The importance of teaching clinicians when and how to work with interpreters

Jacobs, Elizabeth A.; Diamond, Lisa; Stevak, Lisa

doi:10.1016/j.pec.2009.12.001

Cited by 87 publications

(59 citation statements)

References 24 publications

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“…[39][40][41] Teaching about appropriate use of language services has been incorporated into both undergraduate and postgraduate medical and other health care professional education, generally as part of cultural competency training. [41][42][43][44] These curricula have been shown to increase knowledge of when and how to use a professional interpreter and the hazards of ad hoc interpreters. [42][43][44] The longterm impact of these curricula on appropriate language services use has not been evaluated, and demonstrating a positive impact on patient outcomes is difficult.…”

Section: Resultsmentioning

confidence: 99%

“…[41][42][43][44] These curricula have been shown to increase knowledge of when and how to use a professional interpreter and the hazards of ad hoc interpreters. [42][43][44] The longterm impact of these curricula on appropriate language services use has not been evaluated, and demonstrating a positive impact on patient outcomes is difficult. 42,43,45 Another important component of improving communication with LEP patients is assessment of health care providers' foreignlanguage skills to ensure adequate proficiency for health care communication.…”

Section: Resultsmentioning

confidence: 99%

“…[42][43][44] The longterm impact of these curricula on appropriate language services use has not been evaluated, and demonstrating a positive impact on patient outcomes is difficult. 42,43,45 Another important component of improving communication with LEP patients is assessment of health care providers' foreignlanguage skills to ensure adequate proficiency for health care communication. Opportunities for self-assessment or formal assessment of providers' 19 Finally, we cannot assess the quality of interpreters used.…”

Section: Resultsmentioning

confidence: 99%

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Changes in Language Services Use by US Pediatricians

et al. 2013

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WHAT'S KNOWN ON THIS SUBJECT: Language barriers adversely affect health care access, utilization, outcomes, and patient safety. Trained formal interpreters can improve care quality and safety, but many patients and families with limited English proficiency do not receive appropriate language services during health care encounters.WHAT THIS STUDY ADDS: Despite continued growth of the US population with limited English proficiency, federal language use standards, and enhanced education about appropriate use of language services, there has been only modest improvement over time in pediatricians' use of language services. RESULTS: Most pediatricians reported using family members to communicate with LEP patients and families, but there was a decrease from 2004 to 2010 (69.6%, 57.1%, P , .01). A higher percentage of pediatricians reported formal interpreter use (professional and/or telephone) in 2010 (55.8%) than in 2004 (49.7%, P , .05); the increase was primarily attributable to increased telephone interpreter use (28.2%, 37.8%, P , .01). Pediatricians in states with reimbursement had twice the odds of formal interpreter use versus those in nonreimbursing states (odds ratio 2.34; 95% confidence interval 1.24-4.40).CONCLUSIONS: US pediatricians' use of appropriate language services has only modestly improved since 2004. Expanding language services reimbursement may increase formal interpreter use. Pediatrics 2013;132:e396-e406 AUTHORS:

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Changes in Language Services Use by US Pediatricians

et al. 2013

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“…Furthermore, providing institutional training, certification, and guidelines for bilingual physicians and staff members can promote quality care by maintaining the standards of bilingual health care. 33,51 Contributors: The author gratefully acknowledges her research team members: Haiying Kong, MA, and Hyejung Ju, Ph.D., for their passion and hard work for data collection and analysis and Michelle Farabough, MA, for her preliminary data analysis as a graduate course project. Finally, I thank Dr. Eric Kramer for his continuous feedback throughout all phases of the research project.…”

Section: Discussionmentioning

confidence: 99%

Not Just “Getting by”: Factors Influencing Providers’ Choice of Interpreters

Hsieh

2014

J GEN INTERN MED

114

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“…10 Several pharmacy, nursing, and medical schools have implemented successful elective courses in Spanish culture and language for their students. [11][12][13][14][15][16][17] In light of the 2000 UNC study findings and in order to better meet the needs of students and patients in North Carolina, 2 curricular changes were instituted at UNC Eshelman School of Pharmacy starting in 2008. The Curriculum Committee approved for students to receive credit for the Spanish for Health Care Professionals elective courses (introductory, intermediate, and advanced) offered by the UNC School of Public Health.…”

Section: Introductionmentioning

confidence: 99%

A Spanish Language Module in a First-Year Pharmaceutical Care Laboratory Course

Dinkins

Scolaro

2012

American Journal of Pharmaceutical Education

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Objective. To assess the impact of incorporating Spanish language lectures and activities in a required Pharmaceutical Care Laboratory course on first-year doctor of pharmacy (PharmD) students' perceptions of and comfort level with Spanish-speaking patients and basic knowledge of Spanish pharmacy terms. Design. The 6-week module consisted of attendance at a 1-hour lecture on medical Spanish and Hispanic culture, and completion of 4 small-group activities: drug and product information, patient information, counseling and side effects, and a written scenario that involved filling a prescription for and counseling a Spanish-speaking patient. Assessment. All students enrolled in the Pharmaceutical Care Laboratory course in fall 2008 (153) and fall 2009 (152) completed a pre-and post-intervention questionnaire (100% response rate). Less than 4% of students considered themselves fluent in Spanish prior to participating in the Spanish language module. Students agreed or strongly agreed that it was important for pharmacists to be able to translate common pharmacy label instructions from English to Spanish (89.8%) and Spanish to English (73.8%). Student-reported confidence in their ability to pronounce common pharmacy and medical terms in Spanish significantly increased, as did their ability to correctly interpret pharmacy label instructions. Conclusions. While incorporation of a Spanish language module in a first-year Pharmaceutical Care Laboratory course did not result in students achieving fluency in Spanish, it was a beneficial method of exposing students to Spanish language and culture.

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The importance of teaching clinicians when and how to work with interpreters

Cited by 87 publications

References 24 publications

Changes in Language Services Use by US Pediatricians

Changes in Language Services Use by US Pediatricians

Not Just “Getting by”: Factors Influencing Providers’ Choice of Interpreters

A Spanish Language Module in a First-Year Pharmaceutical Care Laboratory Course

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