WIP 39 - Educational Interventions for Physician Cultural Competency with Patients with Limited English Proficiency: A Systematic Review

Publication Number: WIP 39.7570

Eelia Shaw, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Flushing, NY, United States; Michael Cassara, Northwell Health, Lake Success, NY, United States; Benjamin Ho, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, New York, NY, United States; Vincent Eng, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Jericho, NY, United States; Stephanie Alvarez, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hampton Bays, NY, United States; Arianna Jerez, Binghamton University, Valley Stream, NY, United States; Marvin B. Ho, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Glen Oaks, NY, United States; Caren Steinway, Northwell Health; Zucker School of Medicine at Hofstra/Northwell, New Hyde Park, NY, United States; Saori W. Herman, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, United States; Ariel T. Nunez, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Lake Success, NY, United States; Pratichi K.. Goenka, Northwell Health, New Hyde Park, NY, United States; Sophia Jan, Cohen Children's Medical Center of Northwell Health, New Hyde Park, NY, United States

Background: Limited English proficiency (LEP) affects over 8% of the US population, contributing to disparities in healthcare access and outcomes. Medical trainees often report feeling ill-prepared to care for this vulnerable population.

Objective: This systematic review aims to evaluate the effectiveness of educational interventions designed to enhance cultural competency among physicians and trainees (medical students, residents, fellows) practicing in English-predominant countries when caring for patients with LEP. We will analyze the impact of these interventions on provider cultural competency (knowledge, skills, attitudes) and patient-centered outcomes, including access to care and health outcomes.

Design/Methods: We conducted a systematic search of PubMed, Embase, ERIC, and MedEdPORTAL, including peer-reviewed and grey literature, using a comprehensive search strategy. Search terms encompassed three key areas: 1) patients with LEP (e.g., “limited English proficiency,” “English as a second language,” “non-English language preference”), 2) medical education (e.g., "medical student," "resident," "fellow," "physician," "continuing medical education"), and 3) provider and patient outcomes (e.g., "cultural competency," "cross-cultural communication," "patient satisfaction,” “health outcomes”). Inclusion criteria targeted interventions for physicians/trainees in English-predominant countries. Studies involving limited non-English proficient patients, non-physician providers, non-curricular interventions, or those published in non-majority English-speaking countries were excluded.

The initial search yielded 1,244 articles (PubMed: 1,151; Embase: 46; ERIC: 25; MedEdPORTAL: 22), reduced to 1,232 after duplicate removal. Title and abstract screening by at least two reviewers resulted in 77 included records, 1,051 excluded records, and 104 conflicts requiring resolution. Conflict resolution and full text review are ongoing, anticipated to be completed by January 2025. The final review will synthesize intervention strategies, reported outcomes, and assess study quality.