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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Working with interpreters: how student behavior affects quality of patient interaction when using interpreters. Fung, Cha-Chi; Lagha, Regina Richter; Henderson, Paula; Gomez, Arthur G In: Medical education online, vol 15, iss 1 (2010) Abstract: BackgroundDespite the prevalence of medical interpreting in the clinical environment, few medical professionals receive training in best practices when using an interpreter. We designed and implemented an educational workshop on using interpreters as part of the cultural competency curriculum for second year medical students (MSIIs) at David Geffen School of Medicine at UCLA. The purpose of this study is two-fold: first, to evaluate the effectiveness of the workshop and second, if deficiencies are found, to investigate whether the deficiencies affected the quality of the patient encounter when using an interpreter.MethodsA total of 152 MSIIs completed the 3-hour workshop and a 1-station objective-structured clinical examination, 8 weeks later to assess skills. Descriptive statistics and independent sample t-tests were used to assess workshop effectiveness.ResultsBased on a passing score of 70%, 39.4% of the class failed. Two skills seemed particularly problematic: assuring confidentiality (missed by 50%) and positioning the interpreter (missed by 70%). While addressing confidentiality did not have a significant impact on standardized patient satisfaction, interpreter position did.ConclusionInstructing the interpreter to sit behind the patient helps sustain eye contact between clinician and patient, while assuring confidentiality is a tenet of quality clinical encounters. Teaching students and faculty to emphasize both is warranted to improve cross-language clinical encounters. Keyword: Behavior; Communication Barriers; cross-cultural communication barriers; Cultural Competency; Culture; Curriculum; Education; educational intervention; Educational Measurement; Educational Status; Faculty; Humans; interpreter use; Language; Medical; Patient Satisfaction; Patient-Centered Care; performance-based assessment; Physician-Patient Relations; physician–patient relations; Public Health and Health Services; Quality of Health Care; Specialist Studies in Education; Students URL: https://escholarship.org/uc/item/0md330fm BASE Hide details

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