with Cynthia Roat

Started talking about quality interpreting and what the features of continuing education need to be designed to support these features of quality interpreting.

Features of Quality Interpreting

Example of Interpreting in Palliative Care

created by Cynthia Roat, MPH, Anne Kinderman, MD, and Alicia Fernandez, MD

Read more: http://www.chcf.org/publications/2011/11/interpreting-palliative-care-curriculum#ixzz2Wfx9Q7D9

The link includes many handouts for the curriculum as well as video samples used in the curriculum.
California HealthCare Foundation had a statewide palliative care initiative, but the foundation thought about the interpreters.  They surveyed the patients served by their programs and found that 40% of patients were Limited English Proficient (LEP.)  So, administrators realized that interpreters were key to success of their programs.
Palliative care is to focus on treating symptoms (not root cause) of disease to keep the patient as comfortable as possible.  Treats medical, social issues.

Example Video from Curriculum

Vocabulary Development

Variety of activities for people to understand variety of terms in English such as:

And then work on figuring out ways of saying that in target language.
Then, opportunity to practice interpreting in dialogues.  Also, have sight translation work – including a POLST – Physician’s order for life-sustaining treatment.
Then, a pre-hospital DNR – order so if they die and the family calls 911, the emergency responders will know they don’t have to resuscitate the patient.

Session on the Impact of Personal Experience

Provide Written Resources

Test and Certificate Completion

In What Languages?

But interpreters in all languages even if not translated into language specific