Language inclusivity in health research: An institutional current state quality assessment

Abstract

Background

To address health inequity with evidence-based care, research needs to be inclusive. One of the most common practices when facing language barriers is the exclusion of participants with limited English proficiency (LEP). Language provisions in clinical research are necessary to ensure diversity and inclusion in research, and thus health equity. We evaluated the inclusion or exclusion of participants with LEP through provisions (or lack thereof) of language accommodations in research study designs and protocols at our institution.

Methodology

A cross-sectional quality improvement evaluation reviewed approved submissions to the University of British Columbia Children's & Women's (UBC C&W) research ethics board (REB) between 2017 to 2021 inclusively. Qualitative data was thematically coded and quantitatively analyzed to assess provisions for research activities to be completed in non-official languages.

Results/Discussion

Six hundred and ninety-eight prospective study submissions involving interaction with patients and public participants approved by the UBC C&W REB were reviewed. Just under a third (228/698) of submissions specifically excluded participants based on English language proficiency. Of the submissions that included participants with LEP, only 53.0% (249/470) made any mention of provisions for participants with LEP. All studies providing full language provisions, including translation of study documents and interpretation for the informed consent process, were funded in some capacity.

Conclusion/Perspectives

A third of REB submissions at the UBC C&W make provisions for research participants with LEP to include them in clinical research. Insufficient funding may be a key factor prohibiting provision of language accommodations, which may be a targetable barrier in designing accessible and inclusive clinical studies.