Interpreting in healthcare settings is both a specialty that has been identified by the Deaf community as being a significant need – and an area that provides great opportunities for professional development and fulfillment for interpreters.

This module to promote infusion of resources related to interpreting in healthcare is designed to be an opportunity for interpreter education programs to introduce students to this specialty. This document will guide you to what is contained in the module and how to incorporate it.

The activities here are provided as a menu of options. As an instructor, it is up to you to determine which will best fit your program and most effectively introduce your students to the benefits and challenges of interpreting in healthcare settings. You will note that we provide ranges on the estimated time, because we recognize that depending on how you use the evaluation suggestions or how much of the activities you use, the amount of time required will be affected.

We do hope that this module will be a both informative and inspiring for your students, causing them to give serious consideration to working to meet the need identified by the Deaf community for quality interpreting services in healthcare settings.

Offline Instructor Guide

For those of you who like information all in one place, or are digital immigrants and (gasp) like paper copies, we have created a comprehensive instructor guide which contains all of the information with links to further resources such as videos or handouts.  All of this information (and more) is contained on this web page.  If you prefer to have it downloaded to your computer or printed and in your hands, this version of guide is for you.

Download Word version of Instructor Guide | Download PDF Version of Instructor Guide

Overview of Module Activities

To Your Future Health Pre-Assessment

Objective: To establish a baseline of what students know to be able to evaluate how this module affects their knowledge and their interest in healthcare as a future specialization.

This assessment can be used as both a pre- and post-assessment. Answers are highlighted in the “pre- and post- answers” document. Questions are multiple choice, true/false and short answer, with the exception of #10, which indicates student interest in pursuing healthcare interpreting in the future. After completing the module, and asking students to complete the post-assessment, you may wish to return the pre- and post- to them, so that they can recognize their own learning and new understanding.

Download Word Version of Pre-Assessment | Download PDF Version of Pre-Assessment

Google Form to Copy & Edit

The pre-assessment is also available as a Google Form that can be copied to your own drive and edited.  To copy, in the Google Form menu, go to “File>Make a Copy” and add it to your own GoogleDrive.  You can then edit it.  (DO NOT USE OR EDIT THE SAMPLE MEANT FOR SHARING ONLY.)

Pre-Assessment

Please answer the following questions by selecting the most appropriate letter; indicating “true” or “false”, or writing a short answer, as appropriate.

• There is a sufficient number of healthcare interpreters to meet the needs of the American Deaf community.

T                                                    F

• What do many Deaf and hard of hearing people cite as a priority for using an interpreter in a healthcare setting?
  • a) feeling more comfortable at the appointment or procedure
  • b) excellent ASL skills
  • c) connection to the Deaf community
  • d) knowledge of medical terminology
• Interpreters report the following reasons for interpreting in healthcare settings:
  • opportunity to address the disparity of health knowledge in the Deaf community by providing quality interpreting services
  • the rewards of interpreting for patients at all parts of the cycle of life
  • a sense of responsibility to address the need for communication during healthcare visits
  • all of the above.

4. The “history of present illness” refers to:

• a) the doctor’s notes on the patient
• b) the patient’s personal medical records
• c) a detailed description of the events the led the patient to seek care
• d) all of the above

5. When a doctor asks a patient about the medications being taken, all medications should be included, both prescription, over the counter, and supplements.

T                                                    F

• A doctor may interrupt a Deaf patient while she is telling her story. This is because:
  • a) the doctor doesn’t understand Deaf culture
  • b) the doctor needs to ask a focusing question about the medical issues at hand
  • c) the doctor wants the patient to explain in a specific time sequence
  • d) the doctor is under time constraints

• GERD is a condition in which:
  • a) the upper valve in the stomach doesn’t close properly and stomach acids come back up into the esophagus
  • b) gastric juices are too acidic and lead to ulcers
  • c) gangrene sets in after frostbite
  • d) none of the above

8. Blood pressure features two measurements: one as the heart contracts, and the other as the heart relaxes. What are these called?

• Atherosclerosis is the hardening and narrowing of the arteries.

T                                  F

• Arteries are blood vessels that carry oxygen-rich blood from the heart to other parts of the body.

T                                  F

• Plaque is the build up of dead cells in the heart.

T                                  F

• I plan to pursue interpreting in healthcare as a significant part of my future career.

1. Strongly agree
2. Agree
3. Neutral
4. Disagree
5. Strongly disagree

Answer Key for Pre-Assessment

Download Word version of Answer Key | Download PDF Version of Answer Key

The answers below are given in bold and red.

• There is a sufficient number of healthcare interpreters to meet the needs of the American Deaf community.

T                                                    F

• What do many Deaf and hard of hearing people cite as a priority for using an interpreter in a healthcare setting?
  • feeling more comfortable at the appointment or procedure
  • excellent ASL skills
  • connection to the Deaf community
  • knowledge of medical terminology
• Interpreters report the following reasons for interpreting in healthcare settings:
  • opportunity to address the disparity of health knowledge in the Deaf community by providing quality interpreting services
  • the rewards of interpreting for patients at all parts of the cycle of life
  • a sense of responsibility to address the need for communication during healthcare visits
  • all of the above.

4. The “history of present illness” refers to:

• a) the doctor’s notes on the patient
• b) the patient’s personal medical records
• c) a detailed description of the events the led the patient to seek care
• d) all of the above

5. When a doctor asks a patient about the medications being taken, all medications should be included, both prescription, over the counter, and supplements.

    T                                                    F

• A doctor may interrupt a Deaf patient while she is telling her story. This is because:
  • a) the doctor doesn’t understand Deaf culture
  • b) the doctor needs to ask a focusing question about the medical issues at hand
  • c) the doctor wants the patient to explain in a specific time sequence
  • d) the doctor is under time constraints

• GERD is a condition in which:
  • a) the upper valve in the stomach doesn’t close properly and stomach acids come back up into the esophagus
  • b) gastric juices are too acidic and lead to ulcers
  • c) gangrene sets in after frostbite
  • d) none of the above

8. Blood pressure features two measurements: one as the heart contracts, and the other as the heart relaxes. What are these called?

systolic and diastolic

• Atherosclerosis is the hardening and narrowing of the arteries.

  T                                  F

• Arteries are blood vessels that carry oxygen-rich blood from the heart to other parts of the body.

    T                                  F

• Plaque is the build up of dead cells in the heart.

T                                  F

• I plan to pursue interpreting in healthcare as a significant part of my future career.

1. Strongly agree
2. Agree
3. Neutral
4. Disagree
5. Strongly disagree

Why Healthcare Interpreting

ASL Explanation of This Section

Objective:

• To explore the specialty area of interpreting in healthcare settings in order to understand why it is a need and what it offers to interpreters choosing this specialty

This section is designed to engage and inspire students to consider the possibility of specializing in healthcare activities – both through some of the research and documentation about the need and through the experiences of interpreters who share what inspires them about working in healthcare settings.

Direct Link to Student Resource Page:
http://www.interpretereducation.org/healthcare/why-healthcare-interpreting/

Insight from Interpreters in Healthcare Settings

The following video eflections from interpreters with experience in healthcare settings.

Natalie Stanley:

Natalie is a staff interpreter with health care system in Minnesota.  She shares why she finds her position to be so rewarding.  She also shares some of the challenges and advice for interpreters considering working in this field.

Anthony Verdeja:

Anthony is an interpreter and educator who works in a variety of settings, including video relay and health care.  He reflects about why health care interpreting is both challenging and something that can be an enriching experience – one we must approach with great care and a sense of responsibility.

Lisa Weems

Lisa shares about what drew her to medical interpreting and what keeps her wanting to work in the healthcare settings.  Also, she provides some thoughts on what she think it is important for students to be aware of as they consider interpreting in healthcare.

Amy Williamson:

Amy is a private practice interpreter and educator with over 20 years of experience in healthcare settings – both interpreting for deaf patients and deaf medical providers going through medical school.  She shares why she finds interpreting in healthcare settings to be such a meaningful experience for her.

Why Interpreting in Healthcare Settings

Download Word Version of Introduction | Download PDF Version of Introduction

“Extensive research has shown that no matter how knowledgeable a clinician might be, if he or she is not able to open good communication with the patient, he or she may be of no help.”

            ~ Institute for Healthcare Communication[1]

As a student in an interpreter education program, you may be contemplating the future of your career. In what direction do you want to go? Do you want a specific focus? Where can you make both a living and a difference? Interpreting in healthcare settings is a great possibility for you to consider.

Healthcare settings are ones in which the majority of Deaf people and their family members will be involved, and the value of qualified interpreters in these settings is evident.   These settings can cover a wide gamut of hospitals, clinics, mental health and substance abuse facilities, private physicians’ offices, rehabilitation centers, domestic violence programs, and nursing homes, among others. Given the need, it is surprising to discover that a national needs assessment survey of Deaf consumers that was conducted by the National Consortium of Interpreter Education Centers (NCIEC, 2008) found that respondents identified these settings as the most difficult ones in which to obtain a qualified interpreter.  Part of the reason for this may be the lack of standardized educational programs to prepare healthcare interpreters. This module provides an introduction and inroad into the field, and also offers suggestions for further avenues to developing the needed competencies for working in this area.

There is a wide range of skills needed to work successfully as a medical interpreter. For example, knowledge of medical terminology, procedures, conditions and treatments is needed, along with the ability to express these in both English and ASL. The CATIE Center at St. Catherine University, in St. Paul, Minnesota, in collaboration with the NCIEC, undertook an extensive consultation with medical interpreters and interpreter educators to identify the qualifications needed by medical interpreters. These included:

• Bilingual fluency in English and ASL including the ability to produce and comprehend sociolinguistic variation.
• Understanding of linguistic, social and cultural influences that impact health care interactions (e.g., specialized vocabulary, discourse styles, language register, dynamics of power and prestige between interlocutors, and triadic communication).
• Adhering to the Registry of Interpreters for the Deaf and the National Association of the Deaf Code of Professional Conduct and familiarity with the NCIHC code of ethics.
• Balancing the need for maintaining professional distance with empathy and flexibility.
• Knowing the laws and policies related to health care settings (e.g., liability, ADA, state’s human rights laws, hospital policies).
• Knowing the general physiological and psychological implications of health care.
• Understanding of various health care approaches (e.g., Chinese medicine, ayurvedic, holistic, homeopathic, Western medicine, hospice).
• Understanding underlying practices of various health care delivery systems and the role of self and others on the health care team (e.g., employing CDIs, Deaf Community Healthcare Workers [CHWs] and advocates when they can enhance the communication).
• Sharing information and resources about communication through advocacy, leadership, education in health care settings

(To see the complete “Domains and Competencies for Medical Interpreters”, click here.)

In working with this module, you will have the opportunity to experience some of the learning that medical interpreters need to acquire, and to practice applying this learning in your own interpreting. We hope this will encourage you to continue to learn the skills needed for working in healthcare settings, and that you will become one of the qualified interpreters Deaf people have identified needing.

[1] http://healthcarecomm.org/about-us/impact-of-communication-in-healthcare/

More Articles for “Why Healthcare Interpreting”

• Laurion, R.  (July 2013)  “Improving Healthcare:  Specialization for Sign Language Interpreters”
  from www.streetleverage.com/2013/07/improving-healthcare-specialization-for-sign-language-interpretersDownload Word version of article | Download PDF version of article
• Allen, K. “The Time is Now for Healthcare Interpreting 2.0”
  from interpretamerica.com/index.php/blogs/katharine-s-blog/104-katharine-s-blog-the-time-is-now-for-healthcare-interpreting-2-0Download Word version of article | Download PDF version of article

Reflective Activity on “Why Healthcare interpreting”

Instructor Note:  You can either have students respond with a written English essay or an ASL essay.  We would suggest a two-page double spaced paper or 4-6 minute video would be fitting for this assignment.

You’ve had the chance to read an essay on the importance of interpreting in healthcare settings and view the videos of interpreters who work in medical settings.  Please respond to the following questions:

• Did you realize that interpreting in healthcare settings was such a priority for the Deaf community? Does that understanding affect how you look at preparing to become an interpreter?
• How does the list of qualifications identified by the CATIE Center impact what you see as the priorities for your own professional development?
• What most intrigues you about medical interpreting after watching these commentaries?
• Which of the commentators most interested you, and why?
• If you had the opportunity to ask one of the commentators a follow-up question to their presentation, what would you ask, and why?
• Has anything you saw changed your ideas about whether you would work as a healthcare interpreter in the future? If so, how? If not, how have your ideas remained the same?

Exploring Healthcare Interpreting

Direct Link to Student Resource Page:
www.interpretereducation.org/healthcare/explore/

Comparing and Contrasting Ethical Frameworks

Objective: Compare and contrast how ethical decision-making frameworks are applied in healthcare and other settings.

This activity is designed for courses that explore ethical decision-making and for students to think about how interpreters approach their work in a healthcare setting.

Role-play instructions

Information about Role Play is not included in Student Resources

Download Word Doc of Role Play Instructions | Download PDF of Role Play Instructions

Preparing for the role play:

Let the class know what the topics are for the role-plays (asthma and acid reflux). Then let them research the topics on the Internet, and come back to discuss what they learned.  It is useful to have them discuss these topics in English, and then to discuss them in ASL, so they have vocabulary ready for the actual role-play.

Students will practice interpreting in a medical setting using these role-plays. Divide students into groups of 5 or 6.  One of them will play the Deaf patient; one will be the doctor; and one will interpret. The others will observe, keep time, and be prepared to offer feedback after the role-play.

Separate out the instructions for each participant, so that the “patient” only gets the instructions on the “patient” card, the “doctor” only sees the “doctor” card and the “interpreter” sees the “interpreter” card.   You may want to allow the patient and interpreter to have a brief meeting prior to the appointment, similar to the kind of conversation that might take place in a waiting room.

Students should be instructed to try to make this as realistic as possible.  (For example, the doctor doesn’t need to create more challenges for the interpreter by  addressing her directly with questions such as “how long did it take you to learn sign language?”, etc.)

The student playing the doctor should avert their gaze when the patient is signing, so they are actually using the interpretation.  The “patient” could use earplugs, to not hear what the doctor is saying.

The role-play should continue for between 12 – 15 minutes.   At the end, one of the observers leads the feedback discussion. First, ask the doctor and patient if they got the answers to the questions they asked, and if they felt that the interaction seemed to flow.   Then, ask the interpreter first about her own reactions and thoughts.  Then let the other observers comment on what they noticed, and wondered about.  The feedback should take no more than 10 minutes.  Then participants can change roles, and do a second role-play.

Variations:

If you have access to beginning sign language students, or less experienced students, they could role-play the doctor’s part.  Another possibility would be to enlist the help of nursing students, or other healthcare technicians who are students in the same institution in which you teach.

It’s a very effective teaching tool to have Deaf people come in to role-play the patient. If that is the case, it is helpful to meet with the Deaf participants in advance to outline the structure and purpose of the role-play, and to make sure that the information on the card is clear to them.

If using role plays in a class with students who are not yet interpreting, but only learning about ASL and interpreting, several role plays could be presented with outside participants, with students observing these to gain a sense of  what an interpreted medical interaction looks like.

Developing further role play cards:

Consult people with a particular medical condition, who can provide you with the typical issues that are raised in a doctor’s appointment.  They can give you an idea of the kinds of questions that the doctor usually asks,  and the kinds of medication and/or treatment that are indicated.  Researching the condition yourself will lead to other questions to put on the “doctor” card. It is helpful to have a medical professional review the role play, to ensure accuracy of information.

Role play Acid Reflux

Download Word Doc of Role Play | Download PDF of Role Play

Doctor

A patient comes to see you complaining of heartburn and acid indigestion. You ask what they do to deal with the problem. Find out how often this happens….if it is consistently more than 2X a week, it could be GERD (Gastroesophageal Reflux Disease). This is a problem in the esophagus where it doesn’t close properly and stomach acids come back up. Can lead to bleeding and ulcers, can make swallowing difficult, and can lead to esophageal cancer. Treatment:

• Use antacids
• Stop smoking
• Lose weight
• Eat small frequent meals
• Don’t lie down until 3 hours after meals

If the condition continues, will refer to a specialist to consider surgery as an option

Acid Reflux Patient

You go to see your doctor because you have been having terrible heartburn after eating. You used to get it every once in awhile, especially if you ate spicy foods, but in the last month it is happening at least 3 times a week. You have been using Tums but now they don’t seem to be helping. You are frustrated that you can’t enjoy eating and worried about what is wrong with you.

Acid Reflux Interpreter

A Deaf patient is going to their doctor to talk about problems with heartburn, which is happening more and more often.

Role play Asthma

Download Word Doc of Role Play | Download PDF of Role Play

Doctor

You are seeing a regular patient of yours who is in her late 40s. She has very bad asthma, which is triggered by dust, smog, smoke and pollen, as well as by any exertion. She uses two different puffers, a green one she can use up to four times a day, and an orange one that is only for serious breathing difficulties and should only be used once per day as needed.

You do monthly checks on her to make sure she doesn’t need to change her medication.

• How is she doing generally
• Has anything changed since the last visit
• How often does she use her green puffer, and how often the orange
• Suggest she refrain from housework, because both the dust and exertion are bad for her

Asthma Patient

You are in your late 40s and have had asthma for most of your adult life. You see your doctor monthly to check on how you are doing.   Your asthma is triggered by dust, smoke, pollen, and smog, as well as by exertion. You use two different puffers, a green one you can use up to four times a day, and an orange one that is only for serious breathing difficulties and should only be used once per day as needed.

• In last month have been having a hard time—there is a lot of pollen, and also there has been more smog
• When you clean your apartment, you get very out of breath, have to use the orange puffer, sometimes two or three times a day
• Very important to you to keep you apt. clean and you live alone so who else can do it

Asthma Interpreter

You are attending an appointment with a Deaf woman in her 40s who has had asthma for most of her adult life. This is her monthly check up to see how she is managing with her medication.

Sample Online workshops from the CATIE Center

In the Student resources, there are links to two sample courses created and maintained by the CATIE Center.  The samples are available for free without requiring a log-in.  So you can use as much or as little of these as you would like.

How to Incorporate these samples in Your Course:

Your students will not need to log-in with this link. They also will not be able to make any postings on the site of this module.

If you want them to complete any activity – such as creating an explanation in ASL about Blood Pressure, or having them reflect on the activity itself, you would need to have them respond in your own Learning Management System (LMS).

The easiest way to do this is to include a link to the Body Language module that opens in a new window or tab.  Then, students can go through the process, and then simply close the window and move back to your LMS.

Sample of Body Language Workshops

Objectives:

• Accurately describe anatomical and physiological conditions related to the cardiovascular system in American Sign Language
• Identify resources for building knowledge related to anatomy, physiology, and medical conditions and procedures.

Direct Link to Student Resource Page:
www.interpretereducation.org/healthcare/explore/

This is an excerpt of an online module created and sponsored by the CATIE Center at St. Catherine University.  The Body Language module allows participants to learn about anatomy and physiology as well as clinical conditions in both English and ASL.  It draws on the ASL examples from Nigel Howard, a Certified Deaf Interpreter and educator who is renowned for his ability to describe medical concepts in ASL.  Additionally, there are examples from Doug Bowen-Bailey, an interpreter and educator with extensive experience in healthcare settings.  The sample includes activities from 5 modules:

• A Cardio Workout (Cardiovascular system)
• No More Digestive Distress (Digestive System)
• All in the Lungs (Respiratory System)
• Put some Meat on your Bones (Muscular-Skeletal System)
• Dealing with Diabetes

Click here to view the sample.

URL:  http://www.healthcareinterpreting.org/online/course/view.php?id=13

Potential Assignments

• Have students complete the Body Language Sample, including:
  • Activity on Depiction related to anatomy
  • Body Language 3-Step Process on Blood Pressure
    • Step 1: Research on blood pressure and creation of initial video in ASL describing what blood pressure is (Students can video their work and post the video if you wish to have this level of evaluation for this activity. Students can also analyze their own work to see what sections are challenging so they can better attend at the next step.)
    • Step 2: Watch ASL resources on blood pressure from Nigel Howard and Doug Bowen-Bailey and DeafMD.org
      • Encourage students to watch once and then copy sign the sample from Nigel so they both see and experience the movement in Nigel’s description
    • Step 3: Re-do ASL explanation incorporating new ideas from Step 2.
    • Evaluation: Do reflection on how explanation changed from step 1 to step 2.
  • You can use this Three Step process with examples from other body systems.

Sample of “Interpreting Healthcare Discourse”

Objective: To develop understanding of perspectives of patients and providers in healthcare settings

Direct Link to Student Resource Page:
www.interpretereducation.org/healthcare/explore/

Additional Resources for Teacher from the CATIE Center

Download and print any of these resources for free.

• Bibliography of Mental Health Interpreting
• Concept Map for Interpreting in Healthcare Curriculum (2008)
• Healthcare Interpreting Career Lattice (2015)
  • Using the Healthcare Interpreting Career Lattice (PDF, 2015)
• Interpreting in Healthcare Settings Annotated Bibliography (2014)
• Medical Interpreting ASL-English Domains and Competencies (2008)
• Mental Health Interpreting Domains and Competencies (2008)
• Towards Reflective Practice: Case Studies for Interpreting in Healthcare Settings (2014)

More Information on Interpreting in Healthcare Settings:

• www.healthcareinterpreting.org Resource Library
• In Our Hands:  Educating Healthcare Interpreters, edited by Laurie Swabey and Karen Malcolm
• Review of the book, “Introduction to Healthcare for Interpreters and Translators” by Ineke Creze.  The review is done by Doug Bowen-Bailey in both ASL and English.
• Report from World Federation of the Deaf:  http://wfdeaf.org/news/world-federation-of-the-deaf-wfd-health-resources-initiative

To Your Future Health Post-Assessment

Objective: To evaluate what students have learned from the process and see how it has influenced their interest in healthcare as a future specialization

Download Word Version of Post-Assessment | Download PDF Version of Post-Assessment

Google Form to Copy & Edit

The post-assessment is also available as a Google Form that can be copied to your own drive and edited. To copy, in the Google Form menu, go to “File>Make a Copy” and add it to your own GoogleDrive. You can then edit it. (DO NOT USE OR EDIT THE SAMPLE MEANT FOR SHARING ONLY.)

Post-Assessment

Please answer the following questions by selecting the most appropriate letter; indicating “true” or “false”, or writing a short answer, as appropriate.

• There is a sufficient number of healthcare interpreters to meet the needs of the American Deaf community.

T         F

• What do many Deaf and hard of hearing people cite as a priority for using an interpreter in a healthcare setting?
  • a) feeling more comfortable at the appointment or procedure
  • b) excellent ASL skills
  • c) connection to the Deaf community
  • d) knowledge of medical terminology
• Interpreters report the following reasons for interpreting in healthcare settings:
  • opportunity to address the disparity of health knowledge in the Deaf community by providing quality interpreting services
  • the rewards of interpreting for patients at all parts of the cycle of life
  • a sense of responsibility to address the need for communication during healthcare visits
  • all of the above.

4. The “history of present illness” refers to:

• a) the doctor’s notes on the patient
• b) the patient’s personal medical records
• c) a detailed description of the events the led the patient to seek care
• d) all of the above

5. When a doctor asks a patient about the medications being taken, all medications should be included, both prescription, over the counter, and supplements.

T           F

• A doctor may interrupt a Deaf patient while she is telling her story. This is because:
  • a) the doctor doesn’t understand Deaf culture
  • b) the doctor needs to ask a focusing question about the medical issues at hand
  • c) the doctor wants the patient to explain in a specific time sequence
  • d) the doctor is under time constraints

• GERD is a condition in which:
  • a) the upper valve in the stomach doesn’t close properly and stomach acids come back up into the esophagus
  • b) gastric juices are too acidic and lead to ulcers
  • c) gangrene sets in after frostbite
  • d) none of the above

8. Blood pressure features two measurements: one as the heart contracts, and the other as the heart relaxes. What are these called?

• Atherosclerosis is the hardening and narrowing of the arteries.

T            F

• Arteries are blood vessels that carry oxygen-rich blood from the heart to other parts of the body.

T           F

• Plaque is the build up of dead cells in the heart.

T            F

• I plan to pursue interpreting in healthcare as a significant part of my future career.

1. Strongly agree
2. Agree
3. Neutral
4. Disagree
5. Strongly disagree

Answer Key for Post-Assessment

Download Word version of Answer Key | Download PDF Version of Answer Key

The answers below are given in bold and red.

• There is a sufficient number of healthcare interpreters to meet the needs of the American Deaf community.

T F

• What do many Deaf and hard of hearing people cite as a priority for using an interpreter in a healthcare setting?
  • feeling more comfortable at the appointment or procedure
  • excellent ASL skills
  • connection to the Deaf community
  • knowledge of medical terminology
• Interpreters report the following reasons for interpreting in healthcare settings:
  • opportunity to address the disparity of health knowledge in the Deaf community by providing quality interpreting services
  • the rewards of interpreting for patients at all parts of the cycle of life
  • a sense of responsibility to address the need for communication during healthcare visits
  • all of the above.

4. The “history of present illness” refers to:

• a) the doctor’s notes on the patient
• b) the patient’s personal medical records
• c) a detailed description of the events the led the patient to seek care
• d) all of the above

5. When a doctor asks a patient about the medications being taken, all medications should be included, both prescription, over the counter, and supplements.

T F

• A doctor may interrupt a Deaf patient while she is telling her story. This is because:
  • a) the doctor doesn’t understand Deaf culture
  • b) the doctor needs to ask a focusing question about the medical issues at hand
  • c) the doctor wants the patient to explain in a specific time sequence
  • d) the doctor is under time constraints

• GERD is a condition in which:
  • a) the upper valve in the stomach doesn’t close properly and stomach acids come back up into the esophagus
  • b) gastric juices are too acidic and lead to ulcers
  • c) gangrene sets in after frostbite
  • d) none of the above

8. Blood pressure features two measurements: one as the heart contracts, and the other as the heart relaxes. What are these called?

systolic and diastolic

• Atherosclerosis is the hardening and narrowing of the arteries.

T F

• Arteries are blood vessels that carry oxygen-rich blood from the heart to other parts of the body.

T F

• Plaque is the build up of dead cells in the heart.

T F

• I plan to pursue interpreting in healthcare as a significant part of my future career.

1. Strongly agree
2. Agree
3. Neutral
4. Disagree
5. Strongly disagree

Copyright © 2013-2016 by the National Consortium of Interpreter Education Centers (NCIEC).

This NCIEC product was developed by the National Interpreter Education Center (NIEC) at Northeastern University. Permission is granted to copy and disseminate these materials, in whole or in part, for educational, non-commercial purposes, provided that NCIEC is credited as the source and referenced appropriately on any such copies.