Professional Preparation for Professional Preparation for ASL/English Medical InterpretersASL/English Medical Interpreters

Karen MalcolmKaren Malcolm

Douglas CollegeDouglas College

New Westminster, BCNew Westminster, BC

Interpreting in Medical Interpreting in Medical SettingsSettings

Continuing EducationContinuing Education

Douglas CollegeDouglas College

Overview of PresentationOverview of Presentation

History of program establishmentHistory of program establishment Program model and deliveryProgram model and delivery Course contentCourse content Challenges Challenges Program revisionsProgram revisions Suggestions for future programsSuggestions for future programs

History of Program EstablishmentHistory of Program Establishment

Eldridge decision, 1997Eldridge decision, 1997 Medical Interpreting Services establishedMedical Interpreting Services established Interim list of qualified interpretersInterim list of qualified interpreters Development of screening toolDevelopment of screening tool

Program EstablishmentProgram Establishment

Dept. of Sign Language InterpretationDept. of Sign Language Interpretation Centre for Curriculum, Transfer and Centre for Curriculum, Transfer and

TechnologyTechnology Panel of experts: interpreters, Deaf Panel of experts: interpreters, Deaf

community members, medical expertscommunity members, medical experts

Program ModelProgram Model

Five modulesFive modules– Medical Discourse and the Medical SystemMedical Discourse and the Medical System– ASL for Medical Settings, Part IASL for Medical Settings, Part I– ASL for Medical Settings, Part IIASL for Medical Settings, Part II– Interpreting in Medical Settings, Part IInterpreting in Medical Settings, Part I– Interpreting in Medical Settings, Part IIInterpreting in Medical Settings, Part II

30 hours instruction for each30 hours instruction for each

Program ModelProgram Model

Three instructors: hearing interpreter, Deaf Three instructors: hearing interpreter, Deaf interpreter/ASL instructor, MIS coordinator interpreter/ASL instructor, MIS coordinator (also Deaf)(also Deaf)

Taking all five courses = waived test fee for Taking all five courses = waived test fee for screeningscreening

Students received letter of completion Students received letter of completion

Delivery ModelDelivery Model

On-line for medical discourseOn-line for medical discourse Face to face for other four courses: two Face to face for other four courses: two

weekends per courseweekends per course Summer intensive: two weeks, 6 hours Summer intensive: two weeks, 6 hours

per dayper day

StudentsStudents

Graduates of recognized interpreter Graduates of recognized interpreter preparation programpreparation program

Two years’ experienceTwo years’ experience Many already working in medical settingsMany already working in medical settings

Course ContentCourse Content

Medical Discourse and the Medical SystemMedical Discourse and the Medical System– English: major physiological systems with English: major physiological systems with

related terminologyrelated terminology– Review of Greek/Latin roots useful in Review of Greek/Latin roots useful in

determining meaningdetermining meaning– Discourse genre used by medical practitionersDiscourse genre used by medical practitioners

Part I, ASL and InterpretingPart I, ASL and Interpreting

Orientation to the hospital settingOrientation to the hospital setting Anatomy and physiology in ASLAnatomy and physiology in ASL Physical examsPhysical exams Pregnancy and obstetricsPregnancy and obstetrics Intestinal disordersIntestinal disorders Ethics and values clarificationEthics and values clarification CompassionCompassion LogisticsLogistics MedicationMedication

Part II, ASL and InterpretingPart II, ASL and Interpreting

CardiologyCardiology DiabetesDiabetes OncologyOncology Depression/mental healthDepression/mental health HIV/AIDSHIV/AIDS ERER Minority populationsMinority populations PainPain Informed consentInformed consent Sight translationSight translation

Materials and ResourcesMaterials and Resources

SkeletonSkeleton Anatomical modelsAnatomical models VideosVideos Live modelsLive models

What we learnedWhat we learned

Students are weak in visual representation Students are weak in visual representation in ASLin ASL

Logistics and assertiveness are importantLogistics and assertiveness are important Interpreters need to go beyond the form of Interpreters need to go beyond the form of

the messagethe message Consecutive interpretation practice is vitalConsecutive interpretation practice is vital

ChallengesChallenges

Development of teaching materialsDevelopment of teaching materials Updating curriculumUpdating curriculum Student recruitment:Student recruitment:

– CostCost– Credential awardedCredential awarded– Ability to work without taking the programAbility to work without taking the program– Small number of potential studentsSmall number of potential students

Program modificationsProgram modifications

Not offering Medical Discourse course…Not offering Medical Discourse course…encouraged students to take elsewhereencouraged students to take elsewhere

Reduction in hours for ASL and interpreting Reduction in hours for ASL and interpreting (from 30 hours to 15)(from 30 hours to 15)

Programming in summer intensiveProgramming in summer intensive Trainers traveling to other citiesTrainers traveling to other cities

Suggestions for future directionsSuggestions for future directions

Increase on-line deliveryIncrease on-line delivery Tie credential to employment/paymentTie credential to employment/payment Seek funding for curriculum revision and Seek funding for curriculum revision and

materials developmentmaterials development Mentor new educators to deliver curriculumMentor new educators to deliver curriculum

ConclusionConclusion

Strengths:Strengths:

-recognition of ASL skills needed, and the -recognition of ASL skills needed, and the teaching approaches that provide this teaching approaches that provide this instructioninstruction

-teaching interpreting approaches that are -teaching interpreting approaches that are successful in medical settingssuccessful in medical settings

-development of teaching materials that -development of teaching materials that support instructionsupport instruction

ConclusionConclusion

Challenges:Challenges:

-student recruitment-student recruitment

-curriculum revision-curriculum revision

-materials development-materials development

Any questions?Any questions?

Thank you!Thank you!