Purpose
This study examines the effect of a medical Spanish module on the linguistic competence of second-year osteopathic medical students participating in Score 1 for Health (Score 1) at Kansas City University. We also highlight the design and implementation of a standardized patient encounter (SPE) to assess Spanish linguistic competence and promote cultural humility.

Methods
A self-assessment questionnaire was administered prior to the medical Spanish module. Questions address interest in Spanish, self-assessed fluency, and self-assessed comfort level when speaking Spanish in non-clinical and basic clinical scenarios relevant to Score 1’s health screenings provided to pediatric populations. The post-assessment questionnaire was administered at the end of students’ Score 1 participation. Wilcoxon matched-pairs signed rank test was used to analyze the data. The pre- and post-module medians of the perceived comfort level of medical students when performing non-clinical and straightforward clinical tasks were assessed. For the 2019 cohort, an SPE activity was offered. The SPE consisted of a 15 minute briefing session, a 30 minute interview with the standardized patient, and a 15 minute debrief session.

Results
Currently, data are from four cohorts of second year students (n = 32). Significant changes were determined for five out of ten domains relating to the non-clinical and basic clinical scenarios assessed in the questionnaire. There were perceived improvements in ability/comfort level relating to: speaking Spanish about health and pediatrics (p = 0.0005), asking about school (p = 0. 0296), measuring blood pressure (p = 0.0495), performing neurological examination (p = 0.0023), and asking about dental care and pain (p = 0.0112).

Conclusions
With this approach we hope to generate a validated model for the incorporation of medical Spanish as a modality of linguistic competence and cultural humility training within medical education curriculum.