Exploring Student Beliefs and Attitudes About Learning Spanish in a Doctor of Physical Therapy Curriculum

Abstract

Introduction. Health professions education programs have incorporated Spanish language training in their curriculum to address the needs of a growing Spanish-speaking patient population with limited English proficiency. The purpose of this study was to explore Doctor of Physical Therapy (DPT) student beliefs and attitudes about learning Spanish to contribute to the body of knowledge related to effective language training approaches in health professions programs. Methods. Selected participants were students in their fifth semester in the DPT Program at the University of Texas at El Paso. Sixteen participants completed an online survey that asked their demographics, overall self-assessment of Spanish proficiency when entering the DPT Program and perceived percentages of improvement, and ranked level of agreement with each of the 13 statements concerning beliefs and attitudes about learning Spanish. Descriptive statistics were used to report data from the survey. Eleven subjects also participated in either a beginner or an intermediate focus group to further discuss their responses to the 13 statements in the survey. Verbatim transcripts were generated from each of the focus groups, and investigators completed content analysis to identify themes. Results. While participants in the beginner group reported more improved proficiency relative to baseline, the intermediate group participants anticipate greater improvements in proficiency by the end of the DPT Program. Though distinct themes emerged from each focus group, subjects in each group reported that improvements in their Spanish proficiency were facilitated by these shared themes: (1) constructive learning environment; (2) demographic relevance; and (3) therapeutic relationships. Both groups also identified a need for more formal, integrated Spanish learning opportunities. Discussion and Conclusion. Shared themes underscore the importance of fostering self-efficacy, using engaging learning techniques, and promoting cultural competency when learning a foreign language. These recommendations may help guide the design or enhancement of Spanish language training models in health professions curriculum.