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Title:
Interpreter Cases for Cultural Competency Instruction
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MedEdPORTAL ID#:
205
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Version:
1
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Resource Type:
Standardized Patient Case
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Description:
This is a collection of 5 cases based on real clinical scenarios that reflect the challenges of clinical encounters using interpreters. They are of different levels of difficulty and can be administered to medical students and residents as practice (teaching) cases. The cases utilize interactions that involve both history-taking and counseling. One case (smoking cessation) includes behavior and self-reflection checklists that allow summative assessment of student skills in the use of interpreters.
Content areas include:
1) Generic communication checklists
2) Checklists specific to the clinical situation and task (for example, history-taking)
3) Standardized patient checklists for student performance
4) Interpreter checklist for student performance
5) Student self-assessment/reflection checklist
The checklists may be used as a way to improve future performance, and to trigger discussion about the challenges of encounters involving interpreters.
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Author Institution:
University of California, Irvine, School of Medicine
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Primary Author:
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Desiree Lie, MD, MBBS
University of California, Irvine, School of Medicine
101 The City Drive South
Ste 512, Building 200
Orange,
CA
92868
USA
714-456-5171
dalie@uci.edu
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Resource File(s):
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Request Resource From MedEdPORTAL Staff
Click on the above link to request resource from MedEdPORTAL staff.
Resource is protected (assessment tool) or too large to download from the web.
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Additional Resource File Information:
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1 .zip file containing the following one resource:
1. Interpreter_Cases.doc
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AAMC Hot Topics:
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Medicine: Cultural Diversity
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Content Last Updated:
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| 06/22/2007 |
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Specialty/Discipline:
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Medicine: Graduate Medical Education
Medicine: Skills/Doctoring
Medicine: Undergraduate Medical Education
Oral Health: Skills/Doctoring
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Educational Objectives:
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For learners participating in these cases:
1. List and identify obstacles to effective communication using interpreters
2. Review pros and cons of using different interpreters in clinical encounters with a language barrier
3. Recognize when a professional interpreter is needed for effective communication in clinical care
4. Identify and addresses own limitations in conducting a medical interview using an interpreter
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Resource Keyword/Symptom:
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interpreter
cultural competency
standardized patients
SPs
SP cases
communication (MeSH)
language (MeSH)
ESL
cultural competence
clinical competence (MeSH)
cultural diversity (MeSH)
professional competence (MeSH)
limited English proficiency
communication skills
Doctoring
Skills
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Accreditation Council for Graduate Medical Education (ACGME) Competencies Addressed:
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Patient Care
Practice-Based Learning and Improvement
Interpersonal and Communication Skills
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Intended Learner Audience:
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1st Year Medical/Dental Students
2nd Year Medical/Dental Students
3rd Year Medical/Dental Students
4th Year Medical/Dental Students
Medical/Dental Residents
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Intended Faculty Audience:
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Clinical Science Faculty
Clerkship Director / Clinical Science Course Director
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Effectiveness and Significance of Publication:
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1. Teaching medical students and residents to effectively use interpreters is challenged by the variety of languages and skills of interpreters available. By providing systematic experiences reflecting these challenges we may better prepare students to address these challenges.
2. Students and residents need to appropriately assess their own linguistic skills for cross-cultural communication. These cases allow reflection and self-assessment with standardized patient and standardized interpreter feedback.
3. The assessment case with behavior checklists provides a guide to summative testing of student and resident competencies with the use of interpreters. |
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Special Implementation Requirements or Guidelines:
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| Guidelines and learning objectives for using cases are included in the individual case descriptions and in the introduction. |
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Lessons Learned:
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1. These cases require training of both the standardized patients and the standardized interpreters. Bilingual interpreters need to be proficient as interpreters to retain fidelity for the case.
2. The standardized patients used are bilingual (playing monolingual patients) but they need to be reminded not to use their own English skills during the encounter in order to accurately simulate a monolingual patient.
3. Student/resident instructions for the case have to be explicit to address what is actually being measured during performance. For example, students proficient in the language are permitted to communicate in that language and use the interpreter if they need assistance. These cases are not restricted to students that are not fluent in the patients' language(s).
Submission Image: http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en |
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Publications, Presentations, and/or Citations For This Publication:
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| None. |
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Sponsorship (Funding Source):
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| None. |
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Citation Formats:
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NLM:
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Lie D ,
Interpreter Cases for Cultural Competency Instruction. MedEdPORTAL;
2006.
Available from: http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=205
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APA:
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Lie, D.,
(2006).
Interpreter Cases for Cultural Competency Instruction. MedEdPORTAL:
http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=205
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