Melson, Valerie A.

ABSTRACT Objective To compare maternal and neonatal adverse outcomes between women who are English proficient (EP) and those who have limited English proficiency (LEP). Design Retrospective cohort study. Setting Single US academic medical centre with interpreter services. Population All pregnant women with deliveries during the study period. Methods We retrospectively identified EP and LEP individuals (categorised by self‐report) who delivered at Mayo Clinic, Rochester, Minnesota, USA, from 2015 to 2019. Overall composite adverse outcomes, as well as maternal and neonatal composite outcomes, were measured with generalised linear models and logistic regression, reporting estimates and 95% CIs. Multivariable logistic regression analysis was used to assess associations between language proficiency and outcome measures while controlling for other clinical factors. Main Outcome Measures Composite overall, maternal and neonatal adverse outcomes. Results Among 10 427 EP and 900 LEP participants, the LEP group had a higher incidence of gestational diabetes, unplanned intensive care unit admission, uterine rupture, postpartum haemorrhage with transfusion, neonatal death and 5‐min Apgar score less than 7. The composite overall, maternal and neonatal adverse outcomes were more prevalent in the LEP group than the EP group in unadjusted analysis. Of these, the composite adverse outcome remained significant when the model was adjusted (odds ratio, 1.40; 95% CI, 1.03–1.90). Conclusions Pregnant women with LEP had increased incidence of adverse delivery outcomes, even in a setting with universal availability of medical interpreters.

Abstract Purpose This study examines sense of belonging (belongingness) in a large population of medical students, residents, and fellows and associations with learner burnout, organizational recruitment retention indicators, and potentially modifiable learning environment factors. Method All medical students, residents, and fellows at Mayo Clinic sites were surveyed between October and November 2020 with items measuring sense of belonging in 3 contexts (school or program, organization, surrounding community), burnout (2 Maslach Burnout Inventory items), recruitment retention indicators (likelihood of recommending the organization and accepting a job offer), potentially modifiable learning environment factors, and demographics (age, gender, race and ethnicity, LGBTQ+ identification, disability, socioeconomic background). Results Of 2,257 learners surveyed, 1,261 (56%) responded. The percentage of learners reporting a somewhat or very strong sense of belonging was highest in the school or program (994 of 1,227 [81%]) followed by the organization (957 of 1,222 [78%]) and surrounding community (728 of 1,203 [61%]). In adjusted analyses, learners with very strong organization belongingness had lower odds of burnout (odds ratio [OR], 0.05; 95% CI, 0.02–0.12) and higher odds of being likely to recommend the organization (OR, 505.23; 95% CI, 121.54–2,100.18) and accept a job offer (OR, 38.68; 95% CI, 15.72–95.15; all P < .001). School or program and community belongingness also correlated strongly with these outcomes. In multivariable analyses, social support remained associated with higher odds of belongingness in all 3 contexts; favorable ratings of faculty relationships and leadership representation remained associated with higher odds of belongingness in 2 contexts (school or program and organization); and favorable ratings of diversity, equity, and inclusion learning climate remained associated with belongingness in 1 context (community). Conclusions Sense of belonging among medical students, residents, and fellows varies across contexts, correlates strongly with burnout and organizational recruitment retention indicators, and is associated with multiple potentially modifiable learning environment factors.