We welcome students from RUTGERS, Boston University and other universities for the February 2019 session of the P010A course

This is a very intensive Medical Spanish Course focusing on the interaction between the physician and patient. We have defined critical points in the geography of human communication, considering all different scenarios in the clinical context:

• Clinic history
• Clinical interview (under normal conditions versus stressful conditions)
• Physical exam
• Clinical rounds and case presentations

The first three correspond to interpersonal communication. The fourth is a group communication. Have different characteristics. We have de-composed these first three elements to generate a thematic inventory of critical issues at level of oral communication with patients, as a guide to be developed with students:

• Surface Anatomy
• Internal anatomy
• Signs and symptoms
• Vital signs
• Anthropometric measures
• Prescriptions
• Laboratory tests
• Medical procedures
• Inform consent
• Management plan, recommendations and case monitoring
• Communicating bad new
• Alternative medicine

Clinical rounds and case presentations (as daily dynamics within a hospital) include more technical medical communication elements. Analysis of clinical cases and simulated patients will be educational practices as a tangent that crosses the entire matrix of the course. Common (such as chronic diseases) and rare medical problems and tropical diseases are considered in our Medical Spanish learning model. But our methodology also considers the students particular interests. We want student’s participation is active and not passive.

If participants are expecting this course to give them only ‘pre-formulated questions and statements’ as ‘pocket formula’ (which are very common on the Internet now), then this course is not what you are looking for. These formulas can be only useful to ask questions to a patient but do not prepare you to understand the response of the patient, it requires hard work to learn Spanish as a second language but that is exactly what the participants will do with us.

To facilitate the learning process and to address the particular needs of students, we will divide the group into 2 levels:

1. Beginner
2. Intermediate

This is a division that makes an empirical and simple approach to a complex assessment levels model. It's only useful to plan the start of the course and share a general notion. Our grammar staff is highly trained in the Common European Framework of reference for language learning, teaching and assessment. At the end of the course we can make a technical assessment of your skills within this theoretical model.

Reference: The Common European Framework of Reference for Languages. Language Policy Unit, Strasbourg. Link: CEFR last version, 2017. Link here. 

In this course we apply an eclectic approach that combines different conceptions of linguistic theory for teaching Spanish as second language with learning philosophy of Problem Based Learning (PBL).

https://en.wikipedia.org/wiki/Problem-based_learning

We trust that both our planning and our tools are consistent with this educational model. Management course by our instructors aims to make this experience dynamic, intense and participative. We also hope that this course will produce significant momentum in your communications skills with Hispanic population living in US.

It is important to understand that human communication transcends oral communication. An important content of this course will be cultural immersion. Especially the dynamics of daily sharing with a Costa Rican family that will benefit the students in many ways.

Please explore and take advantage of this Blog. There are tools that can facilitate your learning process. We agree that these are essential activities.

Enjoy this experience. We trust and rely on your commitment and effort. Good luck!

Dr. Mario Tristán                                                        

Director-General & CEOProgram Development Director

IHCAI FOUNDATION IHCAI FOUNDATION

San José, Costa Rica, Febrero 2019

Faculty

Spanish Language Department:

Prof. Yuri Baidal / Coordinator.

Prof. Alba Vargas  / Spanish instructor –Grammar emphasis.

Clinical Scenarios and Tropical Medicine:

Dr. Mario Tristan.- IHCAI FOUNDATION DIRECTOR – GENERAL.

Dra. Sabrina Acosta / Clinical scenarios instructor – Clinical emphasis.

Dra. Isabela Peña  / Clinical scenarios instructor – Clinical emphasis.

Fourth consecutive year in which IHCAI Institute develops the medical Spanish course for Harvard Medical School

After three very successful sessions in 2015, 2016 and 2017, this year from August 27th  to September 23th the course will be held again on the HMS Longwood Campus in Boston, USA. 

For us is an honor to contribute to the pioneering efforts in favor of the Hispanic population that Manuel Guillermo Herrera MD, Harvard Medical School professor (Brigham and Women's Hospital) began over 40 years ago.

This is a very intensive Medical Spanish Course focusing on the interaction between the physician and patient. We have defined critical points in the geography of human communication, considering all different scenarios in the clinical context:

• Clinic history
• Clinical interview (under normal conditions versus stressful conditions)
• Physical exam
• Clinical rounds and case presentations

The first three correspond to interpersonal communication. The fourth is a group communication. Have different characteristics. We have de-composed these first three elements to generate a thematic inventory of critical issues at level of oral communication with patients, as a guide to be developed with students:

• Surface Anatomy
• Internal anatomy
• Signs and symptoms
• Vital signs
• Anthropometric measures
• Prescriptions
• Laboratory tests
• Medical procedures
• Inform consent
• Management plan, recommendations and case monitoring
• Communicating bad news

Clinical rounds and case presentations (as daily dynamics within a hospital) include more technical medical communication elements. 

Analysis of clinical cases and simulated patients will be educational practices as a tangent that crosses the entire matrix of the course. Common and rare medical problems and diseases are considered in our Medical Spanish learning model, such as chronic diseases and different medical aspects. But our methodology also considers the students particular interests. We want student’s participation is active and not passive.

If participants are expecting this course to give them only ‘pre-formulated questions and statements’ as ‘pocket formula’ (which are very common on the Internet now), then this course is not what you are looking for. These formulas can be only useful to ask questions to a patient but do not prepare you to understand the response of the patient, it requires hard work to learn Spanish as a second language but that is exactly what the participants will do with us.

To facilitate the learning process and to address the particular needs of students, we will divide the group into 3 levels:

1. Beginner low
2. Intermediate low
3. Intermediate high

This is a division that makes an empirical and simple approach to a complex assessment levels model. It's only useful to plan the start of the course and share a general notion. Our grammar staff is highly trained in the Common European Framework of reference for language learning, teaching and assessment (*). At the end of the course we can make a technical assessment of your skills within this theoretical model.

(*) Reference: The Common European Framework of Reference for Languages. Language Policy Unit, Strasbourg. CEFR last version, 2017. 

In this course we apply an eclectic approach that combines different conceptions of linguistic theory for teaching Spanish as second language with learning philosophy of Problem Based Learning (PBL).

Faculty

Course implementation in Boston:

Prof. Alba Vargas  / Spanish instructor – Grammar emphasis

Ricardo Muñoz Acuña MD. / Clinical scenarios instructor – Clinical emphasis

Camila González Aragón MD. / Clinical scenarios instructor – Clinical emphasis

Stefanos Koutsowris MD. / Clinical scenarios instructor – Clinical emphasis

Planning and development in Costa Rica:

Dr. Mario Tristan - IHCAI Institute Director–General

Prof. Yuri Baidal / Coordinator

Group photo of 2015 HMS students in the company of Dr. Manuel Herrera, Prof. Alba Vargas and the conversation group of Latinos from Boston who always contributes with the experience.

⇛Online Spanish level test mandatory for all students who will participate in the course:

https://fs20.formsite.com/mtristan/P010AatIHCAI/index.html 

IHCAI P010S_UKCM & RUTGRES & BU program – 2018 / Held in Costa Rica

Medical Spanish & Cultural Immersion Course for junior medical students with an introduction to tropical medicine

Developing skills to strengthen solidarity mechanisms in health

This is a very intensive Medical Spanish Course focusing on the interaction between the physician and patient. The content of the course has been adapted to the beginner level in medicine of the students of this session. Cultural components have also been incorporated to promote cultural values and human coexistence. Many elements of semiology need to be addressed in order to develop clinical scenarios and the tropical medicine component. We do not want to close circles. Time is short. We do want to encourage perceptive students and develop skills.

We have defined critical points in the geography of human communication, considering all different scenarios in the clinical context:

- Clinic history

- Clinical interview

- Physical exam

- Clinical rounds and case presentations

The first three correspond to interpersonal communication. The fourth is a group communication. Have different characteristics. We have de-composed these first three elements to generate a thematic inventory of critical issues at level of oral communication with patients, as a guide to be developed with students:

- Surface Anatomy

- Internal anatomy

- Signs and symptoms

- Vital signs

- Anthropometric measures

- Prescriptions

- Laboratory tests

- Medical procedures

- Inform consent

- Management plan, recommendations and case monitoring

- Communicating bad new

- Alternative medicine

Analysis of clinical cases and simulated patients will be educational practices as a tangent that crosses the entire matrix of the course. Common and rare medical problems and diseases are considered in our Medical Spanish learning model, such as chronic diseases and different medical aspects. But our methodology also considers the students particular interests. We want student’s participation is active and not passive.

The component of tropical medicine which will be studied consists of the following topics: Malaria, Chagas, Leishmania, Dengue, Ophidic Accident and Common Dermatological Fungal Infections. They will be included within the content of clinical scenarios. All topics will be covered before Tortuguero trip. Other issues of tropical medicine as chikungunya, zika, yellow fever, cholera, african trypanosomiasis and TB can be included at the request of students.

Our grammar staff is highly trained in the Common European Framework of Reference for Language Learning, Teaching and Assessment. At the end of the course we can make a technical assessment of your skills within this theoretical model.

Reference: The Common European Framework of Reference for Languages. Language Policy Unit, Strasbourg. CEFR last version, 2017. 

In this course we apply an eclectic approach that combines different conceptions of linguistic theory for teaching Spanish as second language with learning philosophy of Problem Based Learning (PBL).

https://en.wikipedia.org/wiki/Problem-based_learning 

We trust that both our planning and our tools are consistent with this educational model. Management course by our instructors aims to make this experience dynamic, intense and participative. We also hope that this course will produce significant momentum in your communications skills with Hispanic population living in US.

It is important to understand that human communication transcends oral communication. For this reason, this course also offers a series of activities aimed to approach the student to the Latino reality in the United States enriching the cultural approach.

Please explore and take advantage of this Blog. There are tools that can facilitate your learning process. We agree that these are essential activities. Good luck!

Yuri Baidal

Program Development Director

IHCAI FOUNDATION

San José, Costa Rica, June 2017

Materials

We have an own authorship set of teaching materials. These instruments respond to the needs of the development of learning methodology that we implement. All materials are available for students, but teachers will organize delivery according to students’ needs and to process course advance. Because of this, the Master Manual is always under construction.

We try to use as little paper as possible, of course without affecting the quality of teaching. Because of this, as of 2017 IHCAI does not print the Manual of Tropical Medicine as it did before. We now share it in PDF format electronically to our students and it is available at:

https://drive.google.com/open?id=0BzK44kFF_SFiQlhKWTNWUGF0Ym8

Faculty

Spanish Language - Clinical Scenarios and Tropical Medicine / Departments:

Dr. Mario Tristan - IHCAI Institute Director–General

Prof. Yuri Baidal / Coordinator

Prof. Alba Vargas  / Spanish instructor – Grammar emphasis

Dr. Ricardo Muñoz/ Clinical scenarios instructor – Clinical emphasis

April session breaks records!

The IHCAI team welcomes two important groups of medical students:

• David Geffen School of Medicine at UCLA
• Touro College of Osteopathic Medicine - New York Campus

In the case of UCLA students, it is the third consecutive year that they visit at this time of the year, the groups have seen growth and we especially thank the leaders who have worked hard every year to consolidate the experience: Ann Quan - 2016 & Vinh Lam - 2017 & Andrew Thorne - 2018.

This year April session of P010A also has students from:

• Loma Linda University- School of Medicine
• Virginia Commonwealth University - School of Medicine
• UCSD SOM, Harvard T.H. Chan School of Public Health

To all the warmest welcome!

This is a very intensive Medical Spanish Course focusing on the interaction between the physician and patient. We have defined critical points in the geography of human communication, considering all different scenarios in the clinical context:

- Clinic history

- Clinical interview (under normal conditions versus stressful conditions)

- Physical exam

- Clinical rounds and case presentations

The first three correspond to interpersonal communication. The fourth is a group communication. Have different characteristics. We have de-composed these first three elements to generate a thematic inventory of critical issues at level of oral communication with patients, as a guide to be developed with students:

- Surface Anatomy

- Internal anatomy

- Signs and symptoms

- Vital signs

- Anthropometric measures

- Prescriptions

- Laboratory tests

- Medical procedures

- Inform consent

- Management plan, recommendations and case monitoring

- Communicating bad new

- Alternative medicine

Clinical rounds and case presentations (as daily dynamics within a hospital) include more technical medical communication elements. Analysis of clinical cases and simulated patients will be educational practices as a tangent that crosses the entire matrix of the course. Common (such as chronic diseases) and rare medical problems and tropical diseases are considered in our Medical Spanish learning model. But our methodology also considers the students particular interests. We want student’s participation is active and not passive.

If participants are expecting this course to give them only ‘pre-formulated questions and statements’ as ‘pocket formula’ (which are very common on the Internet now), then this course is not what you are looking for. These formulas can be only useful to ask questions to a patient but do not prepare you to understand the response of the patient, it requires hard work to learn Spanish as a second language but that is exactly what the participants will do with us.

To facilitate the learning process and to address the particular needs of students, we will divide the group into 3 levels:

·         Beginner low

·         Beginner high

·         Intermediate

This is a division that makes an empirical and simple approach to a complex assessment levels model. It's only useful to plan the start of the course and share a general notion. Our grammar staff is highly trained in the Common European Framework of reference for language learning, teaching and assessment. At the end of the course we can make a technical assessment of your skills within this theoretical model.

Reference: The Common European Framework of Reference for Languages. Language Policy Unit, Strasbourg. Link: CEFR last version, 2017. 

In this course we apply an eclectic approach that combines different conceptions of linguistic theory for teaching Spanish as second language with learning philosophy of Problem Based Learning (PBL).

https://en.wikipedia.org/wiki/Problem-based_learning

We trust that both our planning and our tools are consistent with this educational model. Management course by our instructors aims to make this experience dynamic, intense and participative. We also hope that this course will produce significant momentum in your communications skills with Hispanic population living in US.

It is important to understand that human communication transcends oral communication. An important content of this course will be cultural immersion. Especially the dynamics of daily sharing with a Costa Rican family that will benefit the students in many ways.

Please explore and take advantage of this Blog. There are tools that can facilitate your learning process. We agree that these are essential activities.

Enjoy this experience. We trust and rely on your commitment and effort. Good luck!

Dr. Mario Tristán                                                     Yuri Baidal

Director-General & CEO                                          Program Development Director

IHCAI FOUNDATION                                               IHCAI FOUNDATION

San José, Costa Rica, March 2017

Faculty

Spanish Language Department:

Prof. Yuri Baidal / Coordinator.

Prof. Alba Vargas  / Spanish instructor –Grammar emphasis.

Prof. José Miguel Vargas / Spanish instructor –Grammar emphasis.
Prof. Karen Alvarado Murillo / Spanish instructor –Grammar emphasis.

Clinical Scenarios and Tropical Medicine:

Dr. Mario Tristan.- IHCAI FOUNDATION DIRECTOR – GENERAL.

Dr. Ricardo Muñoz / Clinical scenarios instructor – Clinical emphasis.
Dr. Sheng Cen / Clinical scenarios instructor – Clinical emphasis.
Dr. Stefanos Koutsowris  / Clinical scenarios instructor – Clinical emphasis.

Successful conclusion of the February 2018 session of the medical Spanish course

With a representation of seniors medical students from Rutgers Robert Wood Johnson Medical School, King's College London and The Ohio State University College of Medicine we held a successful session of the course in February 2018. In addition to increasing their skills to conduct a medical interview in Spanish and study relevant aspects of tropical medicine, students had the opportunity to learn about general and particular aspects of Costa Rican health system. 

Christopher Whitaker & Matthew Peacock - KCL/UK and Zachary Denham & Rishav Aggarwal - OSU/US and Ricardo Muñoz MD/IHCAI/CR Instructor and Pooja Modi & Oby Ibe & Amanda Herrmann & Julia Burd  - Rutgers/US

The picture that we publish corresponds to the trip to the city of Palmares, in the western limit of the Central Valley, in front of the Church of that picturesque city, one of the most representative of the area. There we visited an EBAIS of CCSS, which is the first line in the provision of services of the medical and preventive care system of the country, both urban and rural. We thank the students who participated for their enthusiasm and effort, as well as the IHCAI staff who actively participated in the success of this session of the P010A program.

The students on the Tortuguero canals do kayaking in their free time!
Zach Denham (OSU) - Rashmi Rishav (OSU) - Julia Burd (Rutgers) and Kristan Scott (HMS). Thank you Zach for the picture!

Harvard Medical School

Longwood Campus

Boston USA

For the third consecutive year IHCAI develops the medical Spanish course for Harvard Medical School

After two very successful sessions, from September 25th  to October 22th  the medical Spanish course will be held again on the HMS campus. For us is an honor to contribute to the pioneering efforts in favor of the Hispanic population that Manuel Guillermo Herrera MD, Harvard Medical School professor (Brigham and Women's Hospital) began over 40 years ago.

This is a very intensive Medical Spanish Course focusing on the interaction between the physician and patient. We have defined critical points in the geography of human communication, considering all different scenarios in the clinical context:

- Clinic history

- Clinical interview (under normal conditions versus stressful conditions)

- Physical exam

- Clinical rounds and case presentations

The first three correspond to interpersonal communication. The fourth is a group communication. Have different characteristics. We have de-composed these first three elements to generate a thematic inventory of critical issues at level of oral communication with patients, as a guide to be developed with students:

- Surface Anatomy

- Internal anatomy

- Signs and symptoms

- Vital signs

- Anthropometric measures

- Prescriptions

- Laboratory tests

- Medical procedures

- Inform consent

- Management plan, recommendations and case monitoring

- Communicating bad new

- Alternative medicine

Clinical rounds and case presentations (as daily dynamics within a hospital) include more technical medical communication elements. We have decided to use these options as modalities for the Final Presentation. Are options available for groups of more advanced students can learn scientific vocabulary in Spanish, beyond the colloquial vocabulary used in regular dialogue with patients.

Analysis of clinical cases and simulated patients will be educational practices as a tangent that crosses the entire matrix of the course. Common and rare medical problems and diseases are considered in our Medical Spanish learning model, such as chronic diseases and different medical aspects. But our methodology also considers the students particular interests. We want student’s participation is active and not passive.

If participants are expecting this course to give them only ‘pre-formulated questions and statements’ as ‘pocket formula’ (which are very common on the Internet now), then this course is not what you are looking for. These formulas can be only useful to ask questions to a patient but do not prepare you to understand the response of the patient, it requires hard work to learn Spanish as a second language but that is exactly what the participants will do with us.

To facilitate the learning process and to address the particular needs of students, we will divide the group into 3 levels:

·         Beginner low

·         Intermediate low

·         Intermediate high

This is a division that makes an empirical and simple approach to a complex assessment levels model. It's only useful to plan the start of the course and share a general notion. Our grammar staff is highly trained in the Common European Framework of reference for language learning, teaching and assessment (*). At the end of the course we can make a technical assessment of your skills within this theoretical model.

(*) Reference: The Common European Framework of Reference for Languages. Language Policy Unit, Strasbourg. CEFR last version, 2017. 

In this course we apply an eclectic approach that combines different conceptions of linguistic theory for teaching Spanish as second language with learning philosophy of Problem Based Learning (PBL).

Faculty

Course implementation in Boston:

Prof. Alba Vargas  / Spanish instructor – Grammar emphasis

Dr. Ricardo Camacho / Clinical scenarios instructor – Clinical emphasis

Bsc. Laura Gil, MD Candidate 2019 - Clinical scenarios emphasis & link with grammar scenarios

 Planning and development in Costa Rica:

Dr. Mario Tristan - IHCAI Institute Director–General

Prof. Yuri Baidal / Coordinator

Who are we?
Click here for IHCAI Foundation presentation

Final work development guide. Click here.

IHCAI P010S_UKCM & P010A_UCF program – 2017 / Held in Costa Rica

Medical Spanish & Cultural Immersion Course for junior medical students with an introduction to tropical medicine

Sharing knowledge and sharing experiences

This is a very intensive Medical Spanish Course focusing on the interaction between the physician and patient. The content of the course has been adapted to the beginner level in medicine of the students of this session. Cultural components have also been incorporated to promote cultural values and human coexistence. Many elements of semiology need to be addressed in order to develop clinical scenarios and the tropical medicine component. We do not want to close circles. Time is short. We do want to encourage perceptive students and develop skills.

We have defined critical points in the geography of human communication, considering all different scenarios in the clinical context:

- Clinic history

- Clinical interview

- Physical exam

- Clinical rounds and case presentations

The first three correspond to interpersonal communication. The fourth is a group communication. Have different characteristics. We have de-composed these first three elements to generate a thematic inventory of critical issues at level of oral communication with patients, as a guide to be developed with students:

- Surface Anatomy

- Internal anatomy

- Signs and symptoms

- Vital signs

- Anthropometric measures

- Prescriptions

- Laboratory tests

- Medical procedures

- Inform consent

- Management plan, recommendations and case monitoring

- Communicating bad new

- Alternative medicine

Analysis of clinical cases and simulated patients will be educational practices as a tangent that crosses the entire matrix of the course. Common and rare medical problems and diseases are considered in our Medical Spanish learning model, such as chronic diseases and different medical aspects. But our methodology also considers the students particular interests. We want student’s participation is active and not passive.

The component of tropical medicine which will be studied consists of the following topics: Malaria, Chagas, Leishmania, Dengue, Ophidic Accident and Common Dermatological Fungal Infections. They will be included within the content of clinical scenarios. All topics will be covered before Tortuguero trip. Other issues of tropical medicine as chikungunya, zika, yellow fever, cholera, african trypanosomiasis and TB can be included at the request of students.

Our grammar staff is highly trained in the Common European Framework of Reference for Language Learning, Teaching and Assessment. At the end of the course we can make a technical assessment of your skills within this theoretical model.

Reference: The Common European Framework of Reference for Languages. Language Policy Unit, Strasbourg. CEFR last version, 2017. 

In this course we apply an eclectic approach that combines different conceptions of linguistic theory for teaching Spanish as second language with learning philosophy of Problem Based Learning (PBL).

https://en.wikipedia.org/wiki/Problem-based_learning 

We trust that both our planning and our tools are consistent with this educational model. Management course by our instructors aims to make this experience dynamic, intense and participative. We also hope that this course will produce significant momentum in your communications skills with Hispanic population living in US.

It is important to understand that human communication transcends oral communication. For this reason, this course also offers a series of activities aimed to approach the student to the Latino reality in the United States enriching the cultural approach.

Please explore and take advantage of this Blog. There are tools that can facilitate your learning process. We agree that these are essential activities. Good luck!

Yuri Baidal

Program Development Director

IHCAI FOUNDATION

San José, Costa Rica, June 2017

Materials

We have an own authorship set of teaching materials. These instruments respond to the needs of the development of learning methodology that we implement. All materials are available for students, but teachers will organize delivery according to students’ needs and to process course advance. Because of this, the Master Manual is always under construction.

We try to use as little paper as possible, of course without affecting the quality of teaching. Because of this, as of 2017 IHCAI does not print the Manual of Tropical Medicine as it did before. We now share it in PDF format electronically to our students and it is available at:

https://drive.google.com/open?id=0BzK44kFF_SFiQlhKWTNWUGF0Ym8

Faculty

Spanish Language - Clinical Scenarios and Tropical Medicine / Departments:

Dr. Mario Tristan - IHCAI Institute Director–General

Prof. Yuri Baidal / Coordinator

Prof. Alba Vargas  / Spanish instructor – Grammar emphasis

Dr. Ricardo Camacho / Clinical scenarios instructor – Clinical emphasis

Memories