‘How did he say that?’ interpreting students’ written reflections on interprofessional education scenarios with speech language therapists

Crezee, Ineke H.M.; Marianacci, Agustina

doi:10.1080/1750399x.2021.1904170

Cited by 55 publications

(7 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Both doctors and interpreters would benefit from interprofessional education where they learn about, from, and with each other about the intricacies of their communicative practices to enable effective collaboration on the level of EC (Crezee & Marianacci, 2022;Krystallidou, Van De Walle, et al, 2018;Zhang et al, 2021). This in turn could enable doctors and interpreters to deliver more adequate patient-centered care in IMCs where patients feel sufficiently understood and acknowledged in their lived experiences.…”

Section: Discussionmentioning

confidence: 99%

“…In this view, interpreters function as invisible, non-thinking, and passive participants (Hsieh, 2016). Although more recent training programs have promoted a more flexible role for the interpreter (Crezee & Marianacci, 2022;Krystallidou, Van De Walle, et al, 2018), the conceptualization of interpreters as verbal conduits remains prevalent in interpreter training interventions and interpreters' codes of ethics worldwide (Bancroft, 2005;Hsieh, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The co-construction of empathic communication in interpreter-mediated medical consultations: A qualitative analysis of interaction

Theys

Wermuth

Salaets

et al. 2023

The International Journal of Translation and Interpreting Resea

View full text Add to dashboard Cite

Current interpreter training programs pay increasingly more attention to the intricacies of the clinical context, such as doctors and patients’ communicative goals. However, to date, the conduit model remains influential when it comes to interpreters dealing with other participants’ emotions and their own emotions in interpreter-mediated consultations (IMCs). Consequently, establishing a good doctor-patient relationship by means of empathic communication (EC) might be jeopardized in IMCs. During EC, patients express their emotional or illness experiences to which doctors convey their empathic understanding. This study aimed to assess how doctors, patients, and interpreters verbally co-construct EC and the interpreter’s effect on this process. We analyzed 7 authentic IMCs using the Empathic Communication Coding System, as previously adapted for IMCs. We identified empathic opportunities (EOs) and empathic responses (ERs) as expressed by patients/doctors, and as rendered by interpreters. Our results showed that EC is the result of an interactive and collaborative process among all participants in IMCs. That is, the interplay between participants’ communicative actions determines how patients’ expressed lived experiences are addressed in IMCs. Our findings suggest that interpreters hold a central position in this process as they initiated EC about the patient’s illness experience and exerted control over the ways in which statements were rendered (e.g., interpreters omitted and altered original statements). In addition, our results indicated that EC in IMCs might be compromised by doctors and interpreters’ communicative actions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The co-construction of empathic communication in interpreter-mediated medical consultations: A qualitative analysis of interaction

Theys

Wermuth

Salaets

et al. 2023

The International Journal of Translation and Interpreting Resea

View full text Add to dashboard Cite

show abstract

“…Interpreter employment requires graduate students to be equipped with professional interpreter competences (Astley and Torres-Hostench, 2017 ; Crezee and Marianacci, 2022 ). Interpreting curriculum developers seek to provide adequate coverage of an agreed set of interpreter competences in most interpreting training programs (Wang and Li, 2020 ; Oraki, 2022 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Career adaptability of interpreting students: A case study of its development and interactions with interpreter competences in three Chinese universities

2022

View full text Add to dashboard Cite

The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability resources, and ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future (concern), more curious to explore themselves and their surroundings (curiosity), and more capable of solving problems (confidence). The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint.

show abstract

“…In order to train and educate professional community interpreters, trainers often rely upon students to act in role-plays with their peers. Role-plays are commonly used to improve and expand interpreter skills and techniques (Fernandez-Pérez, 2015, Crezee & Marianacci, 2021 since they offer opportunities to practice foreign language communication skills and are an excellent way to learn how to control content, grammatical structures and vocabulary (Tebble, 2014). An added value for students is that through these experiences, they gain knowledge and can critically reflect on their own performances.…”

Section: Introductionmentioning

confidence: 99%

“…Within clinical communication skills training, medical trainers often rely on the help of SPs to practice their communication and interpersonal skills (Quirk & Letendre, 1986;Anderson, Stillman & Wang, 1994;Stillman et al, 1997;Hargie et al, 1998;Eagles et al, 2001;Rees, Sheard & McPherson, 2004;Lane & Rollnick, 2007;Bosse et al, 2012;Pilnick et al, 2018). SPs are lay people who are trained to play the part of a patient with a specific medical problem (Beigzadeh et al, 2016;Pate & Ricardo, 2016;Lan, 2019;Crezee & Marianacci, 2021). SPs enact the role of a patient based upon a case that is created by the trainers (Norman et al, 1982;Wallace, Rao & Haslam, 2002) with specific emphasis on the authenticity and fidelity of the simulation (Beigzadeh et al, 2016;Pate & Ricardo, 2016).…”

Section: Introductionmentioning

confidence: 99%

Involving foreign-language speaking simulated patients in medical interpreter training: A qualitative study

2022

View full text Add to dashboard Cite

This paper reports on an interdisciplinary training initiative involving student interpreters and medical students. It provides qualitative evidence on how the stakeholders involved perceive the effects of including foreign-language speaking simulated patients (SPs) in medical interpreter training. We conducted three focus group interviews, during which we explored the perspectives of different stakeholders involved in the interdisciplinary training. The first focus group involved three clinical communication trainers and four interpreter trainers, the second focus group comprised eight student interpreters and the third focus group involved three SPs. The data was analysed using NVivo 12 software. The results reveal that the presence of foreign-language speaking SPs generated an increased level of authenticity, a higher degree of affective social distance, an increased interactional and linguistic complexity, increased (language) learning potential and an increased level of stress vis à vis regular interpreting classes in which traditional role plays were used. All stakeholders deem working with foreign-language speaking SPs highly beneficial, as the added value and advantages of working with SPs outweighed the disadvantages.

show abstract

‘How did he say that?’ interpreting students’ written reflections on interprofessional education scenarios with speech language therapists

Cited by 55 publications

References 34 publications

The co-construction of empathic communication in interpreter-mediated medical consultations: A qualitative analysis of interaction

The co-construction of empathic communication in interpreter-mediated medical consultations: A qualitative analysis of interaction

Career adaptability of interpreting students: A case study of its development and interactions with interpreter competences in three Chinese universities

Involving foreign-language speaking simulated patients in medical interpreter training: A qualitative study

Contact Info

Product

Resources

About