Piedad Ortega
Dados Biográficos
| ID | 844035 |
|---|---|
| NOME | Piedad Ortega |
| PRENOMES | Piedad |
| SOBRENOME | Ortega |
| ASSINATURA | ORTEGA P |
| AFILIAÇÕES | Illinois College |
| ORCID | 0000-0002-5136-1805 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Spanish-Speaking Resident Physicians in the United States
The growing Spanish-speaking population in the United States experiences disparities in healthcare access and quality due to frequent language discordance between patients and physicians. Prior research has highlighted a deficit in US Spanish-speaking physicians, but the existing Spanish-speaking physician workforce has not been well described. This study aimed to characterize the profile of US Spanish-speaking first-year resident physicians and …
Preparing to Thrive
The transition from undergraduate to graduate medical education is a complex time that may be impacted by bias, limited resources, and inadequate standardization and information sharing. For learners with disabilities, there may be additional barriers including disability-specific bias, limited guidance on obtaining needed accommodations, and misunderstanding regarding the requirements and benefits of matching and retaining a disabled learner. Th…
Reframing Disability
To create and sustain a thriving physician workforce capable of providing the highest quality medical care to the U.S. population, educational and health care institutions must transform narratives about disability and eliminate structural ableism from their policies and practices. By creating inclusive educational and health care environments that welcome and support people with disabilities in medicine, these institutions can improve learning a…
Advancing Disability Equity and Inclusion in Undergraduate Medical Education
The Access in Medicine (AIM) Summit, held in April 2024, convened 60 delegates from across the United States to generate practicable solutions for dismantling accessibility barriers in medical education. These proceedings outline the Summit’s objectives and present the resulting insights and actionable recommendations. The Summit featured an innovative design that engaged diverse delegates in collaborative, idea-generating activities that elevate…
I get to relate to my patients
While the U.S. Latinx population has rapidly increased in the past 30 years, the number of Latinx physicians has not kept pace. Latinx students are often motivated to pursue medicine to serve those in their communities, which benefits Latinx community health outcomes through patient-clinician cultural and linguistic concordance. However, significant barriers often prevent Latinx people from successfully navigating the transition to and through me…
What Lies Beneath
Medical education is a complex field involving interacting contexts of settings, individuals, and institutional culture. Understanding how contexts interact is important for the applicability of research findings. In this article, the authors describe contexts highlighted in this year’s Research in Medical Education articles related to being and belonging, the definition of medical education, assessment and feedback, and learning and climate. The…
Slow and Steady
Language is more than the use of words for pragmatic purposes, and language and thought are intertwined in complex ways. In medical contexts, the relational and dynamic nature of language requires that individuals pay close attention not only to the information communicated but also to how its delivery and reception impact inclusion. Adopting inclusive language principles can play a key role in those in academic medicine living up to the values o…
Development of a Tool to Assess Medical Oral Language Proficiency
The current state of undergraduate medical Spanish
This study investigated the following research question: What is the landscape of medical Spanish offerings in undergraduate, 4‐year universities in US states with large Spanish‐speaking populations? Forty‐four percent of institutions responded to the survey, which explored institutional characteristics, medical Spanish programs and individual courses, and instructors. Nonrespondent institutions' web sites were manually searched. The findings rev…
Recognizing and Dismantling Raciolinguistic Hierarchies in Latinx Health
Latinx individuals represent a linguistically and racially diverse, growing US patient population. Raciolinguistics considers intersections of language and race, prioritizes lived experiences of non-English speakers, and can help clinicians more deftly conceptualize heterogeneity and complexity in Latinx health experiences. This article discusses how raciolinguistic hierarchies (ie, practices of attaching social value to some languages but not ot…
Validity Evidence Supporting the Comunicación y Habilidades Interpersonales (CAI) Scale for Medical Spanish Communication and Interpersonal Skills Assessment
PURPOSE: While many schools teach medical Spanish to improve communication with the growing Spanish-speaking population, a standardized assessment methodology is lacking. This study evaluates validity evidence for a newly developed Spanish Communication and Interpersonal Skills (CIS) scale. METHOD: The authors developed the Comunicación y Habilidades Interpersonales (CAI, pronounced /kī/) scale by culturally and linguistically adapting a 14-item …
Exploring Race and Ethnicity Representational Inequities in Illinois Medical Schools
Purpose: Efforts to increase U.S. medical school student diversity have lagged behind the continued growth of racial/ethnic minorities in the population. A targeted, local approach may catalyze actionable change that holds schools accountable for addressing community needs through representation. The aims of our study are to (1) analyze the student racial/ethnic profiles of allopathic and osteopathic medical schools in the diverse state of Illino…
Student and Faculty Diversity is Insufficient to Ensure High-Quality Medical Spanish Education in US Medical Schools
Rethinking the Term “Limited English Proficiency” to Improve Language-Appropriate Healthcare for All
In Reply to Schmuter
Schmuter importantly highlights the value of medical Spanish courses in diversifying medical school curricula as part of the comprehensive “institutional commitment to diversity” proposed by Sklar.1 Enrolling medical students from diverse backgrounds must be complemented by curricula in which all students—and the residents and faculty they will become—can feel that their lived experience, identity, and skills are appreciated, nurtured, and promot…
Medical Spanish Standardization in U.S. Medical Schools
Medical Spanish (MS) education is in growing demand from U.S. medical students, providers, and health systems, but there are no standard recommendations for how to structure the curricula, evaluate programs, or assess provider performance or linguistic competence. This gap in medical education and assessment jeopardizes health care communication with Hispanic/Latino patients and poses significant quality and safety risks. The National Hispanic He…
Teaching Medical Spanish to Improve Population Health
The authors propose three structural elements that should be considered when incorporating or enhancing medical Spanish education in medical schools: institutional endorsement of the role of medical Spanish education within a national health disparities context; precourse proficiency testing to establish student starting level; and learner postcourse communications skills and limitations assessment to provide individualized recommendations and as…
Strategies for Teaching Linguistic Preparedness for Physicians
In accordance with Liaison Committee on Medical Education (LCME) curriculum content standards, medical schools are expected to teach physician communication skills and cultural competence. Given the sustained U.S. Spanish-speaking population growth, importance of language in diagnosis, and benefits of patient-physician language concordance, addressing LCME standards equitably should involve linguistic preparedness education. The authors present s…
Adolescencia
Este artículo trata de abordar los cambios suscitados en las familias de hoy ubicando el análisis dentro de los efectos que trae la modernidad en la estructuración de las familias
Sem obras proeminentes nesta página.
Adolescencia
Este artículo trata de abordar los cambios suscitados en las familias de hoy ubicando el análisis dentro de los efectos que trae la modernidad en la estructuración de las familias
Teaching Medical Spanish to Improve Population Health
The authors propose three structural elements that should be considered when incorporating or enhancing medical Spanish education in medical schools: institutional endorsement of the role of medical Spanish education within a national health disparities context; precourse proficiency testing to establish student starting level; and learner postcourse communications skills and limitations assessment to provide individualized recommendations and as…
Strategies for Teaching Linguistic Preparedness for Physicians
In accordance with Liaison Committee on Medical Education (LCME) curriculum content standards, medical schools are expected to teach physician communication skills and cultural competence. Given the sustained U.S. Spanish-speaking population growth, importance of language in diagnosis, and benefits of patient-physician language concordance, addressing LCME standards equitably should involve linguistic preparedness education. The authors present s…
In Reply to Schmuter
Schmuter importantly highlights the value of medical Spanish courses in diversifying medical school curricula as part of the comprehensive “institutional commitment to diversity” proposed by Sklar.1 Enrolling medical students from diverse backgrounds must be complemented by curricula in which all students—and the residents and faculty they will become—can feel that their lived experience, identity, and skills are appreciated, nurtured, and promot…
Medical Spanish Standardization in U.S. Medical Schools
Medical Spanish (MS) education is in growing demand from U.S. medical students, providers, and health systems, but there are no standard recommendations for how to structure the curricula, evaluate programs, or assess provider performance or linguistic competence. This gap in medical education and assessment jeopardizes health care communication with Hispanic/Latino patients and poses significant quality and safety risks. The National Hispanic He…
Validity Evidence Supporting the Comunicación y Habilidades Interpersonales (CAI) Scale for Medical Spanish Communication and Interpersonal Skills Assessment
PURPOSE: While many schools teach medical Spanish to improve communication with the growing Spanish-speaking population, a standardized assessment methodology is lacking. This study evaluates validity evidence for a newly developed Spanish Communication and Interpersonal Skills (CIS) scale. METHOD: The authors developed the Comunicación y Habilidades Interpersonales (CAI, pronounced /kī/) scale by culturally and linguistically adapting a 14-item …
Exploring Race and Ethnicity Representational Inequities in Illinois Medical Schools
Purpose: Efforts to increase U.S. medical school student diversity have lagged behind the continued growth of racial/ethnic minorities in the population. A targeted, local approach may catalyze actionable change that holds schools accountable for addressing community needs through representation. The aims of our study are to (1) analyze the student racial/ethnic profiles of allopathic and osteopathic medical schools in the diverse state of Illino…
Student and Faculty Diversity is Insufficient to Ensure High-Quality Medical Spanish Education in US Medical Schools
Rethinking the Term “Limited English Proficiency” to Improve Language-Appropriate Healthcare for All
Recognizing and Dismantling Raciolinguistic Hierarchies in Latinx Health
Latinx individuals represent a linguistically and racially diverse, growing US patient population. Raciolinguistics considers intersections of language and race, prioritizes lived experiences of non-English speakers, and can help clinicians more deftly conceptualize heterogeneity and complexity in Latinx health experiences. This article discusses how raciolinguistic hierarchies (ie, practices of attaching social value to some languages but not ot…
Development of a Tool to Assess Medical Oral Language Proficiency
The current state of undergraduate medical Spanish
This study investigated the following research question: What is the landscape of medical Spanish offerings in undergraduate, 4‐year universities in US states with large Spanish‐speaking populations? Forty‐four percent of institutions responded to the survey, which explored institutional characteristics, medical Spanish programs and individual courses, and instructors. Nonrespondent institutions' web sites were manually searched. The findings rev…
What Lies Beneath
Medical education is a complex field involving interacting contexts of settings, individuals, and institutional culture. Understanding how contexts interact is important for the applicability of research findings. In this article, the authors describe contexts highlighted in this year’s Research in Medical Education articles related to being and belonging, the definition of medical education, assessment and feedback, and learning and climate. The…
Slow and Steady
Language is more than the use of words for pragmatic purposes, and language and thought are intertwined in complex ways. In medical contexts, the relational and dynamic nature of language requires that individuals pay close attention not only to the information communicated but also to how its delivery and reception impact inclusion. Adopting inclusive language principles can play a key role in those in academic medicine living up to the values o…
Preparing to Thrive
The transition from undergraduate to graduate medical education is a complex time that may be impacted by bias, limited resources, and inadequate standardization and information sharing. For learners with disabilities, there may be additional barriers including disability-specific bias, limited guidance on obtaining needed accommodations, and misunderstanding regarding the requirements and benefits of matching and retaining a disabled learner. Th…
Reframing Disability
To create and sustain a thriving physician workforce capable of providing the highest quality medical care to the U.S. population, educational and health care institutions must transform narratives about disability and eliminate structural ableism from their policies and practices. By creating inclusive educational and health care environments that welcome and support people with disabilities in medicine, these institutions can improve learning a…
Advancing Disability Equity and Inclusion in Undergraduate Medical Education
The Access in Medicine (AIM) Summit, held in April 2024, convened 60 delegates from across the United States to generate practicable solutions for dismantling accessibility barriers in medical education. These proceedings outline the Summit’s objectives and present the resulting insights and actionable recommendations. The Summit featured an innovative design that engaged diverse delegates in collaborative, idea-generating activities that elevate…
I get to relate to my patients
While the U.S. Latinx population has rapidly increased in the past 30 years, the number of Latinx physicians has not kept pace. Latinx students are often motivated to pursue medicine to serve those in their communities, which benefits Latinx community health outcomes through patient-clinician cultural and linguistic concordance. However, significant barriers often prevent Latinx people from successfully navigating the transition to and through me…
Spanish-Speaking Resident Physicians in the United States
The growing Spanish-speaking population in the United States experiences disparities in healthcare access and quality due to frequent language discordance between patients and physicians. Prior research has highlighted a deficit in US Spanish-speaking physicians, but the existing Spanish-speaking physician workforce has not been well described. This study aimed to characterize the profile of US Spanish-speaking first-year resident physicians and …
Medicine (17 obras) · Medical education (15 obras) · Psychology (14 obras) · Interpreting and Communication in Healthcare (11 obras) · Political science (11 obras) · Cultural Competency in Health Care (7 obras) · Pedagogy (7 obras) · Sociology (7 obras) · Health care (6 obras) · Curriculum (5 obras)