Learning a Second Language

To the Editor: I thank Dr. Sklar for emphasizing the significance of increasing diversity within health care through holistic admissions processes in medical schools. In addition to such processes, Dr. Sklar urges to further identify methods to cultivate diversity within medical schools to equip future physicians with the ability to meet the needs of all populations.1 Increased diversity within medical schools may additionally be achieved by diversifying the curricula themselves, perhaps by encouraging U.S. medical students to pursue proficiency in a language besides English. Language barriers between physicians and patients may lessen the overall quality of patient care, especially with the vastly diverse population of the United States. Medical students may substantially benefit from curricula that include a requirement to study an additional language competently. Dr. Ortega describes the implications of greater incorporation and standardization of language aptitude in the health care setting, particularly with regard to medical Spanish given the significant growth of Spanish-speaking populations. Dr. Ortega suggests that young physicians may be more likely to locate their work within populations with which they share language proficiency.2 It is possible that increasing Spanish-speaking competency—or competency in any foreign language—within medical schools may encourage students to pursue careers in communities with increased health needs. Although it is challenging to impart additional responsibilities upon students in medical school, which already demands a significant amount of student time and attention, the necessity to increase foreign language skills appears to be of paramount importance given the inevitable language barriers that students will face in clinical rotations, residency, and beyond. Many medical schools may offer medical Spanish classes, but perhaps there can be more opportunities throughout medical curricula to practice such acquired aptitudes. The diverse makeup of the United States population requires that its health care workers possess capabilities to accommodate a variety of cultures, regardless of individual background. Strong attempts to remove language barriers may be a method to intrinsically diversify medical school classes from within and provide the next generation of physicians with the skill set to offer higher-quality patient care to those who need it most. Gabriella SchmuterSecond-year medical student, City University of New York School of Medicine, New York, New York; [email protected]; ORCID: https://orcid.org/0000-0001-6025-9266

Aptitude · Curriculum · Developmental psychology · Foreign language · Health care · Language barrier · Language proficiency · Medical education · Pedagogy · Political science · Population · Sociology · Global Health Workforce Issues · Innovations in Medical Education · Interpreting and Communication in Healthcare · Medicine · Psychology

• Non-native English-speaking applicants and the likelihood of physician assistant program matriculation

  Open Access•Shahpar Najmabadi, Virginia L Valentin et al.•Medical Education Online•2024

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