Language Matters: Integrating Community Voices to Validate the University of Utah Quick Language Guide

Title: Language Matters: Integrating Community Voices to Validate the University of Utah Quick Language Guide
Authors: Jazmine Abril, Jacob Knight, Tiffany Ho MD, MPH, Paloma Cariello, Rawad Farhat MD, MSPH, Jessica Jones
Date: 1/27/2025
Abstract: Stigmatizing language can significantly reduce patient-provider trust and lead to decreased healthcare utilization and negative outcomes. Using respectful, identity-affirming language is essential to creating a welcoming environment, but a disconnect between academic guidelines and clinical practice persists. Limited literature exists on how diverse communities prefer to be addressed, highlighting a gap in medical education and practice. To address this, a concise language guide was created to educate medical learners on appropriate terminology in patient care settings. The objective of this study was to incorporate both academic research and the perspectives of diverse patient communities to improve the guide. To incorporate community views, focus groups were conducted with community health workers (CHWs), who are trained advocates with close ties to the community. The CHWs represented various medically underserved communities, and 20 CHWs employed by the institution were invited to attend one of three focus groups. Two researchers led 1-hour groups using a semi-structured question guide. The sessions were audio recorded and transcribed, and data was coded using Dedoose software for qualitative content analysis. Results were organized into two themes: suggestions for quality improvement purposes and tensions between academia and the community. Sub-themes included terms used by academics that are stigmatizing to community members, terms used by the community that are stigmatizing to academics, and medical information considered confusing or controversial. Findings emphasized the need to consider differences in language used by academics and community members to avoid misunderstandings. Feedback from focus group discussions is currently being incorporated to revise the language guide. A significant insight revealed that discrepancies in the language utilized by academics and community members may lead to misunderstandings or conflicts. Broadly, the data support the utility of the Quick Language Guide, which ultimately has the potential to improve the awareness, knowledge, and use of inclusive language among medical learners and instructors.

Copyright: Academy of Health Sciences Educators ©2025

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Language Matters: Integrating Community Voices to Validate the University of Utah Quick Language Guide by Jazmine Abril, Jacob Knight, Tiffany Ho, MD, MPH, Paloma Cariello, Rawad Farhat, MD, MSPH & Jessica Jones