title: Integrating Spanish language training across a Doctor of Physical Therapy curriculum: a case report of one program's evolving model.
abstract: OBJECTIVE
  As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso.
  
  
  METHODS
  The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum.
  
  
  RESULTS
  Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor-rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency.
  
  
  CONCLUSIONS
  The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence.
authors.affiliation: C. Pechak, PT, PhD, MPH, Physical Therapy Program, Department of Rehabilitation Sciences, The University of Texas at El Paso, 500 W University Ave, El Paso, TX 79968 (USA). cmpechak@utep.edu.
authors.forename: Celia
authors.initials: C
authors.lastname: Pechak
authors.affiliation: D. Diaz, PT, PhD, Physical Therapy Program, Department of Rehabilitation Sciences, The University of Texas at El Paso.
authors.forename: Deborah
authors.initials: D
authors.lastname: Diaz
authors.affiliation: L. Dillon, PT, DPT, Physical Therapy Program, Department of Rehabilitation Sciences, The University of Texas at El Paso.
authors.forename: Loretta
authors.initials: L
authors.lastname: Dillon
mesh_terms: D003144:Communication Barriers; D003479:Curriculum / Q000639:trends; D006801:Humans; D007802:Language; D017145:Models, Educational; D026761:Physical Therapy Specialty / Q000193:education*; D011369:Professional-Patient Relations; D013030:Spain; D009626:Terminology as Topic; D013781:Texas