Keywords

Language barriers, speech-language pathology, interprofessional knowledge

Abstract

INTRODUCTION: Language barriers between patients and their healthcare providers are associated with negative outcomes. One approach to bridge language discordance is to offer interpreter-use training. This study’s purpose was to evaluate the effects of an interprofessional interpreter-use training on speech-language pathology (SLP), doctor of physical therapy (DPT), and master of occupational therapy (MOT) students. METHODS: Seventy-one students (18 SLP, 32 DPT, and 21 MOT) participated. Participants first completed an online module and then participated in a 3-hour interprofessional training consisting of lecture, role-play, and reflection. Each completed an interpreter-use knowledge assessment and the Readiness for Interprofessional Learning Scale (RIPLS) before and after training and a program evaluation. A subsample participated in focus groups and completed the interpreter-use knowledge assessment and RIPLS 5 months later. RESULTS: The participants improved in interpreter-use knowledge and self-assessed readiness for interprofessional learning, and they maintained these gains at follow-up. Themes included new interpreter knowledge, ethical practice, and new interprofessional knowledge. CONCLUSION: The training was completed in a short period of time at no financial cost, possibly making the structure feasible for other educators to duplicate. A unique element of our training was the semistructured reflection questions highlighting ethical complexities related to serving as untrained interpreters for others. J Allied Health 2018; 47(3):159–166.

Original Publication Citation

Pechak, C., Summers, C., & 1 Velasco, J. (2018). Improved knowledge following an interprofessional interpreter-use training. Journal of Allied Health, 47(3), 159-166.

Document Type

Peer-Reviewed Article

Publication Date

2018

Publisher

Ingenta Connect

Language

English

College

David O. McKay School of Education

Department

Communication Disorders

University Standing at Time of Publication

Full Professor

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