Abstract
Objective: Language barriers between physicians and patients are linked to poorer clinical outcomes,higher healthcare costs, and worse patient satisfaction. Incorporating medical foreign language intomedical school curriculums can be costly and time-consuming. We sought to evaluate the efficacy of astudent-initiated medical foreign language course in communicating with patients with limited Englishproficiency (LEP). Methods: Senior medical students designed the curriculum and textbook for amedical foreign language course aimed at teaching basic medical Mandarin Chinese, Hokkien Chineseand Malay. After the course, students completed questionnaire on their comfort engaging in patientswith LEP and whether they would take a second course. Results: A total of 38 students enrolled and22 completed the post-course questionnaire. Students felt significantly more comfortable engagingpatients with LEP (p < 0.05). All students agreed the course was effective at teaching medical foreignlanguage and the majority would take a second LINGO course in the future. Conclusion: Studentledmedical foreign languages classes may be effective in helping medical students communicate withpatients with LEP.
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