Keywords
Low-English-Proficient patients, module trains, health professionals
Abstract
Misinterpretations or lack of compliance with national standards established to guide health professionals working with low-English-proficient (LEP) patients continue to negatively impact patient care. Most of the literature on training health professionals to work with interpreters focuses on physicians. We reviewed this current literature and propose an interprofessional educational module to extend the interpreter training to other health professions. Our module trains rehabilitation science students from different health disciplines (physical therapy, occupational therapy, and speech-language pathology) using strategies from the literature. The educational module is tailored to student’s bilingual proficiency, suggests relevant outcomes measures, and highlights unanswered questions and areas for future research. J Allied Health 2015; 44(2):e17–e21.
Original Publication Citation
Summers, C., Gonzalez, E., & Pechak, C. (2015). Preparing rehabilitation sciences students to work with monolingual Spanish-speaking patients: Practical and ethical challenges in using interpreters. Journal of Allied Health, 44(2), e17-e21.
BYU ScholarsArchive Citation
Summers, Connie; Gonzalez, Eugenia; and Pechak, Celia, "How Should We Prepare Rehabilitation Sciences Students to Work with Low English-Proficient Spanish-Speaking Patients?" (2015). Faculty Publications. 7314.
https://scholarsarchive.byu.edu/facpub/7314
Document Type
Peer-Reviewed Article
Publication Date
2015
Publisher
Association of Schools of Allied Health Professions
Language
English
College
David O. McKay School of Education
Department
Communication Disorders
Copyright Status
© 2015 Association of Schools of Allied Health Professions
Copyright Use Information
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