Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpreters
Abstract Background Over 41 million people in the United States speak Spanish as their primary language, of which 16 million have limited English proficiency (LEP). It is well-established that language barriers contribute to health disparities and that the use of ad-hoc interpretation by untrained f...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-01-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-021-03081-0 |
| _version_ | 1798026436901076992 |
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| author | Erik S Carlson Tatiana M Barriga Dale Lobo Guadalupe Garcia Dayana Sanchez Matthew Fitz |
| author_facet | Erik S Carlson Tatiana M Barriga Dale Lobo Guadalupe Garcia Dayana Sanchez Matthew Fitz |
| author_sort | Erik S Carlson |
| collection | DOAJ |
| description | Abstract Background Over 41 million people in the United States speak Spanish as their primary language, of which 16 million have limited English proficiency (LEP). It is well-established that language barriers contribute to health disparities and that the use of ad-hoc interpretation by untrained family members results in substandard care. We developed a novel interpreter training program for medical students to serve as in-person interpreters at a charitable, resident continuity clinic so as to overcome the language barrier in the delivery of healthcare to LEP patients. Methods The Medical Student Interpreter Training Program (MSITP) consists of three steps. First, fluent Spanish-speaking students shadowed a licensed interpreter. Second, students took a standardized phone exam to demonstrate language proficiency. Finally, students completed a three-hour training on the methodology and ethics of interpreting conducted by the Department of Interpreter Services. Results Pre- and post-tests were administered to assess students’ familiarity with the Interpreter Code of Ethics and interpreter skills. Familiarity with the Interpreter Code of Ethics increased significantly with all students reporting feeling comfortable (47%) or very comfortable (53%) after training. The pre- and post-tests included free response questions, which were administered to assess competence in the methodology and ethics of interpreting. The cohort’s aggregate score increased by 35% after the training (Wilcoxon signed rank z-score = 2.53; p = .01). Conclusions Implementing the MSITP resulted in an increased number of trained, Spanish-speaking interpreters available to provide their services to LEP patients at an affiliated charitable clinic and throughout the university hospital. Unlike other program models which are time and resource-intensive, this program is replicable and easily managed by volunteers. The MSITP is an effective model for training students as medical interpreters to ensure the delivery of quality healthcare for LEP patients. |
| first_indexed | 2024-04-11T18:35:34Z |
| format | Article |
| id | doaj.art-6f58ad858a6b40deb6a1999d1408a44b |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-11T18:35:34Z |
| publishDate | 2022-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-6f58ad858a6b40deb6a1999d1408a44b2022-12-22T04:09:18ZengBMCBMC Medical Education1472-69202022-01-012211710.1186/s12909-021-03081-0Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpretersErik S Carlson0Tatiana M Barriga1Dale Lobo2Guadalupe Garcia3Dayana Sanchez4Matthew Fitz5Stritch School of Medicine, Loyola University ChicagoStritch School of Medicine, Loyola University ChicagoStritch School of Medicine, Loyola University ChicagoDepartment of Interpreter Services, Loyola University Medical Center, Gottlieb Memorial Hospital, MacNeal HospitalDepartment of Interpreter Services, Loyola University Medical CenterDepartment of Medicine, Loyola University Medical Center, Stritch School of Medicine, Loyola University ChicagoAbstract Background Over 41 million people in the United States speak Spanish as their primary language, of which 16 million have limited English proficiency (LEP). It is well-established that language barriers contribute to health disparities and that the use of ad-hoc interpretation by untrained family members results in substandard care. We developed a novel interpreter training program for medical students to serve as in-person interpreters at a charitable, resident continuity clinic so as to overcome the language barrier in the delivery of healthcare to LEP patients. Methods The Medical Student Interpreter Training Program (MSITP) consists of three steps. First, fluent Spanish-speaking students shadowed a licensed interpreter. Second, students took a standardized phone exam to demonstrate language proficiency. Finally, students completed a three-hour training on the methodology and ethics of interpreting conducted by the Department of Interpreter Services. Results Pre- and post-tests were administered to assess students’ familiarity with the Interpreter Code of Ethics and interpreter skills. Familiarity with the Interpreter Code of Ethics increased significantly with all students reporting feeling comfortable (47%) or very comfortable (53%) after training. The pre- and post-tests included free response questions, which were administered to assess competence in the methodology and ethics of interpreting. The cohort’s aggregate score increased by 35% after the training (Wilcoxon signed rank z-score = 2.53; p = .01). Conclusions Implementing the MSITP resulted in an increased number of trained, Spanish-speaking interpreters available to provide their services to LEP patients at an affiliated charitable clinic and throughout the university hospital. Unlike other program models which are time and resource-intensive, this program is replicable and easily managed by volunteers. The MSITP is an effective model for training students as medical interpreters to ensure the delivery of quality healthcare for LEP patients.https://doi.org/10.1186/s12909-021-03081-0Undergraduate Medical EducationMedical StudentMedical SpanishInterpreterVolunteerCharitable clinic |
| spellingShingle | Erik S Carlson Tatiana M Barriga Dale Lobo Guadalupe Garcia Dayana Sanchez Matthew Fitz Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpreters BMC Medical Education Undergraduate Medical Education Medical Student Medical Spanish Interpreter Volunteer Charitable clinic |
| title | Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpreters |
| title_full | Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpreters |
| title_fullStr | Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpreters |
| title_full_unstemmed | Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpreters |
| title_short | Overcoming the language barrier: a novel curriculum for training medical students as volunteer medical interpreters |
| title_sort | overcoming the language barrier a novel curriculum for training medical students as volunteer medical interpreters |
| topic | Undergraduate Medical Education Medical Student Medical Spanish Interpreter Volunteer Charitable clinic |
| url | https://doi.org/10.1186/s12909-021-03081-0 |
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