(P504) Medical Students’ Use and Perception of Language Used in Diabetes Care

In diabetes care, the use of negative language, social distancing, and stereotyping by healthcare providers can impact health and well-being. Terms such as “diabetic” can reduce individuals to their condition and contribute to psychosocial concerns, potentially resulting in adverse health outcomes like elevated glucose levels or increased risk of infection. Medical students, as future healthcare providers, play a critical role in shaping the culture of diabetes care. Years in medical school education may influence students’ behavior and term usage. This poster reviews a study administering language and stigma questionnaires to medical students from all four years to assess the prevalence and perception of non-recommended language, as well as opinions related to social distancing and stereotyping. Statistical analysis included descriptive statistics to summarize demographic data, Kruskal-Wallis H tests with Dunn’s post-hoc to compare use and perception of recommended versus non-recommended language, and a one-way ANOVA to examine stigma (social distancing and stereotyping) across the different years of medical training. Results indicate that medical students of all years use non-recommended language despite their negative perceptions of these terms. Additionally, students in year four of medical school reported lower stereotyping scores compared to their peers in year one. Given the persistent use of non-recommended and harmful language, education for medical students in year one is strongly encouraged to address non-recommended language, stereotypes, and social distancing to improve diabetes care outcomes. Authors: Kacey M. Whistler, BA, Ohio University; Eric R. Green, BS, Ohio University Diabetes Institute; Elizabeth A. Beverly, PhD, Ohio University Heritage College of Osteopathic Medicine. Funding Source: Osteopathic Heritage Foundation, Ralph S. Licklider, D.O. Endowed Professorship in Behavioral Diabetes.