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Medical Spanish Designated Emphasis (HABLAMOS)

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Designated Emphasis in Medical Spanish (HABLAMoS)

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The Designated Emphasis (DE) in Medical Spanish, also known as HABLAMoS (Hispanic And Bilingual Ambulatory Medical Studies), is a four-year language learning program that includes classroom instruction and experiential learning opportunities in Spanish-speaking clinics, communities, and families in Southern California’s Inland Empire and urban and rural Spanish-speaking countries.

The DE provides medical students with skills to communicate with Spanish-speaking patients and families in clinic and community settings, as well as a foundation to understand how culture and structure influence patient health and well-being and clinical interactions. The DE considers medical students baseline Spanish language skills, sets goals to improve oral and written language skills in medical contexts, and improves communication and knowledge gaps needed to navigate care for Spanish-speaking patients.

Contact Ann Cheney, Ph.D. for more information


About the Program

Students of all language levels can join the program any time during their first two years of medical school. Students must complete a minimum of 200 hours of Spanish-language learning spread out across medical school to receive the DE in Medical Spanish.


Year 1 Program Goals

Year one builds the foundation for Spanish-language learning in medical contexts. Students receive one unit of selective credit on their transcript by completing 16 of 20 available activity hours for the medical Spanish selective. Students are expected to:

  • Participate in conversational lunch workshops.
  • Attend in grammar lessons.
  • Apply language skills to clinical encounters with Spanish-speaking patients.
  • Practice effective communication in patient-provider interactions through hands-on modules and OSCEs.
Year 1 Total Number of Sessions Hours/Session Total Possible Hours Minimum hours to receive credit
Conversation lunch workshops 5 1 5 4
Grammar lessons 5 2 10 8
Clinic attendance 1 1 1 1
Modules/OSCEs 4 1 4 3
Totals 20 16

Summer Program Goals

During the summer between Years 1 and 2 of medical school, students have the option to participate in a Spanish-language and cultural immersion experience in a global context through the program or via a partnering immersion program.


Ann Cheney tabling at event

Year 2 Program Goals

Year two of strengthens students’ language skills and emphasizes oral communication in clinical encounters with Spanish-speaking patients and families. Medical students co-design a plan tailored to their language needs and future practice goals. Tailored programs may include:

  • Attend Medical Spanish activities (grammar lessons, OSCEs).+
  • Work with the faculty director to integrate Spanish into your LACE Practice Improvement Project (PIP).
  • Select a patient case study to discuss with our professor of Spanish as a second language.  Write up a short paragraph on the case study for discussion.
  • Conduct research with Spanish-speaking patients or communities.

Year 3 Program Goals

Year three deepens students’ medical Spanish vocabulary and cultural humility in the context of caring for Spanish-speaking patients. Medical students work independently on their written and oral language skills. Activities may include:

  • Present findings from your Spanish PIP project at the School of Medicine's Conference on Teaching, Learning and Research.
  • Write the 5-page paper in progress from your PIP work in Spanish.
  • Complete online language learning models via CanopyLearn, recipient of the National Institutes of Health (NIH) innovation award recipient.
  • One-on-one instruction with our professor of Spanish as a second language.

Year 4 Program Goals

Year four  immerses students in Spanish-speaking clinics and families in Inland Southern California and provides experiential learning into the cultural and structural factors that shape the health of Latino patients, patient-provider dynamics, and patient experiences in clinical spaces. Activities include:

  • Four-week stay with a Spanish-speaking Latino family.
  • 30-hour clinic rotation with a preceptor with a Spanish-speaking patient panel.
  • Participate in 8 hours of online Spanish grammar instruction.
  • Attend 6 hours of virtual classroom discussion.
  • Present on culture and structure in the care of Spanish-speaking patients to clinic staff.

Lecciones de podcast

Lección 1
A1

En este podcast, “Yo Soy,” se revisan las presentaciones básicas para expresar nombre, país o nacionalidad así como ocupación y profesión. En gramática se trabaja con el verbo SER en presente de indicativo.

A2

En este podcast, “Me duele la cabeza” se revisan algunas expresiones para malestares físico o sensaciones físicas y recomendaciones para el Alivio de dichos malestares. Descarga la actividad aquí.

B1

En este podcast, “Una mañana- parte 1,” se revisan los elementos gramaticales y estructurales para contar una anécdota. Se revisa el pretérito y el imperfecto de indicativo así como organizadores de anécdotas.  En “la parte 2 y anexo sobre la diabetes” se revisa el vocabulario relacionado con el tema. Descarga la actividad aquí.


Lección 2
A1-A2

En este podcast llamado “El virus”, se revisan información relacionada con la pandemia actual. Así mismo con estructuras en presente como “Tener que, haber que y deber”, para que el proveedor de salud proporcione información de las medidas que se deben llevar a cabo para evitar contagios.

A2-B1

En este podcast llamado “enfrentar al virus”, se revisan información relacionada con la pandemia actual. Así mismo con estructuras en presente como “Tener que, haber que y deber”, para que el proveedor de salud proporcione información de las medidas que se deben llevar a cabo para evitar contagios. Finalmente se revisarán expresiones con el imperativo para dar instrucciones.

B2-C1

En este podcast llamado “enfrentando al virus”, se revisan información relacionada con la pandemia actual. Así mismo con estructuras en presente como “Tener que, haber que y deber”, para que el proveedor de salud proporcione información de las medidas que se deben llevar a cabo para evitar contagios. Finalmente se revisarán expresiones con el imperativo para dar instrucciones.


Lección 3
A1-A2

Este podcast llamado "obesidad infantil" revisa información relacionada con cómo tratar la obesidad infantil, por ejemplo, como proponer soluciones y recomendaciones para padres e hijos con respecto a los alimentos. En gramática, las estructuras impersonales se aprenderán con el verbo BE y el infinitivo. Asimismo, se revisa el imperativo.

A2-B1

Este podcast llamado "Contra la obesidad infantil" revisa información relacionada con como tratar la obesidad infantil, por ejemplo, como proponer soluciones y recomendaciones para padres e hijos con respecto a los alimentos. En gramática, las estructuras impersonales se aprender con el verbo SER y el tiempo presente del subjuntivo y el imperativo.

B2-C1

Este podcast llamado "Contra los problemas de la obesidad infantil" revisa información relacionada con cómo tratar la obesidad infantil, por ejemplo, como proponer soluciones y recomendaciones para padres e hijos con respecto a los alimentos.