Lessons Learned from the Process of Developing a Resident-Interpreter Workshop

Jan Fune,J.M Monica Van De Ridder

doi:10.15694/mep.2021.000108.1

Abstract

MedEdPublish (ISSN 2312–7996) is a highly visible, open access, specialist practitioner e-journal that enables academics, teachers, clinicians, researchers and students to publish their experiences, views and research findings relating to teaching, learning and assessment in medical and health professions education. An innovative and key feature of MedEdPublish is that the peer review process begins following publication.

Highlights

Often when we evaluate a project, we focus on the outcomes
An online survey of pediatric residents showed that "language barrier" was a frequently mentioned cause of frustration when providing care for Limited English Proficiency (LEP) patients. These findings are in line with the literature (Diamond, Schenker, Curry, Bradley et al, 2009), resident satisfaction is associated with the volume of LEP patients they have to take care of, and if they are trained in using an interpreter (Hernandez et al, 2014)
The lack of training on utilizing language services optimally limits the efficacious use of interpreters, which is a disservice to patients (Emeriz-Wiener et al, 2014; Hernandez et al, 2014; Jacobs, Diamond and Stevak, 2010; McEvoy et al, 2009; Abu and Elamin, 2009; Karliner et al, 2007)

Summary

Introduction

Often when we evaluate a project, we focus on the outcomes. sometimes important lessons can be learned from reflecting on the development of a project. A multidisciplinary team consisting of a physician (n=1), pediatric resident (n=1), medical students (n=8), certified health interpreters (n=4), and a process improvement (PI) specialist (n=1) developed a workshop to address these issues. It appeared interpreters had misunderstandings about physicians’ roles They were unaware of the lack of training physicians receive for working with LEP patients and some did not realize that residents were already physicians. The medical students were very good in pointing out unclear aspects and sparked out-of-the box thinking for others They were made aware of the inequities LEP patients face in healthcare and were taught techniques to better communicate with them at an earlier stage of their training. The PI-specialist taught everyone how to perform a robust process improvement project thereby promoting a systematic approach which was further supported by weekly meetings and feedback sessions

Conclusion

Notes On Contributors