Interpreting in Medical Settings:Synthesis of Effective Practices Focus Group DiscussionsDeveloped by Marty Taylor, Ph.D., Project Consultant Background | Data Collection/Process | (1) Requisite Skills | (2) Advocacy/Support | (3) Cultural Differences | (4) Diversity | (5) Deaf Interpreters | (6) Sight Translations | (7) Patient Charts | (8) Conveying Meaning | (9) Crossover to Legal | (10) Job Description | Summary/Implications | Appendices | Download PDF of Report | Download PDF of Focus Group Survey Results Summary and ImplicationsThese findings represent the perspectives of 63 experienced interpreters and consumers in the area of interpreting in medical settings. The protocol (see Appendix A) for standardizing the selection of participants, the questions to ask, and the process and procedures for collecting the data was effective. The data provided obvious patterns within and between groups of participants from different parts of the United States. The most significant result and the reason for conducting a large number of focus groups representing deaf and non-deaf experienced interpreters and consumers was to validate and, if necessary, update and revise the “Effective Practices Draft Document” written November 28, 2006. Indeed, the “Effective Practices Draft Document” needs to be revised reflecting the findings in this document in addition to reflecting the continuing work the CATIE Center has completed over the past 10 months related to interpreting in medical settings. This work includes the identification of spoken language medical interpreting programs, two literature reviews (one related to Signed Language interpreters in medical settings and another related to adult education in the practice professions), a substantial bibliography and conference presentations. Updating and revising the “Effective Practices Draft Document” will then assist in the next stages of developing appropriate programming for Signed Language interpreters currently working in the medical setting and those who would like to work in this specialized setting. From the next iteration of the “Effective Practices Draft Document” domains and competencies related specifically to interpreting in medical settings can be identified which in turn will contribute to the foundation of identifying and establishing effective and best practices for educators of interpreters working in medical settings. Implications for EducationIt is clear from this data that specialized training for deaf and non-deaf interpreters working in medical settings is needed and desired. There is an expressed need for training prior to beginning work as an interpreter in medical settings, as well as on-going professional training for those interpreters already working in this setting. The training needs to include theory and application related to the various aspects of specializations within medical interpreting. Structured mentorship opportunities for experienced and inexperienced interpreters to work together would be a way to apply the theory of the classroom to the real world experience, encourage cooperative learning, and create a network of interpreters who are grounded in best practices education. Educating consumers about the role of interpreters, particularly deaf interpreters, would be helpful in paving the way for deaf consumers providing and/or using health care services. It is important to note that the CATIE Center and thus this research do not include working in legal or mental health settings, although the boundaries overlap with medical interpreting. On occasion as noted by the focus groups, medical settings include legal and/or mental health situations. Therefore any education for interpreters in medical settings should also include knowledge and skill development related to other areas of expertise because these unpredictable incidents will occur within medical settings; it is impossible for interpreters to avoid them. The “Effective Practices Draft Document” addresses effective practices of interpreters working in medical settings. When this document is revised, it will lay the foundation for developing effective and best practices for educators to teach interpreters. Implications for ResearchRecommended research initiatives include several more focus groups consisting of all deaf interpreters, as well as deaf consumers and non-deaf consumers who work with Signed Language interpreters on a regular basis. This additional research will add to the depth of the current body of work where only one all deaf interpreter focus group and one deaf-blind focus group occurred. Also focus groups of deaf and non-deaf health care professionals would provide important perspectives on the work at hand. This report clearly indicates that there are differences between staff interpreters and independent contractors working in medical settings. Additional research focusing on the similarities and differences between these two groups of individuals would provide important information for material and curriculum development. Continued research on the roles and boundaries of interpreters working in medical settings would help to clarify this murky area, particularly issues of support and advocacy can be further explored. Talking with leaders within Deaf, hard of hearing and deaf-blind associations would shed light on this important area. Questions To Be Considered
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