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Training 'doctor-minded' interpreters and 'interpreter-minded' doctors : the benefits of collaborative practice in interpreter training

Demi Krystallidou (UGent) , Céline Van De Walle (UGent) , Myriam Deveugele (UGent) , Evangelia Dougali (UGent) , Fien Mertens (UGent) , Amélie Truwant (UGent) , Ellen Van Praet (UGent) and Peter Pype (UGent)
(2018) INTERPRETING. 20(1). p.127-144
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Abstract
In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master's level) and 3rd-and 4th-year medical students at Ghent University. In order to assess the development of the students' knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.
Keywords
healthcare, interpreting, joint training, interprofessional education, interpreter training, communicative goals, PATIENT COMMUNICATION, PRIMARY-CARE, CONSULTATIONS, PERCEPTIONS, CHALLENGE, BARRIERS, CONTEXT, SKILLS

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MLA
Krystallidou, Demi, et al. “Training ‘doctor-Minded’ Interpreters and ‘Interpreter-Minded’ Doctors : The Benefits of Collaborative Practice in Interpreter Training.” INTERPRETING, vol. 20, no. 1, 2018, pp. 127–44.
APA
Krystallidou, D., Van De Walle, C., Deveugele, M., Dougali, E., Mertens, F., Truwant, A., … Pype, P. (2018). Training “doctor-minded” interpreters and “interpreter-minded” doctors : the benefits of collaborative practice in interpreter training. INTERPRETING, 20(1), 127–144.
Chicago author-date
Krystallidou, Demi, Céline Van De Walle, Myriam Deveugele, Evangelia Dougali, Fien Mertens, Amélie Truwant, Ellen Van Praet, and Peter Pype. 2018. “Training ‘doctor-Minded’ Interpreters and ‘Interpreter-Minded’ Doctors : The Benefits of Collaborative Practice in Interpreter Training.” INTERPRETING 20 (1): 127–44.
Chicago author-date (all authors)
Krystallidou, Demi, Céline Van De Walle, Myriam Deveugele, Evangelia Dougali, Fien Mertens, Amélie Truwant, Ellen Van Praet, and Peter Pype. 2018. “Training ‘doctor-Minded’ Interpreters and ‘Interpreter-Minded’ Doctors : The Benefits of Collaborative Practice in Interpreter Training.” INTERPRETING 20 (1): 127–144.
Vancouver
1.
Krystallidou D, Van De Walle C, Deveugele M, Dougali E, Mertens F, Truwant A, et al. Training “doctor-minded” interpreters and “interpreter-minded” doctors : the benefits of collaborative practice in interpreter training. INTERPRETING. 2018;20(1):127–44.
IEEE
[1]
D. Krystallidou et al., “Training ‘doctor-minded’ interpreters and ‘interpreter-minded’ doctors : the benefits of collaborative practice in interpreter training,” INTERPRETING, vol. 20, no. 1, pp. 127–144, 2018.
@article{8554468,
  abstract     = {{In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master's level) and 3rd-and 4th-year medical students at Ghent University. In order to assess the development of the students' knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.}},
  author       = {{Krystallidou, Demi and Van De Walle, Céline and Deveugele, Myriam and Dougali, Evangelia and Mertens, Fien and Truwant, Amélie and Van Praet, Ellen and Pype, Peter}},
  issn         = {{1384-6647}},
  journal      = {{INTERPRETING}},
  keywords     = {{healthcare,interpreting,joint training,interprofessional education,interpreter training,communicative goals,PATIENT COMMUNICATION,PRIMARY-CARE,CONSULTATIONS,PERCEPTIONS,CHALLENGE,BARRIERS,CONTEXT,SKILLS}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{127--144}},
  title        = {{Training 'doctor-minded' interpreters and 'interpreter-minded' doctors : the benefits of collaborative practice in interpreter training}},
  url          = {{http://dx.doi.org/10.1075/intp.00005.kry}},
  volume       = {{20}},
  year         = {{2018}},
}

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