Quick Karin K, Selameab Tehout, Woll Anne, Mazzei Cristiano, Miller Jane L
Karin K. Quick, DDS, PhD, is Associate Professor and Director, Division of Dental Public Health, Department of Primary Dental Care, University of Minnesota School of Dentistry; Tehout Selameab, MPP, is Principal at Arcadia Research & Evaluation, St. Paul, MN; Anne Woll, MS, is Associate Director, Interprofessional Education Resource Center and Academic Health Center Simulation Center, University of Minnesota; Cristiano Mazzei, MA, is Director, Translator and Interpreter Training, Languages, Literatures, and Cultures, University of Massachusetts, Amherst; and Jane L. Miller, PhD, is Director, Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine
Karin K. Quick, DDS, PhD, is Associate Professor and Director, Division of Dental Public Health, Department of Primary Dental Care, University of Minnesota School of Dentistry; Tehout Selameab, MPP, is Principal at Arcadia Research & Evaluation, St. Paul, MN; Anne Woll, MS, is Associate Director, Interprofessional Education Resource Center and Academic Health Center Simulation Center, University of Minnesota; Cristiano Mazzei, MA, is Director, Translator and Interpreter Training, Languages, Literatures, and Cultures, University of Massachusetts, Amherst; and Jane L. Miller, PhD, is Director, Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine.
J Dent Educ. 2019 Jun;83(6):645-653. doi: 10.21815/JDE.019.081.
In a multicultural society, the ability to work effectively with spoken-language interpreters is a critical skill for oral health professionals. The aims of this study were to design and evaluate training for oral health professions students to work effectively with interpreters as a health care team. A total of 89 University of Minnesota dental, dental hygiene, and dental therapy students and 41 Century College translating and interpreting students participated in the elective three-hour training from 2016 to 2018. The 89 oral health professions participants were invited to respond to a seven-item survey about working with interpreters and patients who are limited English proficient (LEP), along with a comparison group of an additional 462 oral health professions students who did not participate in the program. Of the oral health professions participants, 49 responded to the survey, for a 55% response rate; and 245 of the comparison group responded, for a 53% response rate. A qualitative focus group with 11 program participants and inductive analysis provided further insights. The differences between participants' pre and post self-ratings were statistically significant (p<0.001) for each of the seven survey questions. After training, students were more familiar with provider and interpreter best practices and the context for patients who are LEP, as well as more confident in their skills to work effectively with interpreters. Student focus groups identified training relevance and necessity and learning format as the most significant success factors. This project highlights the process and value of creating these experiences for and with students and the value of simulation to develop knowledge, skills, and confidence.
在多元文化社会中，与口语翻译人员有效合作的能力对于口腔健康专业人员来说是一项关键技能。本研究的目的是设计并评估针对口腔健康专业学生的培训，使其作为医疗团队成员能与翻译人员有效合作。2016年至2018年，共有89名明尼苏达大学牙医学、口腔卫生学和牙医学治疗专业的学生以及41名世纪学院翻译专业的学生参加了为期三小时的选修培训。89名口腔健康专业的参与者被邀请回答一份关于与翻译人员及英语水平有限（LEP）患者合作的七项调查问卷，另外还有462名未参加该项目的口腔健康专业学生作为对照组。在口腔健康专业的参与者中，49人回复了调查问卷，回复率为55%；对照组中有245人回复，回复率为53%。一个由11名项目参与者组成的定性焦点小组及归纳分析提供了更多见解。对于七个调查问题中的每一个，参与者的培训前后自评差异均具有统计学意义（p<0.001）。培训后，学生们对医疗服务提供者和翻译人员的最佳做法以及英语水平有限患者的情况有了更深入的了解，并且对与翻译人员有效合作的技能更有信心。学生焦点小组认为培训的相关性、必要性和学习形式是最重要的成功因素。该项目突出了为学生创造这些体验以及与学生共同创造这些体验的过程和价值，以及通过模拟来培养知识、技能和信心的价值。
