Vanneste Rachel, Chiu Sui Mei, Russell Laura, Fitzpatrick Jennifer
Department of Medical Genetics, McGill University Health Centre, Montreal, QC, Canada.
J Genet Couns. 2013 Feb;22(1):58-75. doi: 10.1007/s10897-012-9509-7. Epub 2012 May 31.
We conducted an exploratory study of the experiences of genetic counselors who have either trained or supervised in a second language to assess the relevance of this issue to genetic counseling training and supervision. Two hundred-thirty NSGC members, CAGC members and genetic counseling students completed the online questionnaire. Many of the respondents reported that training and supervision differed when another language was involved. Supervisors reported difficulty in assessing students' counseling skills and discomfort with an incomplete understanding of session content. Students described a greater focus on vocabulary at the expense of psychosocial dimensions. Despite this, most felt that using another language enhanced their training experience. As such, training programs might consider increasing support to these learners and supervisors by explicitly acknowledging the challenges they face, providing students with language tools to aid in their acquisition of basic skills and providing supervisors with new methods for assessing student counseling skills when using other languages.
我们开展了一项探索性研究，以了解那些曾接受过用第二语言进行培训或督导的遗传咨询师的经历，从而评估该问题与遗传咨询培训及督导的相关性。230名美国国家遗传咨询师协会（NSGC）成员、加拿大遗传咨询师协会（CAGC）成员及遗传咨询专业学生完成了在线调查问卷。许多受访者表示，当涉及另一种语言时，培训和督导会有所不同。督导人员称，评估学生的咨询技能存在困难，且因对咨询过程内容理解不完整而感到不适。学生们表示，培训更侧重于词汇，而忽视了心理社会层面。尽管如此，大多数人认为使用另一种语言提升了他们的培训体验。因此，培训项目或许可以考虑通过明确承认这些学习者和督导人员所面临的挑战、为学生提供语言工具以帮助他们掌握基本技能，以及为督导人员提供在使用其他语言时评估学生咨询技能的新方法，来加大对他们的支持力度。
