• Amanda R Dube, Pilar Ortega, D Mike Hardin, Karol Hardin, Francisco Martinez, Madhura Shah, Bita Rashed Naimi, Ana I Esteban-González, Jodi Dickmeyer, Diana Ruggiero, Veronica Abraham, Lisa C Diamond, and John D Cowden.
• Rady Children's Hospital-San Diego, San Diego, CA, USA.
• J Gen Intern Med. 2024 Mar 1; 39 (4): 696705696-705.

AbstractLanguage-appropriate care is critical for equitable, high-quality health care, but educational standards to assure graduate medical trainees are prepared to give such care are lacking. Detailed guidance for graduate medical education is provided by the Accreditation Council for Graduate Medical Education through the following: (1) an assessment framework for competencies, subcompetencies, and milestones for trainees and (2) the Clinical Learning Environment Review (CLER) Pathways for assessment of trainees' learning environments. These tools do not include a robust framework to evaluate trainees' abilities to offer language-appropriate care. They also do not address the learning environment's potential to support such care. A multidisciplinary group of linguistic, medical, and educational experts drafted a new subcompetency with milestones and an expanded CLER Pathway to highlight the importance of equitable care for patients who prefer languages other than English. These resources offer residency and fellowship programs tools to guide assessment, curriculum development, and learning-environment improvements related to language-appropriate care. Recognizing that programs have unique needs and resources, we propose a range of initial actions to address language equity. A focus on language diversity in the learning environment can have a broad and lasting impact on care quality, patient safety, and health equity.© 2023. The Author(s), under exclusive licence to Society of General Internal Medicine.

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