Article published In:
Interpreting: Online-First Articles

Training service providers to work effectively with interpreters through educational videos

A qualitative study

| University Medical Center Hamburg-Eppendorf
| INTERPRET
| University Medical Center Hamburg-Eppendorf
| University Medical Center Hamburg-Eppendorf
| University Medical Center Hamburg-Eppendorf
| INTERPRET
| University Medical Center Hamburg-Eppendorf
| University Medical Center Hamburg-Eppendorf | Magdeburg-Stendal University of Applied Sciences

To ensure the quality of interpreter-mediated encounters, not only interpreters but also service providers need to be trained. However, most of them lack adequate training. This study aimed to evaluate educational videos as a (self-)learning tool with which to train service providers to work with interpreters. Eight educational videos were developed in a multi-stage evidence-based process. For the evaluation, semi-structured interviews with 32 service providers across settings and 12 experts in the field of interpreting were conducted in Switzerland and Germany. The interviews were audio recorded, transcribed verbatim, and analyzed using a structuring content analysis approach. Service providers described an increase in their knowledge (e.g. of the complexity of interpreter-mediated encounters, potential challenges, and how to deal with them appropriately) and confidence (e.g. reduced inhibitions about working with interpreters, perceived permission to feel insecure, and encouragement to deal with problematic situations in an interpreter-mediated encounter). However, the need for hands-on practice limits the effectiveness of the educational videos as a standalone (self-)learning tool, as noted in particular by the experts. It is recommended that they be used in combination with other methods, such as face-to-face training, which provide opportunities for hands-on practice. Nonetheless, the videos can be considered a low-threshold and initial (self-)learning tool with which to increase service providers’ competence in working with interpreters.

Keywords: interpreter-mediated encounter, training, service provider, competence, educational videos
Article outline
  • 1.Introduction
    • 1.1Overcoming language barriers by using interpreters
    • 1.1Training service providers for interpreter-mediated encounters
    • 1.2Educational videos as a learning tool
  • 2.The study
    • 2.1Aim of the study
    • 2.2Study design
    • 2.3Development of educational videos
    • 2.4Participants and recruitment
    • 2.5Development of interview guide
    • 2.6Data collection and transcription
    • 2.7Data analysis
    • 2.8Sample
  • 3.Results
    • 3.1Gaining knowledge
      • Complexity of interpreter-mediated encounters
      • Basic elements of successful interpreter-mediated encounters
      • Challenges and how to deal with them
      • Clear division of roles, including role boundaries
      • Refreshing existing knowledge
    • 3.2Gaining confidence
      • Reducing inhibitions about working with interpreters
      • Permission to feel insecure
      • Encouraging to deal with problematic situations
    • 3.3Strengths of educational videos as (self-)learning tool
      • Impetus for self-reflection
      • Vivid learning tool
      • Flexible learning tool
    • 3.4Limitations of educational videos as (self-)learning tool
      • Lack of exchange and discussion
      • Need for hands-on practice
  • 4.Discussion
    • 4.1Strengths and limitations of the study
  • 5.Conclusions and outlook
  • Acknowledgements
  • Competing interests
  • References
Published online: 4 November 2022
DOI logo
https://doi.org/10.1075/intp.00090.han
References
Al Shamsi, H., Almutairi, A. G., Al Mashrafi, S. & Al Kalbani, T.
(2020) Implications of language barriers for healthcare: A systematic review. Oman Medical Journal 35 (2), e122. DOI logoGoogle Scholar
Ali, P. A. & Watson, R.
(2018) Language barriers and their impact on provision of care to patients with limited English proficiency: Nurses’ perspectives. Journal of Clinical Nursing 27 1, e1152–e1160. DOI logoGoogle Scholar
Bansal, A., Swann, J. & Smithson, W. H.
(2014) Using professional interpreters in undergraduate medical consultation skills teaching. Advances in Medical Education and Practice 5 1, 439–450. DOI logoGoogle Scholar
Barratt, J.
(2010) A focus group study of the use of video-recorded simulated objective structured clinical examinations in nurse practitioner education. Nurse Education in Practice 10 (3), 170–175. DOI logoGoogle Scholar
Bäwert, A. & Holzinger, A.
(2019) Practice makes perfect! Patient safety starts in medical school: Do instructional videos improve clinical skills and hygiene procedures in undergraduate medical students? GMS Journal for Medical Education 36 (2), 1–12. DOI logoGoogle Scholar
Bieri, F. A., Gray, D. J., Raso, G., Li, Y. S. & McManus, D. P.
(2012) A systematic review of preventive health educational videos targeting infectious diseases in schoolchildren. American Journal of Tropical Medicine and Hygiene 87 (6), 972–978. DOI logoGoogle Scholar
Breitsprecher, C., Mueller, J. T. & Mösko, M.
(2020) Between languages – quality standards and minimum requirements for the qualification of interpreters in social work settings in Germany. Hamburg: Universitätsklinikum Hamburg-Eppendorf.Google Scholar
Burch, N.
(1970) The four stages for learning any new skill. California: Gordon Training International.Google Scholar
Coetzee, D., Pereira, A. G., Scheurer, J. M. & Olson, A. P.
(2020) Medical student workshop improves student confidence in working with trained medical interpreters. Journal of Medical Education and Curricular Development 7 1, 1–5. DOI logoGoogle Scholar
Corsellis, A.
(1997) Training needs of public personnel working with interpreters. In S. E. Carr, R. P. Roberts, A. Dufour & D. Steyn (Eds.), The Critical Link: Interpreters in the community. Amsterdam: John Benjamins, 77–89. DOI logoGoogle Scholar
(2000) Turning good intentions into good practice: Enabling the public services to fulfil their responsibilities. In R. P. Roberts, S. E. Carr, D. Abraham & A. Dufour (Eds.), The Critical Link 2: Interpreters in the community. Amsterdam: John Benjamins, 89–102. DOI logoGoogle Scholar
(2008) Responsibilities and training of public service staff. In A. Corsellis (Ed.), Public service interpreting: The first steps. Basingstoke: Palgrave Macmillan, 118–149. DOI logoGoogle Scholar
Costa, B.
(2017) Team effort – training therapists to work with interpreters as a collaborative team. International Journal for the Advancement of Counselling 39 1, 56–69. DOI logoGoogle Scholar
Creswell, J. W.
(2013) Research design: Qualitative, quantitative, and mixed methods approaches (4 ed.). Los Angeles: Sage.Google Scholar
Denny, M. C., Vahidy, F., Vu, K. Y. T., Sharrief, A. Z. & Savitz, S. I.
(2017) Video-based educational intervention associated with improved stroke literacy, self-efficacy, and patient satisfaction. PLoS One 12 (3), e0171952. DOI logoGoogle Scholar
Dew, K. N., Turner, A. M., Choi, Y. K., Bosold, A. & Kirchhoff, K.
(2018) Development of machine translation technology for assisting health communication: A systematic review. Journal of Biomedical Informatics 85 1, 56–67. DOI logoGoogle Scholar
Diamond, L. C., Schenker, Y., Curry, L., Bradley, E. H. & Fernandez, A.
(2008) Getting by: Underuse of interpreters by resident physicians. Journal of General Internal Medicine 24 (2), 256–262. DOI logoGoogle Scholar
Ertl, A. & Pöllabauer, S.
(2010) Training (medical) interpreters – the key to good practice. MedInt: A joint European training perspective. The Journal of Specialised Translation 14 1, 165–193.Google Scholar
Felberg, T. R. & Sagli, G.
(2019) Training public service employees in how to communicate via interpreters in Norway: achievements and challenges. FITISPos International Journal 6 1, 141–155. DOI logoGoogle Scholar
Forbes, H., Oprescu, F. I., Downer, T., Phillips, N. M., McTier, L., Lord, B., Barr, N., Alla, K., Bright, P., Dayton, J., Simbag, V. & Visser, I.
(2016) Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Education Today 42 1, 53–56. DOI logoGoogle Scholar
Gentile, A., Ozolins, U. & Vasilakakos, M.
(1996) Liaison interpreting: A handbook. Melbourne: Melbourne University Press.Google Scholar
Gill, P. S., Beavan, J., Calvert, M. & Freemantle, N.
(2011) The unmet need for interpreting provision in UK primary care. PLoS One 6 (6), e20837. DOI logoGoogle Scholar
Hale, S.
(2007) Community interpreting. Hampshire: Palgrave Macmillan. DOI logoGoogle Scholar
Hale, S. & Ozolins, U.
(2014) Monolingual short courses for language-specific accreditation: can they work? A Sydney experience. The Interpreter and Translator Trainer 8 (2), 217–239. DOI logoGoogle Scholar
Hanft-Robert, S., Römer, M., Morgenroth, O., Redlich, A. & Metzner, F.
(2018) Interpreter-supported psychotherapy with refugees and asylum seekers: Results of qualitative interviews with psychotherapists and interpreters on opportunities and challenges in the triad. Verhaltenstherapie 28 (2), 73–81. DOI logoGoogle Scholar
Helfferich, C.
(2009) Die Qualität qualitativer Daten: Manual für die Durchführung qualitativer Interviews (3rd ed.). Wiesbaden: VS Verlag für Sozialwissenschaften. DOI logoGoogle Scholar
Hsieh, E.
(2010) Provider–interpreter collaboration in bilingual health care: Competitions of control over interpreter-mediated interactions. Patient Education and Counseling 78 (2), 154–159. DOI logoGoogle Scholar
Hudelson, P., Perneger, T., Kolly, V. & Perron, N. J.
(2012) Self-assessed competency at working with a medical interpreter is not associated with knowledge of good practice. PLoS One 7 (6), e38973. DOI logoGoogle Scholar
Ikram, U. Z., Essink-Bot, M. L. & Suurmond, J.
(2015) How we developed an effective e-learning module for medical students on using professional interpreters. Medical Teacher 37 (5), 422–427. DOI logoGoogle Scholar
Jacobs, E. A., Diamond, L. C. & Stevak, L.
(2010) The importance of teaching clinicians: when and how to work with interpreters. Patient Education and Counseling 78 (2), 149–153. DOI logoGoogle Scholar
Jaeger, F. N., Pellaud, N., Laville, B. & Klauser, P.
(2019a) Barriers to and solutions for addressing insufficient professional interpreter use in primary healthcare. BMC Health Services Research 19 (1), 753. DOI logoGoogle Scholar
(2019b) The migration-related language barrier and professional interpreter use in primary health care in Switzerland. BMC Health Services Research 19 (1), 429. DOI logoGoogle Scholar
Jang, H. W. & Kim, K. J.
(2014) Use of online clinical videos for clinical skills training for medical students: Benefits and challenges. BMC Medical Education 14 (56), 1–6. DOI logoGoogle Scholar
Juckett, G. & Unger, K.
(2014) Appropriate use of medical interpreters. American Family Physician 90 (7), 476.Google Scholar
Kalet, A. L., Mukherjee, D., Felix, K., Steinberg, S. E., Nachbar, M., Lee, A., Changrani, J. & Gany, F.
(2005) Can a web-based curriculum improve students’ knowledge of, and attitudes about, the interpreted medical interview? Journal of General Internal Medicine 20 (10), 929–934. DOI logoGoogle Scholar
Karliner, L. S., Jacobs, E. A., Chen, A. H. & Mutha, S.
(2007) Do professional interpreters improve clinical care for patients with limited english proficiency? A systematic review of the literature. Health Research and Educational Trust 42 (2), 727–754. DOI logoGoogle Scholar
Karliner, L. S., Pérez-Stable, E. J. & Gildengorin, G.
(2004) The language divide: The importance of training in the use of interpreters for outpatient practice. Journal of General Internal Medicine 19 (2), 175–183. DOI logoGoogle Scholar
Kilian, S., Swartz, L., Dowling, T., Dlali, M. & Chiliza, B.
(2014) The potential consequences of informal interpreting practices for assessment of patients in a South African psychiatric hospital. Social Science & Medicine 106 1, 159–167. DOI logoGoogle Scholar
Kim, G., Aguado Loi, C. X., Chiriboga, D. A., Jang, Y., Parmelee, P. & Allen, R. S.
(2011) Limited English proficiency as a barrier to mental health service use: A study of Latino and Asian immigrants with psychiatric disorders. Journal of Psychiatric Research 45 (1), 104–110. DOI logoGoogle Scholar
Kim, S., Ju, M. K., Son, S., Jun, S., Lee, S. Y. & Han, C. S.
(2020) Development of video-based educational materials for kidney-transplant patients. PLoS One 15 (8), e0236750. DOI logoGoogle Scholar
Kuckartz, U.
(2014) Qualitative text analysis: A guide to methods, practice and using software (2 ed.). London: Sage. DOI logoGoogle Scholar
Lebrun, L. A.
(2012) Effects of length of stay and language proficiency on health care experiences among immigrants in Canada and the United States. Social Science & Medicine 74 (7), 1062–1072. DOI logoGoogle Scholar
Liebau, E. & Romiti, A.
(2014) Migranten investieren in Sprache und Bildung. IAB-Kurzbericht 21.2/2014.Google Scholar
Marshall, M. N.
(1996) Sampling for qualitative research. Family Practice 13 (6), 522–525. DOI logoGoogle Scholar
Martínez-Gómez, A.
(2015) Non-professional interpreters. In H. Mikkelson & R. Jourdenais (Eds.), The Routledge handbook of interpreting. London/New York: Routledge, 417–431.Google Scholar
McAuliffe, M. & Triandafyllidou, A.
(2021) World migration report 2022. Geneva: International Organization for Migration (IOM).Google Scholar
McEvoy, M., Santos, M. T., Marzan, M., Green, E. H. & Milan, F. B.
(2009) Teaching medical students how to use interpreters: A three year experience. Medical Education Online 14 (12), 1–7. DOI logoGoogle Scholar
Mikkelson, H.
(2014) Evolution of public service interpreter training in the US. FITISPos International Journal 1 1, 9–22. DOI logoGoogle Scholar
Mösko, M. O., Gil-Martinez, F. & Schulz, H.
(2013) Cross-cultural opening in German outpatient mental healthcare service: An exploratory study of structural and procedural aspects. Clinical Psychology and Psychotherapy 20 (5), 434–446. DOI logoGoogle Scholar
Patriksson, K., Wigert, H., Berg, M. & Nilsson, S.
(2019) Health care professionals’ communication through an interpreter where language barriers exist in neonatal care: A national study. BMC Health Services Research 19 (586), 1–8. DOI logoGoogle Scholar
Perez, I. A. & Wilson, C. W. L.
(2007) Interpreter-mediated police interviews: Working as a professional team. In C. Wadensjö, B. E. Dimitrova & A. L. Nilsson (Eds.), The Critical Link 4: Professionalisation of interpreting in the community. Amsterdam: John Benjamins, 79–93. DOI logoGoogle Scholar
Quick, K. K., Selameab, T., Woll, A., Mazzei, C. & Miller, J. L.
(2019) Creating and evaluating skills-based training in working with spoken-language interpreters for oral health professions students. Journal of Dental Education 83 (6), 645–653. DOI logoGoogle Scholar
Roberts-Smith, L.
(2009) Forensic interpreting: Trial and error. In S. Hale, U. Ozolins & L. Stern (Eds.), The Critical Link 5: Quality in interpreting – a shared responsibility. Amsterdam: John Benjamins, 13–35. DOI logoGoogle Scholar
Shriner, C. J. & Hickey, D. P.
(2008) Teaching and assessing family medicine clerks’ use of medical interpreters. Innovations in Family Medicine Education 40 (5), 313–315.Google Scholar
Smith, J., Swartz, L., Kilian, S. & Chiliza, B.
(2013) Mediating words, mediating worlds: Interpreting as hidden care work in a South African psychiatric institution. Transcultural Psychiatry 50 (4), 493–514. DOI logoGoogle Scholar
Swartz, L., Kilian, S., Twesigye, J., Attah, D. & Chiliza, B.
(2014) Language, culture, and task shifting – an emerging challenge for global mental health. Global Health Action 7 1, 23433. DOI logoGoogle Scholar
Tebble, H.
(2003) Training doctors to work effectively with interpreters. In L. Brunette, G. Bastin, I. Hemlin & H. Clarke (Eds.), The Critical Link 3: Interpreters in the community. Amsterdam: John Benjamins, 81–95. DOI logoGoogle Scholar
ten Thije, J. D.
(2018) Receptive multilingualism. In D. Singleton & L. Aronin (Eds.), Twelve lectures on multilingualism. Bristol: Multilingual Matters, 329–364. DOI logoGoogle Scholar
Tong, A., Sainsbury, P. & Craig, J.
(2007) Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care 19 (6), 349–357. DOI logoGoogle Scholar
Wadensjö, C.
(1998) Interpreting as interaction. London/New York: Longman.Google Scholar
Wilson, E., Chen, A. H., Grumbach, K., Wang, F. & Fernandez, A.
(2005, Sep). Effects of limited English proficiency and physician language on health care comprehension. Journal of General Internal Medicine 20 1, 800–806. DOI logoGoogle Scholar
Woll, A., Quick, K. K., Mazzei, C., Selameab, T. & Miller, J. L.
(2020) Working with interpreters as a team in health care (WITH Care) curriculum tool kit for oral health professions. MedEdPORTAL 16 1, 10894. DOI logoGoogle Scholar
Yao, C. S., Merz, E. L., Nakaji, M., Harry, K. M., Malcarne, V. L. & Sadler, G. R.
(2012) Cervical cancer control: Deaf and hearing women’s response to an educational video. Journal of Cancer Education 27 (1), 62–66. DOI logoGoogle Scholar