Evaluating Spanish Proficiency among Interprofessional Health care Students Using Simulation

The purpose of this work is to share findings from a novel application of clinical simulation: the assessment of Spanish proficiency among interdisciplinary health students. Students enrolled in a “Spanish for Healthcare Professionals” course participated in a final examination offered via clinical simulation. Students from nursing, speech and hearing, pharmacy, and medicine were divided into six multidisciplinary groups. Focus groups were used to capture student perceptions related to the use of simulation for assessing language proficiency. Findings indicated that simulation provided a “real” experience but also caused anxiety; students felt supported by the group; students gained confidence about recognizing limits when communicating with Spanish-speaking patients; and an increase in simulation use throughout the course was desired. Simulation has a role in language courses for the health professions and provides a safe environment in which students can practice communication with non-English speaking patients.