Communicating with Deaf Patients in the Clinical Environment through Deaf-Hearing Teams: Lessons Learned from a Virtual Patient Panel.

Publication/Presentation Date

1-1-2024

Abstract

BACKGROUND: Communication and cultural differences predispose Deaf patients to suboptimal healthcare. Despite this disparity, health professionals have historically received little to no training in caring for Deaf patients. Patient panels are an effective tool in medical education to model communication strategies.

OBJECTIVE: In this paper, we describe the design, implementation, and results of a virtual patient panel focused on communicating with Deaf patients in clinical contexts. We offer practical suggestions for incorporating similar educational interventions in health professions education to prepare trainees to effectively navigate these conversations with their patients.

METHODS: The panel consisted of a one-hour question and answer discussion facilitated by the authors with Deaf patients and Certified Deaf Interpreters (CDI). The panel was presented to 271 second-year medical students at our institution in November of 2023. Following this discussion, students were encouraged to share one or two key takeaways from the session through a survey link. These results were analyzed using pile-sorting qualitative analysis to identify main themes.

RESULTS: There were 73 respondents, with a response rate of 27%. After the panel, the most popular takeaway points from student reflections included communication (

CONCLUSION: This patient panel was the first of its kind in our medical school curriculum. Important considerations in panel design and implementation should focus on delivery time constraints with live-interpreting and further exploring the role of trust and communication in the physician-patient relationship.

Volume

14

First Page

218

Last Page

218

ISSN

2312-7996

Disciplines

Business Administration, Management, and Operations | Health and Medical Administration | Management Sciences and Quantitative Methods

PubMedID

39944592

Department(s)

Administration and Leadership

Document Type

Article

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