinois College of Medicine and National Hispanic Health Foundation hosted a multidisciplinary expert panel to establish curricular guidelines for medical school Medical Spanish courses. This panel established goals to standardize Medical Spanish learner competencies and move to assessments utilizing evidence-based methods (8). Despite this important step forward, more research is needed on effective teaching practices in Medical Spanish curricula, which prompted our own evaluation of the efficacy of the Loyola University Chicago Stritch School of Medicine (SSOM) Peer Led Medical Spanish Program (PLMSP), a renowned program that is unique in its fully peer-taught and led structure, its expansiveness, and the manner in which the history oriented curriculum parallels the Stritch Patient Centered Medicine course throughout the academic year.

SSOM’s PLMSP began in 2009 and provides elective educational credit to medical students during their first two years of medical school. SSOM is one of only six medical schools to maintain the peer led method of teaching out of 62 total medical schools participating in the national LMSA study (1). Not only do medical students teach the course to their peers, but they also develop and update the curriculum, gather data on effectiveness, find and train student teachers, advertise and place students into classes, and oversee student growth over the course of the program. We have found that this model promotes acquisition of knowledge and skills across multiple competencies for student leaders, including the domains of professionalism and practice-based learning and improvement. For student participants, the model promotes flexibility and responsiveness to students’ curricular needs and pedagogy.  Student participants and leaders alike are fully immersed in their roles as students, teachers, or program leaders. The program is also unique in that the curriculum is entirely focused on gathering medical history and is taught concurrently with the English medical interview for first year medical students. Beyond the distinctive structure of Stritch’s PLMSP, this program is wide-reaching, with greater than 50% of Stritch’s first year medical students successfully completing all coursework for credit. 

In response to the increased need for research on effective medical Spanish teaching practices, we evaluated the efficacy of SSOM’s expansive, sustaining, and distinguished PLMSP by assessing student comfort, cultural competency, and comprehension skills before and after the elective and speaking skills following the elective. We hypothesized that the PLMSP improves student performance in the outcomes mentioned above, preparing intermediate, advanced, and proficient students to effectively obtain and comprehend  medical histories upon completion of the course.

METHODS
Students interested in taking the Medical Spanish elective at SSOM during the 2020-2021 academic year took a placement exam administered electronically to demonstrate comfort with Spanish, cultural competency, and written and auditory Spanish comprehension (Appendix A). This placement exam served as the pre-test and was used to place students into one of the following course levels: novice, beginner, intermediate, advanced, or proficient. Rather than having hard cut-off values for student placement, students were grouped with others who scored similarly to them on the pretest while simultaneously trying to optimize student:teacher ratios to <12:1. Valuing smaller teacher to student ratios rather than making sure students had strict level cutoff scores reflected the course's efforts to provide students with ample speaking opportunities with access to direct feedback/learning. Furthermore, teachers were encouraged to pull material from higher or lower class levels as needed to assure they were addressing their students’ individualized needs. After students were initially placed into levels, they were able to request to be moved up or down a level during their first three classes if they felt that a different level would better support their personal growth. The data collected was based on the level that the student ultimately chose by the end of the third class and which they remained at for the remainder of the course. 

Teachers for the course were selected after an interview process based on language capability, cultural awareness, and teaching experience. There were 19 teachers total, including 14 first year medical students, three nursing students, and two graduate students.  There were two teachers assigned per class for any class size over 12 students. Teachers received dedicated training time in which they learned about teaching theories and strategies from the Chair of world languages at a local college. They also had access to standardized materials (Appendix B, available upon request) and received continuous support and guidance from past peer mentors throughout the elective.

Medical Spanish classes were adjusted by teachers such that they could be administered online over Zoom. Students attended 20 classes from September to May. During each class, teachers delivered presentations with standardized daily objectives aligned to components of the medical history. These presentations incorporated interactive learning experiences including listening activities, reading activities, patient-doctor role-play, and games. Much time was spent in breakout rooms to give students the opportunity to practice speaking. Towards the end of the year, more time was dedicated to practicing full patient encounters to prepare for the upcoming Objective Structured Clinical Assessment (OSCE). Beyond the classroom requirements, Medical Spanish students were required to attend four cultural competency events, one practical experience in which students had to actively use Spanish or engage with the LatinX community, and an encounter with a standardized patient (intermediate, advanced, and proficient students only). The cultural competency events included, but were not limited to, monthly online seminars hosted by the National Hispanic Medical Association covering a wide range of topics such as health disparities, film screenings portraying immigrant experiences, and speaker panels of Deferred Action for Childhood Arrivals (DACA) recipients. Practical experiences included registering LatinX patients to vote, attending the LatinX health symposium, or participating in a language exchange buddy program.

During the last class of the elective, students completed the post-test, which was identical to their placement exam (pre-test) and measured comfort, cultural competency, and comprehension changes throughout the curriculum. The pre- and post-tests included the following tools:

Student comfort with speaking and comprehension was self-measured using the Interagency Language Roundtable (ILR) scale (9). This was developed by the U.S. State Department’s Foreign Service Institute (FSI) and has been adopted as the standard measure for language proficiency in U.S. government agencies. The ILR is a scale from 0 to 5 with the following designations:
0 - No proficiency;
1 - Elementary proficiency;
2 - Limited working proficiency;
3 - General professional proficiency;
4 - Advanced professional proficiency;
5 - Functionally native proficiency.

Cultural competency was determined using a five-point Likert scale associated with the statements “I am aware of the manner in which culture influences health care needs and outcomes in the LatinX community” and “I am prepared to engage with LatinX patients in a culturally competent manner.” These statements were written to align with the program’s objectives. While this measure is subjective in nature, this was utilized rather than asking specific cultural questions due to the fact that the cultural components of the class fluctuate per the teachers and course leaders each year in order to adapt to topics most relevant to the current political and cultural environment. 

To measure comprehension, students answered ten multiple choice questions based on two audio selections of mock doctor-patient interactions. The other ten questions were based on written medical interactions between a doctor and patient. Both portions of the pre-test were created by the Medical Spanish leaders to align with objectives covered in the elective.

After completion of the final class, intermediate, advanced, and proficient students participated in an OSCE modeled off the SSOM clinical skills course. The OSCE included standardized patients who utilized one of two scripts correlating with responses to a complete history checklist (Appendix C). This checklist consisted of 43 items (Appendix D) and was utilized to ensure students elicited a complete history. The standardized patient was a Spanish speaking individual not involved with the research. Following this exercise, students completed a ten-question online quiz in English to gauge student comprehension of the clinical encounter (Appendix E). Finally, the standardized patient assessed students on pronunciation, vocabulary, conversational ability, and cultural knowledge using a nine-point Likert scale (Appendix F).

Excel was predominately used for data analysis purposes. Mean scores were established for the measures above (comfort, cultural competency, audio/written comprehension, OSCE history completion, OSCE quizzes, OSCE pronunciation/vocabulary, conversational ability/cultural knowledge) and paired t tests were completed to analyze data and establish statistical significance with a predetermined cut off value of .05. Standard deviations and interquartile ranges were also established from each data set to better comprehend the range of values included in each data set. Finally, effect size was calculated from the mean values used for the paired t tests using Cohen’s d.

RESULTS
The 2020-2021 PLMSP at SSOM graduated a total of 100 medical students with varying levels of Spanish proficiencies, including 26 novice, 27  beginner, 28 intermediate, 16 advanced, and three proficient students. These 100 students who were included in our data analysis were enrolled at SSOM as first or second year medical students, completed all course requirements, and completed both the pretest placement exam and the post-test at the end of the course. Figure 1 demonstrates the total starting number of participants specifying reasoning for those who were excluded from our data.

Figure 1: Study Participant Inclusion and Exclusion Data. In order to be included in our study, participants had to be a medical student at Stritch School of Medicine and had to complete all course requirements including pre-test (placement exam), four cultural competency events, one practical experience, a post-test, and an OSCE for intermediate, advanced, and proficient students. Those who were not medical students (our program is open to nursing students and preliminary medical students as well) and who did not complete requirements necessary to receive credit for the course were excluded. 

All class levels except for proficient students, increased their comfort with Spanish by the end of the elective, with statistically significant improvement (p<.05) noted for novice, beginner, and advanced students (Table 1).

ILR scale is a device developed by the U.S. State Department’s Foreign Service Institute (FSI) that has been adopted as the standard measure for language proficiency in U.S. government agencies. The scale ranges from 0 to 5 with the following designations: 0 - No proficiency; 1 - Elementary Proficiency; 2 - Limited Working Proficiency; 3 - General Professional Proficiency; 4 - Advanced Professional Proficiency; 5 - Functionally Native Proficiency.  Standard deviation (SD) and interquartile range (IQR) values are included for each mean in the table above. IQR is not available for the proficient level due to limited participant number (n=3).

When it comes to cultural competency, while novice, intermediate, and proficient students felt they had improved in this measure, this difference was only significant (p<.05) for the novice and  intermediate students with beginner students actually decreasing in their mean cultural competency scores (Table 2). 

To measure cultural competency, students used a 5-point Likert scale to demonstrate agreement with the statements  “I am aware of the manner in which culture influences health care needs and outcomes in the LatinX community” and “I am prepared to engage with LatinX patients in a culturally competent manner”. Standard deviation (SD) and interquartile range (IQR) values are included for each mean in the table above. IQR is not available for the proficient level due to limited participant number (n=3).

The Medical Spanish comprehension assessment demonstrated significant improvement amongst all levels except for proficient students (Table 3). Upon dividing up the Medical Spanish Comprehension exam into the listening and reading components, novice (p<.001), beginner (p <.001), and advanced students (p=.02) demonstrated statistically significant improvement in terms of listening beginner, intermediate (p<.001), and advanced (p = .001) students demonstrated statistically significant improvement in terms of reading comprehension.

To measure comprehension, students answered 20 multiple choice questions, 10 of which were based on an audio selection of a mock doctor-patient interaction. The other 10 questions were based on a written medical interaction between a doctor and patient. Standard deviation (SD) and interquartile range (IQR) values are included for each mean in the table above. IQR is not available for the proficient level due to limited participant number (n=3). Furthermore, the total mean scores are subsequently subdivided into audio and reading comprehension in each section of the table such that they can be analyzed separately.

In the OSCE, students across all levels assessed (intermediate, advanced, and proficient) successfully asked the majority of the 43 questions associated with the history taught in the clinical skills course at SSOM: intermediate students covered 91%, and advanced and proficient students covered 94% of the topics in the history. In the 10-point comprehension quiz in English to gauge understanding of the encounter, intermediates scored an average of 91%, advanced 94%, and proficient 97%. The standardized patients assessed students on pronunciation, vocabulary, conversational fluidity, and cultural competency with averages of 7.79, 8.60, and 9.00 for pronunciation for intermediate, advanced, and proficient students, respectively. In terms of vocabulary 8.18, 8.73, and 9.00 were the assessments for intermediate, advanced, and proficient students, respectively. When it came to conversational fluidity, intermediates averaged 7.89, advanced 8.53, and proficient 9.00. In terms of cultural competency, intermediate, advanced, and proficient students averaged at 8.61, 8.87, and 9.00, respectively. These numbers indicate that the standardized patients either agreed (8) or strongly agreed (9) that the students had good pronunciation, appropriate use of medical vocabulary, conversed fluidly with full sentences, and demonstrated sufficient cultural awareness (Table 4).

In the OSCE, standardized patients had one of two different scripts correlating with responses to a complete history checklist as the student progressed with the interview. Student points were designated based on their ability to elicit up to 43 different points of the patient history (Appendix D). Quiz scores were based on a 10-point English quiz designed to gauge student comprehension of the history completed with the standardized patient. Pronunciation, vocabulary, conversational fluidity, and cultural competency assessments were assigned scores based on standardized patients’ agreement with statements regarding student ideal capacity with each of these regards (0 = strongly disagree; 9 = strongly agree) as demonstrated in Appendix F. Standard deviation (SD) and interquartile range (IQR) values are included for each mean in the table above. IQR is not available for the proficient level due to limited participant number (n=3).

DISCUSSION
The results indicate a promising effect of the Peer Led Medical Spanish Program across a wide range of competencies including student comfort, reading and listening comprehension, and clinical performance. Particular areas of success include the notable improvement in comprehension exam scores across all levels of proficiency (with the exception of proficient students), which are statistically significant (p<0.05) and performance on the OSCE, with >90% history completion and quiz scores for all levels of proficiency assessed (intermediate, advanced, proficient). Of note, results from the self-reported cultural competency surveys did not display similar improvement. This represents an area of study that can be analyzed and revised in subsequent Medical Spanish curricula to further enhance the cultural experience for future student cohorts. Furthermore, proficient students did not demonstrate statistically significant improvement across any measures taken. While this is likely due to their competent performance in the pre-test, further study of the proficient student cohort is needed.

This study sets an important precedent of measuring outcomes of Medical Spanish programs to determine efficacy, and ultimately, guide best teaching practices. The inclusion of measurements for cultural competency, objective evaluation methods in the form of the audio/reading comprehension exam, and an OSCE with its associated comprehension quiz allowed a more comprehensive understanding of strengths and weaknesses of the program that can be used to guide curricular improvement at SSOM and to provide direction for other medical schools working to create a Medical Spanish program. Furthermore, the peer-led model, at both a teaching and administrative level, provides increased student leadership development and academic skills (e.g., Curricular development, assessment creation, setting of learner goals and objectives), readily allows for course adaptation based on current student interests and community needs, and broadens opportunities for learning Medical Spanish in schools that may not have sufficient faculty or financial resources to meet student demand. 

While this study provides insight into the efficacy of the PLMSP, there were a lot of students who did drop out of the course and who were excluded from our analysis. Gathering data on reasons for students to drop out of the course would be beneficial to curricular improvement if it were collected in the future. It also  must be acknowledged that many of the metrics used are non-validated, and results may be open to biases. The Medical Spanish comprehension test was created by the Medical Spanish leaders and is based on important aspects of the curriculum as determined and agreed upon by them. The cultural competency and degree of comfort tests are subjective in nature, and while this encourages students to assess these characteristics of themselves, the interpretation of these results must take the subjectivity into account when evaluating improvement. The OSCE performances were judged by the standardized patients themselves, and while they had a checklist to assess percent completion of the history, the evaluation on vocabulary, fluidity, cultural competency, and pronunciation were evaluated on a 9-point Likert scale and were subjective to biases of the standardized patients. This allows for variability in interpretation of performance in these areas. Furthermore, the OSCE was conducted after the completion of the course only, so there was no way to judge if clinical performance, itself, was impacted by the PLMSP.

Beyond limitations with the metrics, some bias may be involved in terms of the curriculum. While the curriculum of the PLMSP is based on standardized interactive presentations, individual student experiences are certainly dependent on the content delivery, which is likely to differ based on each teacher’s style of instruction.  Of note, instruction for the 2020-2021 Medical Spanish Program was conducted fully online via Zoom due to the COVID-19 Pandemic. This mode of educational delivery, while convenient and necessary, creates significant difficulties in fostering the cultural competency component of the curriculum, as previously students were able to engage in-person with activities that satisfy this requirement, including educational cultural lectures and shadowing Spanish-speaking physicians.

CONCLUSIONS
Overall, the SSOM PLMSP improved Spanish language competency in medical students. Further program development should focus on incorporating culture more effectively into the curriculum and developing measurement tools for more advanced students. This student-led program serves as a model that can accommodate students of various levels, be far-reaching in terms of student enrollment, reinforce the medical history taught in English, and be sustained over time. It is a helpful example to other schools aiming to establish a Medical Spanish curriculum that promotes student leadership and academic skills, while contributing to the development of more standardized guidelines in the effective teaching of Medical Spanish. 

SUPPLEMENTARY INFORMATION
Appendix A
Appendix B: Available upon request.
Appendix C
Appendix D
Appendix E
Appendix F

ACKNOWLEDGEMENTS
We would like to acknowledge the peer teachers who developed content throughout the program’s history, including founders Erin Stratta, MD and the late Jason Howell, MD, Katherine O’Rourke, MD, and the medical students Nicholas Sasso and Jaquelin Solis Solis. We would also like to thank the staff of the Center for Simulation Education, especially Donna Quinones, and all volunteers for the OSCE.

DISCLOSURES
Funding: Not applicable.
Conflicts of interest: None.
Availability of data and materials: Upon request.
Code availability: Not applicable.
Authors’ contributions: Authors listed in the manuscript have contributed per submission guidelines and standards for authorship.
Ethics approval: The questionnaire and methodology for this study was approved by the Human Research Ethics committee of Loyola University Chicago (212132).
Consent to participate: Informed consent and consent to publish this data was obtained from all individual participants included in the study. 

REFERENCES
1.      Morales R, Rodriguez L, Singh A, et al. National Survey of Medical Spanish Curriculum in U.S. Medical Schools. J Gen Intern Med. 2015;30(10):1434‐1439. doi:10.1007/s11606-015-3309-3

2.      Ortega P, Pérez N, Robles B, Turmelle Y, Acosta D. Teaching Medical Spanish to Improve Population Health: Evidence for Incorporating Language Education and Assessment in U.S. Medical Schools. Health Equity. 2019;3(1):557‐566. Published 2019 Nov 1. doi:10.1089/heq.2019.0028

3.      Al Shamsi H, Almutairi AG, Al Mashrafi S, Al Kalbani T. Implications of Language Barriers for Healthcare: A Systematic Review. Oman Med J. 2020 Apr 30;35(2):e122. doi: 10.5001/omj.2020.40.

4.      Divi C, Koss RG, Schmaltz SP, Loeb JM. Language proficiency and adverse events in US hospitals: a pilot study. Int J Qual Health Care. 2007 Apr;19(2):60-7. doi: 10.1093/intqhc/mzl069. Epub 2007 Feb 2.

5.      Hardin KJ, Hardin DM. Medical Spanish programs in the United States: a critical review of published studies and a proposal of best practices. Teach Learn Med. 2013;25(4):306‐311. doi:10.1080/10401334.2013.827974

6.      Reuland DS, Frasier PY, Slatt LM, Alemán MA. A longitudinal medical Spanish program at one US medical school. J Gen Intern Med. 2008;23(7):1033-1037. doi:10.1007/s11606-008-0598-9

7.      Ortega P, Park YS, Girotti JA. Evaluation of a Medical Spanish Elective for Senior Medical Students: Improving Outcomes through OSCE Assessments. Med Sci Educ. 2017 Jun;27(2):329-337. doi: 10.1007/s40670-017-0405-5. Epub 2017 Mar 27.

8.      Ortega P, Diamond L, Alemán MA, et al. Medical Spanish Standardization in U.S. Medical Schools: Consensus Statement From a Multidisciplinary Expert Panel. Acad Med. 2020;95(1):22‐31. doi:10.1097/ACM.0000000000002917

9.      Interagency Language Roundtable Language Skill Level Descriptions - Speaking. http://www.govtilr.org/skills/ilrscale2.ht

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