Diseases Transmitted by Arthropods: Module to Train Medical Providers in English and Spanish

• DOI: 10.15766/mep_2374-8265.11509
• Publication Date: 2025-03-25T12:21:33Z
• Authors: Algevis Wrench; Andrea Celeste Vé...; Julián J. Rubio G...; Kaitlyn Pommells; John Paul Sánchez

OPEN ACCESSMarch 25, 2025Diseases Transmitted by Arthropods: Module to Train Medical Providers in English and Spanish Algevis Wrench, PhD1, Andrea Celeste Vélez-Figueroa, MD2,*, Julián J. Rubio Gil de Lamadrid, MS3, Kaitlyn Pommells, MS4, John Paul Sánchez, MD, MPH5 PhD1 Associate Professor, Department of Medicine, Dr. Kiran C. Patel College Allopathic Medicine , MD2,* https://orcid.org/0009-0003-2009-3291 First-Year Resident, Hospital Universitario Ramón Ruiz Arnau Universidad Central del Caribe School E-mail Address: [email protected] MS3 Fourth-Year Student, MS4 Coordinator, Academic Writing Fellowship, Building the Next Generation Physicians Dean, Author Information 1 2 3 4 5 ∗Corresponding author: https://doi.org/10.15766/mep_2374-8265.11509 SectionsAboutPDF ToolsDownload Citations ShareFacebookXEmail Abstract Introduction: Arthropod-borne diseases like Chagas, dengue, West Nile virus are common among migrants immigrants from Spanish-speaking countries U.S. travelers. The Census Bureau predicts that 2060, 28% total population 39% foreign-born will be Hispanic. Health care practitioners need a thorough understanding these provide proper improve patient compliance for ever-changing population. Methods: We used Kern's model develop an hour-long interactive module consisting presentation, video large-group discussion, six case studies small-group discussions, pre- postsession evaluations. All materials available Spanish; is tailored health providers communicating with patients. statistical tests compare confidence levels assess improvements knowledge before after module. Results: was implemented three times two 49 participants, which included prehealth students, medical graduate faculty/staff. Wilcoxon rank sum test demonstrated significant improvement evaluations all educational objectives. Based on 5-point Likert scale, median level increased (slightly confident) (fairly confident), p < .01. Discussion: This can particular importance localized or focused Hispanic communities. It easily integrated into microbiology, epidemiology, courses. Further research needed its effectiveness faculty staff. Educational Objectives By end this activity, learners able to: 1.Describe epidemiology certain transmitted arthropods.2.Provide explanation diagnosis treatment arthropod-borne diseases.3.Identify important communication skills when caring disease. Introduction have been rise few decades due many factors, especially growth, global warming, climate change.1 These changes cause emerge reemerge across disease-endemic countries.2 In one study, temperature directly related disease prevalence.3 One change provides more suitable environment vectors thrive.4 According Bureau's projections, it estimated combined foreign- native-born individuals origin make up population.5,6 Additionally, forecasts Hispanic.5 demographic could lead increase residents. diseases, specifically virus, within high predominantly travelers where prevalent.7 2022 Survey reported 44% part Latina/o/x/e, Hispanic, (LHS+) identified population.8 LHS+ immigrant often experiences poor physician-patient language barriers, lower suboptimal outcomes.9,10 Compliance follow-up essential reduce sequelae chronicity. Moreover, traveling Mexico, America, South Caribbean (e.g., Puerto Rico) increases chance infection modules how communicate about infections English- patients who spent time may valuable tool. Practitioners gain treatment, prevention order appropriate patients, avoid disparities care, follow-up.11 awareness intricacies slang colloquial wording Spanish-language descriptions signs symptoms typical some extremely helpful determining diagnosis. caters needs training practicing responsible providing exposed aims equip serve While there existing publication MedEdPORTAL describes dermatologic tropical through simulation-based methods, our offers unique approach identifying defining explicitly patients.12 Another study centers simulated virology clinic developed students practice integrating microbiology clinical standardized arrive at diagnosis.13 However, fills gap current literature, comprehensive overview diseases—Chagas, virus—to aid their identification, diagnosis, settings considering role regional variations language. created education, populations. led member expertise and/or student. practitioners, training, researchers baseline sufficient foundation teach workshop reviewing learners. Methods teaching separate appendices publication. facilitator(s) must possess advanced native proficiency ensure effective comprehension throughout course both languages. participants expected least intermediate conducted. requirement ensures engage meaningfully material effectively participate discussions activities. five times, English. announced learning activity via institutional emails containing sign-up link. days leading module's implementation, received webpage link presession evaluation (Appendices A B) instructions completing date. additional step saved allowing complete beforehand, thus leaving implementation. presentation C D) began disclaimer agenda outlining activity. discussed objectives gave short introduction. then outlined each sections etiology, transmission, features, other distinguishing characteristics. Throughout we epidemiologic statistics maps. Afterward, presented illustrating encounter between provider Rican migrant E F). Participants referred transcript G H) vocabulary handout (Appendix I) follow along video. decided include facilitate identification words expressions (Venezuela, Colombia, commonly describe diseases. Venezuela Colombia hotspots dengue Chagas disease, making local particularly symptoms. Rico, territory, faces burden contributes large proportion U.S., emphasizing practical culturally specific terminology.14 brief discussion followed format. facilitator guide J K) contains suggested dialogue talking points discussion. After were L M). split two, three, four small groups discuss individual traveler area. Each different scenarios, including chronic febrile phase, neuroinvasive infection. also useful section because cases phrases chief complaint. Essential found Appendices N O. Lastly, allotted questions B). key correct answers objective assessment valuations P). As facilitators, conducted self-guided implement successful workshop. viewing studies, hour. six-step design, develop, implement, evaluate module.15 Step 1, problem assessment, consisted literature review identify potential gaps resources treating narrative barriers limited 2023 Pew Research Center report acted as tools.9,10 second step, targeted revealed lack concerning case-based approach. 3, written using Bloom's taxonomy. strategies, 4, combination direct instruction cooperative models, PowerPoint video, discussion.16,17 accommodate proficient while fostering linguistic nuances involved region-specific terms indicate exploring terms, better recognize cultural factors influence virtual format (step 5). 6, completed discussing assessments gathered feedback approval project Nova Southeastern University's Institutional Review Board (protocol number 2022-177). SPSS version 20 analyze data. meeting Chi-square analyses responses Results Three facilitated implementation: single facilitators workshops, pair workshops. assistant professor students. self-reported bilingual Spanish, Venezuelan identity identity. participated modules, evaluation, 29 evaluation. Of 34 seven faculty/staff, race/ethnicity, 39 LHS+, Black/African American, White, Native Asian. Twenty men women. Forty-one straight/heterosexual, LGBT. per session fluctuated 24 participants. ranked statistically differences noted learners' ability meet For objectives, preevaluation postevaluation medians respectively (p .01), rated based scale (1 = no confidence, somewhat confident, confidence). Fisher's exact knowledge-based question. question one, "In United States, most people acquired from… ", percent (25/29 preworkshop vs. 28/29 postworkshop). illness returning (19/29 postworkshop; .01). "Which following mode transmission virus?", (8/29 25/29 encouraged share what they appreciated areas improvement. Many highlighted well-structured nature session, use relevant engaging visuals. emerged favorite feature, described highly impactful. participant remarked, "The precise joined such good patient." added, helped solidify information." subsequent group positive attention, noting value reinforcing concepts. inclusion specialized list enhance competence appreciated, regarded distinctive thoughtful element Suggestions refilming address sound image quality issues, recommended proposed expanding arthropod-related encompass broader range countries, further enriching relevance Discussion designed focus. equips populations affected endemic greater risk tools, new vocabulary, care. audience associate professors, faculty. results evaluations, participants' set beginning Furthermore, comments reinforce implementing models teaching. has several limitations should consider optimize smaller sessions, discretion dividing groups. covered carefully selected. Discussing cases, example, might overly ambitious. Facilitators prioritize manageable align fit session's 1-hour frame. Although convenience scheduling coordination, engagement seen in-person Feedback early sessions improvements, concerns. later workshops issues. Sharing supplemental materials, appendices, relatively straightforward email conference chat. improved immediately uncertain whether gains persist over time. target language, requiring accurate self-assessment meaningful experience. introduces offering foundation. does not capture full regions. courses, resource wider array variations, enhancing competence. driven change, creating favorable environments thrive. With projections indicating likelihood impacting demographic. Consequently, it's levels. Implementing diverse policies schools residency programs help professionals growing curriculum courses school level. staff continuing education well opportunities various stages careers. References1. Chala B, Hamde F. 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Copyright & Permissions© 2025 Wrench open-access distributed under Creative Commons Attribution-NonCommercial license.KeywordsArthropodsChagasDengueWest VirusLatinoHispanicSpanishMigrantsImmigrantsTravelersBiostatistics EpidemiologyMicrobiologyHealth EquityPopulation HealthPreventive MedicineCase-Based LearningLanguage-Appropriate CareAcknowledgmentsWe would acknowledge Physicians, Inc. (BNGAP) publication.Disclosures None report. Funding/Support Ethical Approval project. Disclaimer D videos amongst actors situations real situations. tabs.loading