Interprofessional education in interpreter training

Perspectives. Studies in Translation Theory and Practice , 2021

This paper reports on interprofessional education (IPE), a teaching and learning strategy that is widely used in healthcare training. IPE is structured and usually situation-based training that involves two or more groups of professionals. Desired learning outcomes for practitioners or trainees of both groups include learning how the other group works and how to optimise working with them, whilst also gaining perspectives of how others see their own group's work. Learning is achieved through participation in real or simulated activities. We address three research questions in looking at the achievement of learning outcomes for both interpreting and medical students: perceived usefulness of roleplay as a component of IPE sessions, perceived increase of knowledge bases and the perceived usefulness of pre-and postinteractional (de-)briefings. Four IPE sessions were conducted involving 153 interpreting and medical students from late 2017 to early 2019 in Australia. A data sample based on 118 survey responses shows high levels of agreement that role-plays are a useful activity in IPE. Further, students record a high level of increase in their knowledge of the other professional group as well as of their own. The value of pre-interactional briefings and post-interactional exchanges is confirmed by all groups of informants.

In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master's level) and 3rd-and 4th-year medical students at Ghent University. In order to assess the development of the students' knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.

International Journal of Interpreter Education, 2021

Public service interpreters and social workers frequently work with each other. A training approach that seeks to bring learners from two professional areas together is interprofessional education. This paper describes and discusses interprofessional education sessions for interpreting and social work students conducted over 3 years. We report on how these were designed and delivered and on students' evaluation of learning outcomes. Evaluations from students were elicited via anonymous questionnaires in paper/ electronic form. Responses were gained from 218 of 442 participating students on the following: level of confidence to later work with professionals of the other disciplinary background; level of importance of pre-interactional activities; and self-awareness of performance skills when interacting with a member of the other professional group. Confidence levels are reported as high, and pre-interactional activities are rated as important. Responses on performance skills relate to emotional and verbal features as well as to content knowledge and terminology.

Linguistica Antverpiensia, New Series: Themes in Translation Studies, 2021

Interpreters and social workers frequently work together. They share some common goals and there is some similarity between the ethical guidelines that both professions follow. Despite this, interpreter-mediated social work encounters are rarely described, especially from the perspective of interpreting studies. Even more infrequent are studies that focus on trainee interpreters’ and social workers’ engagement in interprofessional education (IPE). Details of the design and delivery of IPE training sessions for interpreting and social work students, at Monash University from May 2017 to May 2019, are provided. The sessions featured two role-plays that simulated typical interactions in which interpreters and social workers work together. To assess the effectiveness of the IPE training in meeting both general and specific learning outcomes, three research questions were posed and the responses are reported in this article. The questions relate to the reported usefulness of role-plays in enabling the acquisition of desirable skills and knowledge; an increase in the level of knowledge of the other professional group, one’s own group and the perceived benefits for service-users; and the usefulness of pre- and post-interactional activities, such as briefing and debriefing. Responses to questionnaires were received from 218 of the 442 participating students. On a Likert scale with five gradings the average levels of agreement regarding the usefulness of role-plays are high, as are the levels of agreement about increases in knowledge of the other professional group and those of the students’ own professional group. The student informants reported that the skills they gained are likely to be beneficial to clients and patients with limited English proficiency. The trainees’ responses to their pre- and post-interactional interactions show that both groups registered a high level of agreement that briefings and debriefings are useful.

Translation & Interpreting, 2022

International Journal of Learning and Development, 2021

Redefining the Role of Translation and Interpreting in Cultural Evolution, 2018

A leader in community interpreting, Australia provides professional interpreting services within its public health system. Healthcare interpreters face various challenges for a variety of reasons, including cultural differences. Existing research on healthcare interpreting focuses on differences between a mainstream culture of healthcare professionals and ethnically diverse cultures of migrant patients. Interpreters are widely regarded as bicultural professionals able to provide cultural information on behalf of patients as necessary or whenever healthcare professionals ask for it. However, research on healthcare interpreting in a globalized era should consider the changing nature of culture. The question of whether the interpreter should be a cultural broker remains controversial. Based on an ethnographic study of healthcare interpreters at a public hospital in Australia, this chapter aims to survey how multiple perspectives on cultural evolution affect healthcare interpreting.

Medical Education Online, 2009

Kepemimpinan adalah aspek penting dalam dunia organisasi yang memengaruhi kinerja, budaya, dan arah perusahaan. Makalah ini bertujuan untuk menyajikan pemahaman mendalam tentang konsep kepemimpinan, teori-teori kepemimpinan yang relevan, serta peran seorang pemimpin dalam konteks organisasi. Kita akan melihat perkembangan kepemimpinan dari perspektif sejarah, mencari pemahaman teoretis tentang kepemimpinan yang beragam, dan menggali implikasi kepemimpinan dalam lingkungan bisnis modern.

I Conferencia Internacional Filgua sobre Lingüística Maya - FILGUA 2024, 2024

A través del estudio de los nombres de los días del calendario de 260 días y de los nombres de los meses del calendario de 365 días entre los diferentes grupos mayas se pueden hacer varias inferencias sobre los grados de contacto que existieron entre los hablantes de las sub-ramas lingüísticas de la familia de lenguas mayas en el pasado. Se destaca notablemente como el vocabulario asociado con estos calendarios en las diferentes sub-ramas presenta notables similitudes en su distribución y agrupamiento, que se asemeja mucho a la forma en cómo se clasifican hoy los idiomas mayas, por ejemplo, aquellos denominados como occidentales (Ch’olano, Tzeltalano, Q’anjob’alano) y orientales (K’iche’ano, Mameano). A lo largo de este trabajo se discutirá la evidencia que demuestra la importante influencia de las lenguas ch’olanas en el vocabulario asociado con el calendario en otras lenguas mayas, al tiempo que se señalan las relaciones existentes entre diferentes idiomas de las sub-ramas y las posibles implicaciones de dichos contactos para nuestro estudio del pasado precolonial de la región maya, particularmente para los últimos siglo antes de la llegada de los españoles. El material que sirve de base para estudio son las inscripciones jeroglíficas del período Clásico (250-900 d.C.), documentos producidos en la época colonial (siglos XVI-XVIII) y datos etnográficos recolectados en los siglos XIX y XX. Todos estos proporcionan un riquísimo contexto para el estudio de los calendarios mayas y los vínculos que existieron entre las poblaciones que los utilizaron y utilizan, demostrando la continuidad cultural y profundidad histórica de estos grupos a lo largo del tiempo y el espacio.