CEEU-4006 - Healthcare Interpreting for Clinical Roles

CEEU-4006 - Healthcare Interpreting for Clinical Roles

Elective Title: Healthcare Interpreting for Clinical Roles
Course Number: CEEU-4006
Elective Type: career Duration/Weeks: 2 Max Enrollment: 32
Prerequisites: Successful completion of Year 2
Additional Requirements: Passing the UTMB Bilingual Proficiency Assessment from Language Access Services. C Form required to register, please send form to Laurie Looper, allooper@utmb.edu, or Alexandria Murphy, alemurph@utmb.edu.
Responsible Faculty Director: N. Miles Farr, MD, MPH Periods Offered: 13B excluding holiday period 8 
Coordinator: Other Faculty: Manuel Higginbotham, CHI, LPPB, MBA
Location to Report on First Day:
Virtual information will be emailed to you

1. Successfully demonstrate effective communication and interpreting scenarios of acquired interpretation skills.
2. Compare and contrast cultural practices and traditional beliefs in your role as an interpreter.
3. Communicate in a manner that is compatible with cultural beliefs, practices, and preferred language.
4. Perform services as a reflective practitioner, using reflection to improve over time.
5. Demonstrate cultural competence and cultural empathy while providing interpreting services to patients.

1. Convey the role and the responsibilities of a medical interpreter.
2. Practice and apply the principles and values of NCIHC Code of Ethics and Standards of Practice in the practice of interpreting.
3. Demonstrate the techniques and concepts of medical interpretation.
4. Identify and negotiate the barriers and issues that face the medical interpreter.
5. Incorporate the correct and appropriate medical terminology to accurately interpret.
6. Define language fluency.
7. Determine the level of a patient's healthcare literacy.
8. Develop a toolkit to provide services more effectively to diverse populations.
9. Serve as an interpreter between Limited English Proficient families/patients and healthcare staff and physicians.

Description of course activities
You must schedule the proficiency assessment through language access services, an office within UTMB patient services, passing the assessment is a prerequisite to registering for the course; there is no charge for the assessment or course beyond your standard tuition. In this Healthcare Interpreter course, you will learn the foundational skills and knowledge needed to begin working as a healthcare interpreter. Based on the national standards for Culturally and Linguistically Appropriate Services (CLAS) and the National Council on Interpreting in Health Care (NCIHC) Code of Ethics, this program emphasizes the development of medical terminology, the real-life practical application of skills, and the acquisition of healthcare interpreter ethics and cultural competence. Students will take a pre-course language proficiency assessment and a pre-course knowledge assessment. If the student passes the pre-course language assessment, then they can enroll in the course. This course will be delivered in a hybrid format with asynchronous virtual lectures, live virtual lectures, live interpreting simulation activities, group work including interpreting practice and evaluation, and out of class assignments. There will be some activities, such as language labs, where you practice interpreting skills, scheduled between 8 am to 5 pm that will be at a set-time and required attendance; remainder of activities will be asynchronous content and out of class assignments. The course will have approximately of 33 hours of total curriculum per week. Successful completion of this course will make the student eligible to act as an interpreter at UTMB and care for the patient in their preferred language. In addition, the student will be eligible to sit for the national certification exam with CCHI (optional) for certification as a Certified Healthcare Interpreter.
There is a cost for the national certification exam, but not this course or eligibility to interpret at UTMB. Course Content Includes:

Introduction to the Course & Healthcare Interpreting
Roles of the Healthcare Interpreter
Interpreter Code of Ethics
Modes of Interpreting
Conduit Interpreting
Basic Medical Terminology, Anatomy, Physiology, & Body Systems
Intervening as a Clarifier
Managing the Flow of the Interpreted Encounter
Memory Development Techniques
Sight Translation Guidelines
Introduction to Culture - Navigating Cultural Bumps
The US Healthcare System - The Culture of Biomedicine
Respecting Diversity & Recognizing Bias
Applying the Cultural Broker Role
Defining the Role of the Advocate
When & How to Advocate Appropriately
Success through Effective Communication
Professional Conduct
Vicarious Trauma & Self-Care
Resources for Professional Growth
National Certification & Career Outlook
Language Labs: (1) Solo Shadowing, (2) Solo Basic Interpreting, (3) Mock Encounter, Interpreting (Live, Virtual), (4) Mock Encounter Interpreting (Live, in-person)

Type of students who would benefit from the course
Students who are professionally proficient in a language other than English that want to deliver care to patients in their preferred language with clear communication and cultural competency and would like to assist UTMB faculty and staff in interpreting for patients that have Limited English Proficiency (LEP).

Weekly Schedule
  Clinical Activities (estimated schedule)  
Day of Week   AM   PM

 Average number of patients seen per week:
 Call Schedule:

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study

Method of Student Evaluation
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient Service   Ambulatory   Surgery   Standardized patients
Patients simulators   Other
  B. Frequency - How often are students observed clinically?
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback

2.  Oral Presentation
  A. Audience - To whom does the student present?
  B. Frequency / Duration of Presentation(s)?
  C. Format - What guidelines are set for the student's presentation?
  D. Assessment - Who assesses the student's presentation performance?
    Self-assessment   Peer assessment   Faculty assessment
  E. Method of content selection
    Current cases  Student-selected topic   Assigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
  B. Format - What guidelines are set for the student's written work?
  C. Length of written assignment(s)?
    Abstract   Annotated bibliography   1 - 2 page paper   3+ page paper
  D. Are recent references required?   No    If yes, how are they selected?
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

5.  Extra Course Activities
  What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?
    Small group activities; medical vocabulary homework assignments; short writing assignments; students will need to pass a practical exam demonstrating proficient interpreting skills.

6.  Additional Costs
  Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".

7.  Other Modes of Evaluation
  Please explain below.

8.  If this course is an Acting Internship, please complete the following:
  A. Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs). Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.
2. Give or receive patient handover to transition care responsibility.
3. Recognizing a patient requiring urgent or emergent care and initiating management.
4. Obtaining informed consent for tests and procedures.
Specify how the student will be given formative feedback on their clinical skills.

Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.

List advanced clinical skills that a student will be assured an opportunity to practice.

How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?

What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?

An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.

Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?

How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?

How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?

Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student's abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.