Research report published In:
InterpretingVol. 20:1 (2018) ► pp.132–150
Report
Training “doctor-minded” interpreters and “interpreter-minded” doctors
The benefits of collaborative practice in interpreter training
In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master’s level) and 3rd- and 4th-year medical students at Ghent University. In order to assess the development of the students’ knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.
Keywords: healthcare, interpreting, joint training, interprofessional education, interpreter training, communicative goals
Article outline
- 1.Introduction
- 2.The joint training intervention
- 2.1Problem identification and general needs assessment
- 2.2Targeted needs assessment
- 2.3Goals and objectives
- 2.4Educational strategies
- 2.4.1Plenary lecture
- 2.4.2Joint practice sessions
- 2.5Implementation
- 2.6Feedback and evaluation
- 2.6.1Formative assessment
- 2.6.2Summative assessment
- 3.Discussion
-
References
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