Abstract
Linguistic differences between patients and clinicians can result in ineffective and inequitable healthcare delivery. Medical students should therefore be facilitated to develop the requisite knowledge and skills to work effectively within language discordant clinical situations. This paper explores language interpreting processes in an undergraduate medical education programme. The study utilizes a constructivist paradigm incorporating an action research approach. Action Research Cycle 1 (ARC1) examines the use of interpreters during clinical examinations while Action Research Cycle 2 (ARC2) focuses on language translation technology. In Action Research Cycle 3 the data that was generated in ARC 1 and ARC 2 is reviewed in association with international literature to develop a framework for practice. This study demonstrates that language interpreting procedures should be based within a collaborative framework with students, interpreters and educators receiving appropriate educational preparation, predicated on a cross cultural approach to care.
Highlights
Evidence from published research illustrates the negative impact of language barriers on healthcare access, patient satisfaction and experience, as well as disparities in receipt of care between the dominant language proficient patients and those facing language barriers (Bowen, 2015)
In Action Research Cycle 3 the data that was generated in ARC 1 and ARC 2 is reviewed in association with international literature to develop a framework for practice
The participants described how working through an interpreter added value that extended beyond the language interpreting process
Summary
Evidence from published research illustrates the negative impact of language barriers on healthcare access, patient satisfaction and experience, as well as disparities in receipt of care between the dominant language proficient patients and those facing language barriers (Bowen, 2015). The interpreting process involves converting a message from one language to another through the completion of a series of intricate tasks in the space of a few seconds (Cambridge, Singh, & Johnson, 2012). These interpreter-mediated interactions are significantly influenced by a complex interplay of social, cultural, and interactional factors, shaping and constraining the communicative actions of the various participants (Pasquandrea, 2011). A systematic review by Flores (2005) on the impact of medical interpreter services on the quality of health care, demonstrated that optimal communication, patient satisfaction, improved outcomes and fewer interpreter errors occur when patients have access to trained professional interpreters. Equipping students with these skills as part of their medical school training can help to facilitate a culture of proper interpreter use (McEvoy et al, 2009)
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