There is much research regarding the experience of non-native English-speaking patients in healthcare, where it was found that non-English-speaking patients receive “fewer preventive services and less access to care than English-speaking patients” (Taira, 1999). However, there is less literature on the impact of being a non-native English speaker as a clinician.
There is anecdotal evidence of complaints being launched towards non-native English speakers regarding their patient interaction, being labelled as rude or abrupt, when the clinician ever intended the interaction in this way. Instead, it can simply be due to a difference in dialects between countries and the minutiae of the many facets of the English language. Language barriers can reduce the satisfaction of a consultation for both parties (Taria, 1999).
It’s important for us to know as students and clinicians the barriers that our non-native English-speaking colleagues may face and to support them in clinical practice, rather than ‘othering’ them. Language barriers on the patient’s behalf can be addressed through the use of translators, as their barrier is regarding understanding of terminology rather than simply communication. These barriers are more nuanced from the viewpoint of a non-native-English speaking clinician, as the barrier is not understanding or communication (as many will communicate thoroughly and effectively, but rather the perception of that communication) (Shamsi et al, 2020).
There has been research into the implication of being a non-native speaker on pharmacy students, where it was found that native language spoken “was not directly associated with an increase in stress or decrease in quality of life” (Saul et al, 2021). Therefore, this is a topic with nuance that deserves further exploration outside of anecdotal evidence.
Going forward, we should support our international colleagues by practicing cultural sensitivity and by being open to being educated by our colleagues. We should also promote the development of a safe space for our colleagues to discuss any issues that they may have.
References:
Saul, B., Andrews, S., Hartmann, J., Perez, S., Chavez, M., Frietze, G. (2021) ‘Assessment of Stress and Quality of Life in Non-native and Native English-speaking Pharmacy Students’, American Journal of Pharmaceutical Education, 85(6), pp8351.
Shamsi, H., Almutairi, A., Mashrafi, S., Kalbani, T. (2020)’ Implications of Language Barriers for Healthcare: A Systematic Review’, Oman Medical Journal, 35(2), pp122.
Taria, D. (1999) ‘Improving the Health and Health Care of Non-English-Speaking Patients’, Journal of General Internal Medicine, 14(5), pp322-323.
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