Name
A Pre-Clinical Standardized Patient Simulation to Enhance Medical
Students' Readiness for Cross-Cultural Communication
Date & Time
Sunday, June 7, 2026, 4:38 PM - 4:53 PM
Location Name
Lamar A
Speakers
Authors
Jamila Shah BS¹*, 1. Pennsylvania State College of Medicine, Hershey PA
Rebecca Moiseyev BS¹*, 1. Pennsylvania State College of Medicine, Hershey PA
Sarah Nickolich MD², 2. Department of Family and Community Medicine, Hershey PA
Munima Nasir MD², 2. Department of Family and Community Medicine, Hershey PA
Presentation Topic(s)
Curriculum
Description
PURPOSE
The increasing number of limited-English-proficient and foreign-born
patients in the United States underscores the need for medical students to
develop skills in providing culturally and linguistically appropriate care.
Despite heightened awareness, gaps in cultural competence training persist in
medical curricula. This study evaluated the impact of a pre-clinical
standardized patient (SP) simulation incorporating interpreter services on
students’ confidence in delivering culturally and linguistically appropriate
care.
METHODS
First-year medical students participated in a simulation in which SPs
portrayed patients with limited-English proficiency, supported by professional
interpreter services. Students completed a brief educational module on
culturally and linguistically appropriate services before the session,
followed by pre- and post-session surveys assessing demographic information,
prior exposure to diversity, and self-reported confidence using Likert
scales. Pearson correlations examined associations between prior exposure and
baseline confidence. Paired two-tailed t-tests evaluated changes from pre- to
post-session.
RESULTS
A total of 66 students provided complete matched data. Prior exposure to
cultural or linguistic diversity showed a moderate to strong positive
correlation with baseline confidence in delivering culturally (r=0.45-0.66)
and linguistically appropriate care (r=0.53-0.62). Participation in the
simulation significantly improved students’ confidence in providing
culturally (mean increase +0.53, p=0.002) and linguistically appropriate care
(+1.40, p<0.001), and identifying relevant cultural or religious
considerations (+0.88, p=0.027).
CONCLUSION
Students with previous exposure to diverse populations reported higher
baseline confidence, but a single structured simulation meaningfully improved
confidence for all learners. Integrating culturally focused SP encounters
with interpreter services into pre-clinical curricula represents an
effective, scalable approach to better prepare students for caring for
diverse patient populations, particularly those with language barriers. This
framework may be readily adapted across institutions and health professions
programs (e.g. PA programs) to strengthen training in cross-cultural communication.
The increasing number of limited-English-proficient and foreign-born
patients in the United States underscores the need for medical students to
develop skills in providing culturally and linguistically appropriate care.
Despite heightened awareness, gaps in cultural competence training persist in
medical curricula. This study evaluated the impact of a pre-clinical
standardized patient (SP) simulation incorporating interpreter services on
students’ confidence in delivering culturally and linguistically appropriate
care.
METHODS
First-year medical students participated in a simulation in which SPs
portrayed patients with limited-English proficiency, supported by professional
interpreter services. Students completed a brief educational module on
culturally and linguistically appropriate services before the session,
followed by pre- and post-session surveys assessing demographic information,
prior exposure to diversity, and self-reported confidence using Likert
scales. Pearson correlations examined associations between prior exposure and
baseline confidence. Paired two-tailed t-tests evaluated changes from pre- to
post-session.
RESULTS
A total of 66 students provided complete matched data. Prior exposure to
cultural or linguistic diversity showed a moderate to strong positive
correlation with baseline confidence in delivering culturally (r=0.45-0.66)
and linguistically appropriate care (r=0.53-0.62). Participation in the
simulation significantly improved students’ confidence in providing
culturally (mean increase +0.53, p=0.002) and linguistically appropriate care
(+1.40, p<0.001), and identifying relevant cultural or religious
considerations (+0.88, p=0.027).
CONCLUSION
Students with previous exposure to diverse populations reported higher
baseline confidence, but a single structured simulation meaningfully improved
confidence for all learners. Integrating culturally focused SP encounters
with interpreter services into pre-clinical curricula represents an
effective, scalable approach to better prepare students for caring for
diverse patient populations, particularly those with language barriers. This
framework may be readily adapted across institutions and health professions
programs (e.g. PA programs) to strengthen training in cross-cultural communication.
Presentation Tag(s)
Student Travel Award Winner, Student Presentation