Language Interpreting in Undergraduate Medical Education: Developing a Framework for Educational Practice

Authors

  • Ann Donohoe
  • Wendy Maddison
  • Jean Hughes
  • Alaa Basha
  • Lana Dardari
  • Abraham Kayal

DOI:

https://doi.org/10.5296/ijld.v11i3.19076

Keywords:

International student experience, international undergraduate medical education, language interpreting in healthcare, qualitative research, action research, Middle East

Abstract

Linguistic differences between patients and clinicians can result in ineffective and inequitable healthcare delivery. Medical students should therefore be facilitated to develop the requisite knowledge and skills to work effectively within language discordant clinical situations. This paper explores language interpreting processes in an undergraduate medical education programme. The study utilizes a constructivist paradigm incorporating an action research approach. Action Research Cycle 1 (ARC1) examines the use of interpreters during clinical examinations while Action Research Cycle 2 (ARC2) focuses on language translation technology. In Action Research Cycle 3 the data that was generated in ARC 1 and ARC 2 is reviewed in association with international literature to develop a framework for practice. This study demonstrates that language interpreting procedures should be based within a collaborative framework with students, interpreters and educators receiving appropriate educational preparation, predicated on a cross cultural approach to care.

Author Biographies

Ann Donohoe

School of Nursing and Midwifery

Royal College of Surgeons in Ireland (RCSI) Bahrain,

Adliya, Kingdom of Bahrain

Wendy Maddison

Student Development and Wellbeing Department

Royal College of Surgeons in Ireland (RCSI) Bahrain

Jean Hughes

Student, Academic and Regulatory Affairs

Royal College of Surgeons in Ireland (RCSI) Bahrain

Alaa Basha

School of Medicine

Royal College of Surgeons in Ireland (RCSI) Bahrain

Lana Dardari

School of Medicine

Royal College of Surgeons in Ireland (RCSI) Bahrain

Abraham Kayal

School of Medicine

Royal College of Surgeons in Ireland (RCSI) Bahrain

Published

2024-06-18

How to Cite

Donohoe, A., Maddison, W., Hughes, J., Basha, A., Dardari, L., & Kayal, A. (2024). Language Interpreting in Undergraduate Medical Education: Developing a Framework for Educational Practice. International Journal of Learning and Development, 11(3), 184–199. https://doi.org/10.5296/ijld.v11i3.19076

Similar Articles

1 2 3 4 5 6 7 8 9 > >> 

You may also start an advanced similarity search for this article.