A Proposal to Teach Medical Students How to Use Interpreters

Abstract

The necessity of trained medical interpreters is crucial to ensure fair and high-quality healthcare for patients with limited English proficiency. Despite this requirement, medical schools often do not adequately educate their students on how to work with interpreters. This study outlines a curriculum developed to tackle the deficiency of interpreter-use training for medical students. The interactive model used in the curriculum enabled students to practice patient interactions with interpreters and learn about the ethical, cultural, and legal aspects of interpreter use. Post-workshop surveys were conducted to determine student readiness for future clinical experiences that require the use of a medical interpreter. The effectiveness of the curriculum was confirmed in preparing students for interpreter use. The study's objective is to reduce healthcare disparities by training students to navigate cultural and linguistic barriers between themselves, limited English proficiency patients, and interpreters. By providing early training to medical students, they will be equipped to interact with limited English proficiency patients not only during clinical rotations but also throughout their medical careers. The study underscores the significance of incorporating language-discordant encounters with interpreters and corresponding health equity curricula in medical schools.