Low English Proficiency Research Articles

The Implementation of Reading Assessment Method

English, which is still considered a foreign language in Indonesia, has an impact on the teaching and learning process that is not optimal. This refers to the low proficiency in English, especially those of the Akademi Maritim Nusantara (AMN) Cilacap students. Good reading skills are one of the skills that AMN Cilacap students must possess. This is in line with the mission of the Ministry of Education and Culture of the Republic of Indonesia which makes reading and writing literacy the first position of the 6 (six) literacy abilities that must be possessed. The measurement of reading ability can be done in various ways. This study aims to see what methods are used by English language lecturers in assessing the reading ability of AMN Cilacap students. Also, the researcher wanted to see what methods the lecturer used most often. Researchers conducted a small survey of 2 (two) lecturers who taught English courses from 2 (two) different study programs, namely Marine Engineering and Port Management. Researchers distributed 2 (two) kinds of questionnaires which were then supported by interviews with each lecturer. The results show that there are 6 (six) methods used by the two lecturers in assessing reading skills. The Perceptive Task method is the method most often used. Even so, in choosing the right assessment method, the lecturer must also understand the conditions and level of understanding possessed by students.

COVID-19 Contact Tracing Highlights Disparities: Household Size and Low-English Proficiency.

Although it is known that coronavirus disease 2019 (COVID-19) disproportionately affects racial and ethnic minorities, our study characterizes the connection between COVID-19 susceptibility and both limited English proficiency (LEP) and large household size. We examined demographic and social data for 1130 individuals who tested positive for or were exposed to COVID-19. Analysis revealed that LEP persons were 3.2 times as likely to report difficulty obtaining supplies for quarantine. Individuals in large households were 1.9 times as likely to report difficulty obtaining supplies for quarantine and 2.0 times as likely to report inability to quarantine. This study, therefore, informs interventions targeted to these populations.

영어 능숙도 및 쓰기 주제에 따른 영어 쓰기에 영향을 미치는 요인 연구

The present study reports on the moderating effects of English proficiency and writing topics on the model of EFL writing. A total of 68 university students participated in the present study, and data were analyzed using a series of multiple regression. Results of the study indicate that for the lower English proficiency group, English grammar, vocabulary, and writing anxiety made a significant prediction on English writing about every-day life, while English grammar, vocabulary, writing anxiety, and perceptions of feedback significantly affected English writing about climatic change. However, for the higher proficiency group, English grammar, vocabulary, knowledge about textual organization and logical flow, and writing anxiety explained a significant proportion in the variances in English writing about every-day life, whereas English writing about climatic change was significantly accounted for by English grammar, vocabulary, reading-writing connection strategy, knowledge about textual organization & logical flow, and writing anxiety. The results were discussed in terms of previous literature, and pedagogical implications were given.

Implementing a Content and Language Integrated Learning in a Korean College Context

The present study aimed at examining the implementation of Content and Language Integrated Learning (CLIL) in a Korean college context, focusing on class contents and student perceptions. The study used the class syllabus, all class materials, and an online questionnaire survey. For the participants, 51 Korean college learners participated in the study. In terms of student perception of CLIL classes, the findings of the study revealed that the students’ overall perception was positive, indicating that more than 70 percent of the students considered CLIL worthy to be taken. However, vocabulary was deemed the most difficult in CLIL classes rather than understanding concepts and listening in English. While some students stated that they could understand the importance of vocabulary to effectively comprehend the English lecture, others complained that they had to learn content with unknown vocabulary. Thus, the students preferred CLIL classes, using familiar topics in that the lecture was conducted in English. In addition, some students preferred to use both Korean and English in future CLIL classes because of their low English proficiency. Finally, the study concluded with suggestions for the successful implementation of future CLIL classes in Korean tertiary contexts.

Creativity via a Genre Pedagogy to Promote EFL Indigenous Students’ Writing

This paper presents a conceptual framework that has been developed to promote creativity among English as a Foreign Language (EFL) Malaysian indigenous students, specifically in the teaching of writing. The objectives are to introduce the factors that contribute to indigenous students’ low English proficiency, highlight writing challenges of indigenous students, propose a genre pedagogical framework as a means to address their writing challenges and simultaneously, motivate their learning via creative practices, and discuss past studies on the efficacy of a genre-based writing pedagogy that promotes creativity. This paper employed an integrative review approach in sourcing and critically analysing relevant literature. The framework was developed to address the educational challenges of primarily providing learning opportunities to the marginalised indigenous minority in Malaysia, the Orang Asli, which concurrently bridges the English language gap between urban and rural schools in the country. By conceptualising a genre as a model for teaching EFL writing through the integrated theoretical lenses of socio-cultural learning as well as extensive secondary research, a framework for evaluating the potential of teaching genre-based EFL writing is derived, focussing on the creative aspect. Thus, this paper enhances understanding of the practicality of genre writing in addressing the writing challenges of low proficiency indigenous students. The proposed framework has the potential to serve as a reference point to other EFL teachers involved in teaching indigenous students globally. Keywords: education; education quality; empowerment; equal opportunities; genre-based approach

From Natural Translanguaging to Planned Translanguaging: Developing Classroom Translanguaging as Pedagogy in a Private University in China

Despite a large body of literature on English learning using translanguaging, such research on the role of translanguaging on English reading among Chinese private university students is minimal. The present study presented a need for teachers in an English medium instruction context to mitigate language deficiencies where the students are not able to perform in an English-only classroom. The research examined when and how translanguaging emerges in Chinese private university students’ English reading practice. Ethnographic research methods were implemented over a six-month period. Twenty-eight students and their teacher participated in this study. Data were collected through classroom observations, open-ended interviews. Translanguaging as theoretical framework and nexus analysis as analytical framework were employed to examine the real reading practice of private university students and their trajectories of the shift from natural translanguaging to planned translanguaging. The findings indicated that: a) reading using translanguaging rather than English medium instruction is typical in teaching and reading practices among private university students in China; b) although Chinese private university students as a community of low English proficiency appreciated the pedagogical translanguaging, they still needed time, space, and planned translanguaging to reconcile the tension between translanguaging and English medium instruction.

Investigating the Low English Proficiency of Saudi EFL Learners

Saudi students studying English as a foreign language often do poorly in their English courses, and despite a growing number of studies on this issue the root causes have remained a mystery. To gain a more comprehensive perspective, this study investigated the underlying reasons for Saudi EFL learners performing poorly in English by including all major stakeholders. This study attempts to find out the potential underlying reasons for the low performance of Saudi EFL learners. The researcher conducted qualitative interviews with two educational consultants, six university teachers, six graduate students, and six high school teachers. In addition, quantitative data came from high school students via a questionnaire addressed to 100 participants. The data revealed a shared chain of factors related to objectives, learners, teachers, curricula, assessment, and practicality. The findings suggested a gap between the theories consultants used to set class objectives and actual practice. This gap stemmed from consultants not consulting with or directly evaluating people in the field, such as educators, students, or university staff. The study recommends researchers get an overview of Saudi English learners at the macro level rather than focusing solely on their performance in one language skill. That should produce more valid, reliable, and practical suggestions to improve Saudi EFL learners’ performance.

Is an iPad Enough? Barriers to the Access of Video Telemedicine Services by Outpatient Limited English Proficiency (LEP) Geriatric Psychiatry Latinx Patients During the COVID-19 Pandemic.

IntroductionThe Covid-19 pandemic has caused a massive shift from in-person healthcare delivery to telemedicine to protect patients and healthcare providers. Older adults are at an elevated risk of exposure and complications from this virus, making video visits an ideal and safer alternative to in-person care. Data from clinical encounters at our ambulatory Psychiatric clinic in Boston, Massachusetts, revealed that older Latinx patients, whose preferred language was Spanish, were more likely to make a phone visit rather than video visit, as compared to other subpopulations. This pilot study is based in administering a survey to older Latinx adults from our ambulatory psychiatric clinic.MethodsWe aimed to recruit 50 older Latinx adults age 60 years and older who identified Spanish as their preferred language and required the assistance of an interpreter for their medical appointments. These individuals were connecting via phone visits only and not video telemedicine. We developed a 33-question survey containing information on demographics, literacy, technology use, sensory functions, personal concerns and preferences about video visits. A Spanish medical interpreter administered the survey over the phone.ResultsCurrently 43 patients have been enrolled and 36 have completed the study, i.e., answered the survey. Preliminary descriptive data revealed a majority female group (85.7%), with median age of 67.5 years, mainly born and raised in the Caribbean. A minority of patients (2.9%) felt comfortable communicating in English. Less than 15% of our sample had more than high school level and most (95%) completed their studies outside of the United States. While 74.3 % of our sample could read ‘very well’ in Spanish, only 2.9 % could do so in English. Most of our sample was not working (91.4 %). Most of our population had internet (74.3%) and an electronic device with which to make video calls (80%). Notably 60% of our sample had an email address, however 85 % did not use it to communicate. Our patients could send/receive text messages from their cell phones in 77% of the cases, and 65.7 % had made video calls using mostly WhatsApp (42.9%), Zoom (14.3 %) and Facetime (14.3 %) as most common platforms. Most patients reported eyesight problems (20 % “a lot” and 71.4 % “Yes, a little bit”), some hearing problems (5.7% “a lot” and 25.7 “a little”) and over half (20% “a lot” and 37.1 “a little”) complained of subjective memory problems. Of our sample, 31.5 % reported worries about videocall appointments, mostly described as technical problems they could not solve (25.7 %), having no privacy (14.3 %) and appearance not being well groomed (11.4 %). One third of our group (31.4 %) reported having no one who could help them with internet/technology connection.ConclusionsBased on these preliminary data, connection to video telemedicine by geriatric low English-proficiency (LEP) patients is challenging when there is limited technology literacy, education and language limitations, sensory deficits, and direct personalized guidance and support. Sensory functions (vision and hearing) and memory difficulties can also affect our patient's ability to access technology for clinical care and should be considered. The implementation of direct supports, such as care navigators, technology educators and connection to other support systems in their preferred language may be necessary to improve their access to video telemedicine.This research was funded byBrigham and Women's Hospital Covid-19 Grant Funding (Institutional Funding)

Academic Writing Difficulties Encountered by University EFL Learners

The present study was conducted with the aim to discover the major difficulties encountered by some university students in academic writing. It also aimed to find out the factors that hinder their academic writing skills. 36 students majoring in English at the Faculty of Education, University of Benghazi took part in this study. A questionnaire with 25 items was utilized to answer the stated research questions. The data analysis revealed that both graduate and undergraduate students have some problems in academic writing such as choosing the appropriate academic words, difficulty in developing a thesis statement, organizing ideas, and writing coherent paragraphs. These challenges were influenced by a lack of resources followed by a low English language proficiency and a lack of writing practice opportunities. It is hoped that the findings of this research would provide great benefits to the instructors of the English language and curriculum designers to address the writing difficulties that might be encountered by learners of English.

What second-language speakers can tell us about pragmatic processing.

Upon hearing the phrase Some cats meow, a listener might pragmatically infer that ‘Some but not all cats meow’. This is known as a scalar implicature and it often arises when a speaker produces a weak linguistic expression instead of a stronger one. Several L2 studies claim that pragmatic inferences are generated by default and their comprehension presents no challenges to L2 learners. However, the evidence obtained from these studies largely stems from offline-based tasks that provide limited information about how scalar implicatures are processed. This study investigated scalar implicature processing among L2 speakers of English and the degree to which differences in L2 proficiency and Theory of Mind abilities would modulate pragmatic responding. The experiment used an online sentence verification paradigm that required participants to judge, among multiple control items, the veracity of under-informative sentences, such as Some cats are mammals, and to respond as quickly as possible. A true response to this item is indicative of a logical some and perhaps all reading and a false response to a pragmatic some but not all reading. Our results showed evidence that scalar inferences are not generated by default. The answer linked to the pragmatic reading some but not all took significantly longer to make relative to the answer that relies on the logical interpretation some and perhaps all. This processing slowdown was also significantly larger among participants with lower English proficiency. Further exploratory analyses of participants’ Theory of Mind, as measured by the Social Skill subscale in the Autism Spectrum Quotient, revealed that socially inclined participants are more likely than the socially disinclined to derive a scalar inference. These results together provide new empirical insights into how L2 learners process scalar implicatures and thus implications for processing theories in experimental pragmatics and second language acquisition.

Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups

Content and Language Integrated Learning (CLIL) programs are often praised for bringing equity to foreign language learning (e.g., Lorenzo et al., 2020). However, streaming processes, such as those of the Community of Madrid Bilingual Program, may reinforce social inequalities among students (e.g., Llinares & Evnitskaya, 2020). In line with recent research comparing CLIL students’ affective factors in high exposure (HE) and low exposure (LE) tracks (e.g., Fernández-Agüero & Hidalgo-McCabe, 2020), the present study examines potential differences in the socioeconomic status (SES), CLIL motivation and exposure to English of HE and LE students at a bilingual (Spanish/English) secondary school in a low SES town in Madrid. A questionnaire measuring cultural and economic capital, CLIL motivation, and teachers’ use of English was administered to a sample of LE and all HE students in year 10. Results show that the students of lowest and highest SES were concentrated in LE and HE tracks, respectively. In the LE track, CLIL and English teachers used English less frequently, and students exhibited lower intrinsic motivation. For students with lower English proficiency (often of lower SES), access to the cultural and economic capital afforded by knowledge of English may be constrained by fewer meaningful learning opportunities.

Trends in Health Care Access Disparities Among Asian and Pacific Islander Health Fair Participants in Los Angeles, 2011-2019.

Given several efforts to improve health care access in California and nationally, we studied whether linguistic and socioeconomic disparities in health care access changed from 2011 to 2019 among Asian and Pacific Islander American (APIA) people in Los Angeles, California. We analyzed survey responses from APIA health fair participants (n = 5032) in the Greater Los Angeles area from May 15, 2011, through October 20, 2019. To assess the effect of socioeconomic factors on and shifts in health care access (ie, health insurance status/regular doctor), we used a logistic regression model. Covariates included English proficiency, year, age, sex, ethnicity, income, employment, and education. We also ran an interaction analysis between English proficiency and year. Health insurance access increased and doctor access remained stable throughout the study period; however, disparities in health insurance status widened by a factor of 1.08 per year between participants with high English proficiency (HEP) and participants with low English proficiency (LEP) (P = .01). People with HEP were 2.02 times more likely to have a regular doctor than people with LEP (P < .001), and this disparity persisted from 2011 to 2019 (P = .58). Participants who were young (P < .001) and male (P = .005) were significantly less likely to have health insurance and a regular doctor (P < .001) than participants who were older and female. Chinese participants were significantly more likely than Thai (P = .002) and Korean (P < .001) participants to be insured but not more likely to have a regular doctor, when controlling for health insurance. Policy changes targeting language and cultural barriers to care for APIA people with LEP may address the disparities observed.

Teachers’ perceptions of Content and Language Integrated Learning in primary schools in Andalucía

Content and Language Integrated Learning (CLIL) has been deemed to be a promising and innovative approach to teaching foreign languages and has received unanimous endorsement by virtually all educational authorities in the European Union. Yet, notwithstanding the numerous benefits the programme offers, it is not free from difficulties. Thus, the main objective of this qualitative study was to examine the teachers’ perceptions of CLIL implementation with the major focus on the shortcomings detected and outlined in the previous studies. Data were obtained from an ad hoc online questionnaire filled out by 203 in-service teachers from bilingual English primary schools in the eight provinces of Andalusia (i.e., Almería, Cádiz, Córdoba, Granada, Huelva, Jaén, Málaga and Sevilla) in the year 2020. The picture emerging from the results of the study is not positive as it reflects growing concern over the paucity of teacher training programmes, insufficient coordination, lack of attention to diversity, inadequate textbook design, and above all, students’ low English proficiency and class size, factors which might impede the proper development of the programme. Moreover, content teachers as well as those with lower language competence and less experience in teaching appear to be in dire need of more training and support.

A Bayesian Approach to Investigating Factors Influencing Polytechnic College Students’ Academic Achievement

TVET plays a significant role in human resource development and, as a result, in a society’s progress and prosperity. The study is aiming at identifying the key factors influencing students’ academic success at polytechnic colleges. The study’s target population was regular Bahir Dar Polytechnic College students in the 2019/2020 academic year. Stratified random sampling was employed to conduct a cross-sectional survey of 536 participants. The author employed SPSS version 25 and WinBUGS 1.4 for quantitative data analysis. Bayesian logistic regression was used to model the factors that significantly influence TVET students’ academic achievement. Gender, age, family monthly income, study hours, stimulant use during the study, English language proficiency, EGSECE score, previous perceptions of TVET, teacher satisfaction, and field of study placement satisfaction were identified as factors that significantly influenced TVET students’ academic achievements. Being female, having a low family income, studying for a shorter period, using stimulants while studying, having a low English language proficiency, having a low EGSECE result, having a negative perception of TVET, and having low satisfaction with field of study were all linked to lower academic achievement in this study. According to the findings, students should spend more time in learning and consume fewer stimulants during their studies. The Ministry of Education should modify the TVET curriculum to aid students in improving their English language skills. Teachers in TVET should also receive ongoing capacity-building training. Finally, rather than imposing norms and limits (in terms of student achievement), TVET colleges should respect students’ free choice of training sector (department).

Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele &amp; Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.

A Comparative Study of EFL Instructors’ Essay Rating: Holistic Versus Analytic Approaches at a Tertiary Institution in Saudi Arabia

This study seeks to explore the factors that influence EFL instructors’ rating decisions while using holistic and analytic rubrics. Few studies have been conducted on the factors that influence the rating practices of EFL instructors, specifically, in the Saudi EFL context. This study addresses this gap and contributes more broadly to the understanding of the interplay between EFL instructors and the use of holistic and analytic rubrics. The data were collected in a Saudi university at a preparatory year program (PYP). This study utilizes semi-structured interviews with eleven EFL instructors from different nationalities. Guided by the critical language testing as a theoretical framework and with qualitative analysis, the study reveals that critical language testing can minimize the negative consequences of writing assessment done by graders; however, students’ low English proficiency, time constraints, heavy workload can negatively affect the rating practices. Finally, several pedagogical implications, insights, and recommendations for future research are put forward in the conclusion.

Abstract PO-044: Cancer resources and needs assessment of immigrant communities based in New York

Abstract Study Purpose: Immigrants and foreign-born individuals, many with low English proficiency and low socio-economic status, make up a high proportion of the population in New York City (NYC). Immigrant populations have distinct demographic, immigration, social and biological histories, and environmental exposures that differentially impact their cancer risk profiles. However, while data on cancer incidence and mortality are widely available in this group, data on cancer-related social and behavioral priorities and resources among immigrant, low-income, low-English proficient communities is sparse. Methods: Our research focus is to engage community stakeholders to identify multilevel determinants surrounding cancer prevention and disparities and assess resources available to adults within NYU Langone's Perlmutter Cancer Center (PCC) catchment area with a focus on racial/ethnic minority and immigrant populations through a health resources and needs assessment survey. With this research focus, we harmonized measures across questionnaires from other NCI-designated Community and Engagement Core (COE) Centers. Further, health priorities and questions in the survey were informed by listening sessions with diverse community partners and feedback from NYU PCC clinicians and basic scientists. We are translating the survey questionnaire into 8 languages commonly used in the geographical area of focus to prioritize data collection among immigrants in NYC: namely, Arabic, Bangla, Chinese, Haitian Creole, Korean, Spanish, Russian, Urdu. Data collection will be conducted through Open REDCap and paper surveys (n=1200). We are simultaneously developing a multilingual REDCap survey tool to be administered in the identified languages. Results: Participant recruitment strategies are tailored to survey hard-to-reach, low-English proficient communities through in-person recruitment, social media outreach, and engaging existing community-and faith-based organization partners. To facilitate wider reach, community health workers (CHWs) with strong community connections, language fluency, deep cultural knowledge, and training in working with immigrant communities have been recruited for data collection. Survey modules will explore common measures asked by NCI-designated Centers on sociodemographic information and knowledge, attitude, and behaviors and also include assessment on contemporary topics related to the impact of COVID-19 on cancer screening and care, including telehealth services. Recruitment and data collection phases are ongoing. Conclusions: This survey will determine community-driven cancer-related priorities and available resources among under-resourced immigrant communities and will contribute to strategic planning and resource allocation for the PCC to meet the needs of this population. Citation Format: Yousra Yusuf, Victoria Foster, Perla Chebli, Sonia Sifuentes, Chau Trinh-Shevrin, Simona Kwon. Cancer resources and needs assessment of immigrant communities based in New York [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-044.

Abstract PO-272: Factors associated with HPV vaccine uptake: Insights from those who receive the flu shot

Abstract Introduction: While vaccine hesitancy is well-known, it remains unclear what factors influence individuals to obtain some vaccinations but not others. In the US, influenza vaccination rates are much higher than HPV vaccination rates. We sought to determine, among individuals who receive the influenza vaccine, factors that influence the uptake of HPV vaccination. Methods: The National Health Interview Survey (NHIS) is the largest source of health information for Americans and is designed to represent the entire civilian non-institutionalized US population. We utilized the 2018 NHIS to determine the proportion of the population who received HPV vaccination, influenza vaccination, or both. Further, amongst those who took the flu shot (and therefore were not vaccine-hesitant), we evaluated factors that influenced HPV vaccination. Results: There were 16,958 people, representing 184,361,526 in the population, between the ages of 18-64 who responded to questions as to whether they had ever received the HPV vaccine and whether they had received the influenza vaccine within the past year. 54.79% of these individuals had received neither vaccine, 32.42% received the flu shot but not HPV vaccination, and 5.76% received both vaccinations. Among those who received the flu shot in the past year, females (19.13% vs. 9.78% for males, p&amp;lt;0.001), those who were married (36.61% vs. 9.43% for singles, p&amp;lt;0.001), and those with high English proficiency (15.52% vs. 2.34% and 6.44% for those who spoke English “not well” and “not at all,” respectively, p&amp;lt;0.001) were more likely to report having ever received an HPV vaccine. Race (p=0.029) and education level (p=0.002) also influenced HPV uptake in this population; family income relative to the federal poverty level was of borderline significance (p=0.0623). Region of residence in the US (p=0.116), health insurance status (p=0.127), and years living in the US (p=0.281) were not significant. On multivariate analysis, individuals who were female (OR: 2.78 vs. male; 95% CI: 2.25-3.43, p&amp;lt;0.001), spoke English well (OR: 7.50 vs. not well; 95% CI: (2.45-22.96, p=0.002), and were married (OR: 6.61; 95% CI: 5.33-8.19, p&amp;lt;0.001) were more likely to get the HPV vaccination; education and income relative to poverty were not significant in the model. In addition, after controlling for other factors, Black individuals (OR: 0.72; 95% CI: 0.52-0.98) and those who identified as “Other” race (OR: 0.36; 95% CI: 0.15-0.88) were less likely to get the HPV vaccination compared to Whites (p=0.010). Conclusions: Over 50% of individuals in the US report never receiving the HPV vaccine and not receiving the flu shot within the past year. Only 15% of the nearly 40% of individuals who had taken a flu shot within the past year also reported having received the HPV vaccine. People who are male, single, with low English proficiency, and/or who identify as Black or Other race may be a group of non-vaccine hesitant individuals who may be amenable to taking the HPV vaccine if appropriately targeted for the same. Citation Format: Philip P Ratnasamy, Anees Chagpar. Factors associated with HPV vaccine uptake: Insights from those who receive the flu shot [abstract]. In: Proceedings of the AACR Virtual Conference: 14th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2021 Oct 6-8. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr PO-272.

USE OF EVIDENCE-BASED MEDICINE BY DENTISTS.

The aim: To investigate how dentists use evidence-based medicine in clinical practice. Objectives: to determine how dentists understand the role of evidence-based medicine to ensure the quality of dental care; what sources of evidence are used; what are the barriers to the use of evidence and the possibility of removing it. Materials and methods: Methods of semi-structured in-depth interview, thematic analysis, graphic, generalization were used. Materials: records of respondents' answers. Results: Dentists have identified the benefits of evidence: a positive treatment outcome; protection against doctor's mistakes; safety of dental interventions, maintaining the level of professional knowledge. Dentists use online evidence resources, training materials, advertising of medical devices and filling materials. Barriers to the use of evidence-based medicine are the lack of sectoral clinical protocols, lack of personal time and low English proficiency, according to dentists. Not all evidence-based medicines and medical devices are approved for use in Ukraine. Removing barriers will ensure more active use of evidence in dental practice. Conclusions: Dentists are aware of the role of evidence-based medicine in ensuring the quality of dental care, know the sources of evidence. Barriers are the lack of national clinical protocols, their incomplete provision of resources, the lack of dentists' own time and the low level of English language proficiency. The results of the study can be used in the formation of sectoral and local policies for the standardization of health care and continuing education of dentists.

Women's experiences with person-centered family planning care: Differences by sociodemographic characteristics

ObjectivePerson-centered contraceptive care is associated with positive reproductive health outcomes. Our objective was to analyze patients’ ratings on the newly developed Person-Centered Contraceptive Counseling scale (PCCC) to provide distributions for a nationally representative population and to assess differences by sociodemographic characteristics. Study designUsing data from 2017 to 2019 National Survey of Family Growth (NSFG), we analyzed ratings across the four PCCC items among 2242 women who received contraceptive counseling in the past year. Items measured patients’ reports of how providers respected them, let them describe their contraceptive preferences, took their preferences seriously, and adequately informed them about their options. We studied each PCCC item individually as well as the combined scale, distinguishing between ratings of “excellent” versus lower ratings. Bivariate and multivariate logistic regression models assessed how patients’ characteristics (age, race/ethnicity and English proficiency, sexual orientation, income, and parity) and provider type were associated with the likelihood of experiencing person-centered care. ResultsThe majority of women (59%–69%) reported that their family planning provider was “excellent” across the four PCCC items and just over half (51%) reported “excellent” on all items. In multivariate analyses, having a lower income, Black race, non-heterosexual identity, and Hispanic ethnicity combined with low English proficiency were associated with lower PCCC ratings. ConclusionsIn a nationally representative sample, the PCCC captured variation in women's experiences with person-centered family planning care by sociodemographic characteristics. Findings highlight the need for contraceptive counseling that centers on clients’ preferences and experiences, particularly for patients who belong to groups experiencing health inequities. ImplicationsPerson-centered care is a key component of high-quality family planning services. This analysis highlights sociodemographic disparities in person-centered care by analyzing PCCC ratings. Findings show the value of this new health care performance measure and affirm the need for family planning care that centers individuals' preferences and lived experiences.