title: Access to Interpreter Services at U.S. Dental School Clinics.
abstract: The number of Americans with limited English proficiency (LEP) is growing, and legal protections mandate that LEP individuals have equal access to health care services. The aim of this study was to determine the availability of interpretation services in U.S. dental school clinics and the kinds of instruction dental students are given regarding treatment of LEP patients. A survey was distributed to the academic deans of all U.S. dental schools; 35 completed the survey for a response rate of 58%. Respondents were asked to report on the number of LEP patients treated in their student clinics, the resources available to students working with LEP patients, and the extent of instruction offered. Descriptive statistics were calculated. The results indicated that the proportion of LEP patients treated at U.S. dental schools was perceived to be higher than that of the general population. The availability of interpreter services and the extent of student education about LEP individuals varied widely. Among the responding schools, the most common language spoken by LEP patients was Spanish, followed by Chinese (Mandarin and Cantonese) and Russian. Most of the responding dental schools reported offering fewer than two hours of instruction to their predoctoral students on treating LEP patients. Although almost 90% of the respondents indicated believing LEP patients received care equal in quality to that of non-LEP patients in their clinics, only 61.9% indicated that their students were adequately prepared to manage LEP patients following graduation. These findings suggest that dental schools should consider curricular innovations that will prepare students to work with LEP populations and improve the ability of LEP patients to receive care in the teaching clinic setting.
authors.affiliation: Dr. Simon is Instructor in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine; Ms. Hum is a Class of 2016 DMD student, Harvard School of Dental Medicine; and Dr. Nalliah is Director of Clinical Education, University of Michigan School of Dentistry and an MS candidate, Harvard School of Public Health. Lisa_Simon@hsdm.harvard.edu.
authors.forename: Lisa
authors.initials: L
authors.lastname: Simon
authors.affiliation: Dr. Simon is Instructor in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine; Ms. Hum is a Class of 2016 DMD student, Harvard School of Dental Medicine; and Dr. Nalliah is Director of Clinical Education, University of Michigan School of Dentistry and an MS candidate, Harvard School of Public Health.
authors.forename: Lauren
authors.initials: L
authors.lastname: Hum
authors.affiliation: Dr. Simon is Instructor in Oral Health Policy and Epidemiology, Harvard School of Dental Medicine; Ms. Hum is a Class of 2016 DMD student, Harvard School of Dental Medicine; and Dr. Nalliah is Director of Clinical Education, University of Michigan School of Dentistry and an MS candidate, Harvard School of Public Health.
authors.forename: Romesh
authors.initials: R
authors.lastname: Nalliah
mesh_terms: D003144:Communication Barriers; D003430:Cross-Sectional Studies; D054521:Cultural Competency; D003479:Curriculum; D003740:Dental Clinics; D004497:Education, Dental; D006297:Health Services Accessibility; D006801:Humans; D007802:Language; D012575:Schools, Dental; D013335:Students, Dental; D014175:Translating; D014481:United States
keywords: clinic management; clinical education; cultural competence; dental education; health care disparities; interpreters; limited English proficiency; patient care management