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Abstract Background With the anticipated growth of the Hispanic population in the United States to 30% by 2050, there is an urgent demand for Spanish-speaking healthcare professionals. The California University of Science and Medicine School of Medicine has addressed this need by introducing a medical Spanish curriculum that includes Spanish-speaking Standardized Patients. This innovative educational approach is designed to improve students' communication skills and enhance their ability to take medical histories, preparing them for effective clinical interactions as evaluated through the Objective Structured Clinical Examination. Methods This study assesses the impact of the medical Spanish curriculum, with a focus on the role of Standardized Patients in role-playing scenarios that simulate real clinical experiences. A regression analysis was conducted to examine the relationship between students’ attendance in medical Spanish classes and their performance in the Objective Structured Clinical Examination, highlighting the value of experiential learning in developing clinical skills. Results The findings indicate a significant positive relationship between consistent participation in medical Spanish courses, which feature Standardized Patient interactions, and higher scores in the Objective Structured Clinical Examination. This relationship emphasizes the importance of regular engagement in these interactive educational settings to improve clinical assessment capabilities. Conclusions The inclusion of Standardized Patients in the medical Spanish curriculum plays a critical role in enhancing students’ clinical performance, validating the importance of experiential learning in medical education. This approach confirms the effectiveness of practical, interaction-based language instruction in producing competent, culturally adept healthcare providers ready to serve an increasingly diverse patient demographic.
Vera et al. (Mon,) studied this question.