Videotaped interviewing of non-English speakers: training for medical students with volunteer clients

Abstract

In a multicultural society such as Australia, with over 20% of its population born overseas, interpreters are often required to facilitate medical interviews. However, where a patient has some proficiency in English, medical interviews are sometimes conducted across the boundaries of culture and language. This is a report of an educational innovation to teach interviewing skills to pre-clinical medical students with the assistance of volunteers of non-English-speaking backgrounds. Pre-clinical students interviewed community volunteers on topics of general life history in a sequence of 16 tutorials. Each student conducted two interviews. Teaching methods included feedback from the volunteers, tutorial discussion facilitated by playback of videotapes, and modelling of skills by the teachers. Evaluations by volunteers and students indicated high satisfaction with the teaching methods and outcomes. Students gained confidence in interviewing people from different cultures. Evaluation of students' pairs of videotapes by an independent rater achieved satisfactory reliabilities and indicated significant gains in inquiry skills and the communication of positive attitudes. Skills in communicating empathy and in using simple language did not improve measurably.

Educating Medical Students for Work in Culturally Diverse Societies

“…The students conducted interviews individually or in pairs 21,23,24,26,28 or questioned volunteers as part of a small group discussion (Table). 20 In 3 programs, members of minority nonmedical community groups were key organizers of the teaching program and served as resources.…”

“…20 In 3 programs, members of minority nonmedical community groups were key organizers of the teaching program and served as resources. 26,29,30 One group convened a panel of experts, consisting of 2 Native Canadian interpreters, 2 patient advocates, and a physician, who participated in discussions of video vignettes with students. 21 Two interventions reported the use of video recordings of simulated consultations that had been developed in cooperation with local communities.…”

“…Only 1 of the 7 required programs was reported to have assessed students on their case presentations and contributions in tutorials. 24 Assessments in the optional courses included student self-assessment of competence, 26 tests in either written or oral proficiency in Spanish, 28,30 or written reports of research projects. 23 One group planned to develop 2 stations in an Objective Structured Clinical Examination.…”

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

“…Our and other curricula have also been evaluated to measure its impact on students [19][20][21][22][23][24][25][26]. Methods of evaluation include measuring changes in survey answers before and after educational interventions and ratings of students by standardized patients.…”

Let’s Not Contribute to Disparities: The Best Methods for Teaching Clinicians How to Overcome Language Barriers to Health Care

“…28 Another intervention to teach medical students how to communicate better with non-English-speaking patients improved students' inquiry skills and attitudes, but not their ability to convey empathy and use simple language. 30 These studies suggest that teaching health-care professionals "medical Spanish" or other limited language skills may actually contribute to health-care disparities in the LEP population. In the case of language, a little proficiency can be a dangerous thing.…”