Table 4

Students’ report of protocols for management of patients with limited English proficiency (LEP) in their dental school clinics by number and percentage of respondents to each question

QuestionNumber (%)
Which statement best describes how LEP patients are assigned to student providers? (n=325)
 They are assigned through the same mechanisms as English-speaking patients.115 (35.4%)
 We pair LEP patients with students who have indicated they speak the patient’s primary language.184 (56.6%)
 Other26 (8.0%)
If no student providers speak that primary language, how are LEP patients assigned? (n=210)
 We assign the patient randomly.105 (50.0%)
 We assign the patient to a student provider who can speak a similar language.74 (35.2%)
 Other31 (14.8%)
Which statement best describes the interpreter services available on the clinic floor? (n=325)
 We have formally trained interpreters employed by our institution whom student providers can request for appointments.47 (14.5%)
 We subscribe to interpreter services provided via phone or internet via programs like IPOP that are available in the clinic.115 (35.4%)
 We have formal interpreter services available (in-person or via phone or internet) for some but not all languages spoken by patients (please specify).21 (6.5%)
 We do not have formal interpreter services available.142 (43.7%)
If the student provider and patient do not have access to formal interpreter services on the clinic floor for the patient’s primary language (n=163)
 Patients may bring an ad hoc interpreter they know personally (family member or friend).96 (58.9%)
 Student providers and patients may utilize ad hoc interpreters affiliated with the school (staff, other students, faculty).49 (30.0%)
 We refer the patient to an external site that has formal interpreter services for his/her needs.6 (3.7%)
 Other12 (7.4%)