Evaluating student-led medical foreign language courses: a preliminary study

Objective: Language barriers between physicians and patients are linked to poorer clinical outcomes, higher healthcare costs, and worse patient satisfaction. Incorporating medical foreign language into medical school curriculums can be costly and time-consuming. We sought to evaluate the efficacy of a student-initiated medical foreign language course in communicating with patients with limited English proficiency (LEP). Methods: Senior medical students designed the curriculum and textbook for a medical foreign language course aimed at teaching basic medical Mandarin Chinese, Hokkien Chinese and Malay. After the course, students completed questionnaire on their comfort engaging in patients with LEP and whether they would take a second course. Results: A total of 38 students enrolled and 22 completed the post-course questionnaire. Students felt significantly more comfortable engaging patients with LEP (p < 0.05). All students agreed the course was effective at teaching medical foreign language and the majority would take a second LINGO course in the future. Conclusion: Studentled medical foreign languages classes may be effective in helping medical students communicate with patients with LEP