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Professional Preparation for ASL/English Medical Interpreters

Professional Preparation for ASL/English Medical Interpreters. Karen Malcolm Douglas College New Westminster, BC. Interpreting in Medical Settings. Continuing Education Douglas College. Overview of Presentation. History of program establishment Program model and delivery Course content

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Professional Preparation for ASL/English Medical Interpreters

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  1. Professional Preparation for ASL/English Medical Interpreters Karen Malcolm Douglas College New Westminster, BC

  2. Interpreting in Medical Settings Continuing Education Douglas College

  3. Overview of Presentation • History of program establishment • Program model and delivery • Course content • Challenges • Program revisions • Suggestions for future programs

  4. History of Program Establishment • Eldridge decision, 1997 • Medical Interpreting Services established • Interim list of qualified interpreters • Development of screening tool

  5. Program Establishment • Dept. of Sign Language Interpretation • Centre for Curriculum, Transfer and Technology • Panel of experts: interpreters, Deaf community members, medical experts

  6. Program Model • Five modules • Medical Discourse and the Medical System • ASL for Medical Settings, Part I • ASL for Medical Settings, Part II • Interpreting in Medical Settings, Part I • Interpreting in Medical Settings, Part II 30 hours instruction for each

  7. Program Model Three instructors: hearing interpreter, Deaf interpreter/ASL instructor, MIS coordinator (also Deaf) Taking all five courses = waived test fee for screening Students received letter of completion

  8. Delivery Model • On-line for medical discourse • Face to face for other four courses: two weekends per course • Summer intensive: two weeks, 6 hours per day

  9. Students • Graduates of recognized interpreter preparation program • Two years’ experience • Many already working in medical settings

  10. Course Content • Medical Discourse and the Medical System • English: major physiological systems with related terminology • Review of Greek/Latin roots useful in determining meaning • Discourse genre used by medical practitioners

  11. Part I, ASL and Interpreting • Orientation to the hospital setting • Anatomy and physiology in ASL • Physical exams • Pregnancy and obstetrics • Intestinal disorders • Ethics and values clarification • Compassion • Logistics • Medication

  12. Part II, ASL and Interpreting • Cardiology • Diabetes • Oncology • Depression/mental health • HIV/AIDS • ER • Minority populations • Pain • Informed consent • Sight translation

  13. Materials and Resources • Skeleton • Anatomical models • Videos • Live models

  14. What we learned • Students are weak in visual representation in ASL • Logistics and assertiveness are important • Interpreters need to go beyond the form of the message • Consecutive interpretation practice is vital

  15. Challenges • Development of teaching materials • Updating curriculum • Student recruitment: • Cost • Credential awarded • Ability to work without taking the program • Small number of potential students

  16. Program modifications • Not offering Medical Discourse course…encouraged students to take elsewhere • Reduction in hours for ASL and interpreting (from 30 hours to 15) • Programming in summer intensive • Trainers traveling to other cities

  17. Suggestions for future directions • Increase on-line delivery • Tie credential to employment/payment • Seek funding for curriculum revision and materials development • Mentor new educators to deliver curriculum

  18. Conclusion Strengths: -recognition of ASL skills needed, and the teaching approaches that provide this instruction -teaching interpreting approaches that are successful in medical settings -development of teaching materials that support instruction

  19. Conclusion Challenges: -student recruitment -curriculum revision -materials development

  20. Any questions? Thank you!

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