Attendees will learn what a job task analysis is, why it matters and how CCHI organized, vetted participants for, and conducted the JTA. Reported results and conclusions about healthcare interpreter demographics, roles, responsibilities and scope of practice will be shared. What this means for the profession will be examined and discussed. Learning Objectives: - Trainers will learn how to validate the training that is core and essential for healthcare interpreters - Trainers will be able to check and balance their trainings to reflect JTA findings/metrics - Provide resources for trainers of interpreters - We will be able to clearly connect JTA findings to prior Home for Trainers webinar content - We will invite attendees to share additional resources of value to trainer colleagues

1. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG

2. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
You
can
access
the
recording
of
the
live
webinar
presenta6on
at
www.ncihc.org/trainerswebinars
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
ini6a6ve
of
the
Standards
and
Training
CommiBee
www.ncihc.org/home-­‐for-­‐trainers

3. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Housekeeping
-­‐
This
session
is
being
recorded
-­‐
Cer6ficate
of
ABendance
*must
aBend
full
90
minutes
*trainerswebinars@ncihc.org
-­‐
Audio
and
technical
problems
-­‐
Ques6ons
to
organizers
-­‐
Q
&
A
-­‐
TwiBer
#NCIHCWebinar
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
ini6a6ve
of
the
Standards
and
Training
CommiBee
www.ncihc.org/home-­‐for-­‐trainers

4. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Welcome!
Guest
Presenters:
Eliana
Lobo,
M.A.,
CoreCHITM
Natalya
Mytareva,
M.A.,
CoreCHITM

5. Overview
1. Why
JTA?
2. What
is
JTA?
Overview
of
the
NaJonal
JTA
Study
project
3. Who
are
we,
HC
interpreters?
JTA
demographic
results
4. What
do
HC
interpreters
do?
JTA
results
5. What
now?
JTA
implicaJons
for
trainers
www.cchicerJficaJon.org

6. Poll
#1
www.cchicerJficaJon.org

7. WHY?
www.cchicerJficaJon.org
In
the
U.S.:
25
million
paJents
with
Limited
English
Proficiency
2,700
CCHI-­‐cerJfied
interpreters

8. About CCHI
Na6onal
Valid
Credible
Vendor
Neutral

9. CCHI’s certification
• high-­‐stakes
examina6ons
for
many
candidates
for
whom
employment
or
hiring
decisions
may
be
based.
• The
validity
and
integrity
of
the
examina6ons
are
cri6cal.
Hence,
na6onal
Job
Task
Analysis
study
–
the
founda6on
for
any
cer6fica6on
program.
www.cchicerJficaJon.org

10. JTA’s
goal
is
to
create
a
thorough,
accurate
and
unbiased
defini6on
of
the
healthcare
interpreter
profession
as
it
exists
today.
www.cchicerJficaJon.org

11. Thorough:
We
must
understand
and
document
the
enJre
breadth
of
the
profession
–
everything
that
people
are
doing
under
the
umbrella
of
the
healthcare
interpreter
profession,
including
where
and
how
they
are
providing
these
services.
www.cchicerJficaJon.org

12. Accurate:
We
have
to
be
honest
in
describing
the
profession
as
it
actually
exists.
We
cannot
see
the
profession
through
rose-­‐colored
glasses
of
what
some
may
want
it
to
be.
The
NaJonal
JTA
2016
provides
the
reality
check
to
see
what
the
profession
is
currently
doing.
www.cchicerJficaJon.org

13. Today:
We
must
describe
the
profession
as
it
exists
today
without
inserJng
hopes
or
aspiraJons
for
what
the
profession
should
or
could
be
like
in
the
future.
www.cchicerJficaJon.org

14. Unbiased:
The
definiJon
must
come
from
the
profession
itself
-­‐
not
just
an
expert
panel,
or
a
focus
group
or
industry
leaders
–
but
the
enJre
profession.
And
to
accomplish
that
we
must
follow
a
specific
process.
www.cchicerJficaJon.org

15. What?
JTA Process
Engage
Recruit
Conduct
Analyze
Publish
www.cchicerJficaJon.org
Adjust

16. Subject Matter Expert Panel
This
panel
of
15
SMEs
(subject
maBer
experts)
was
composed
not
of
industry
thought
leaders
but
of
actual
prac66oners
who
represent
a
true
cross-­‐
secJon
of
the
healthcare
interpreJng
industry.
www.cchicerJficaJon.org

17. JTA Panelist Selection Factors:
www.cchicerJficaJon.org
Place
of
Interpre6ng
Modality
Frequency
Years
of
Experience
Addi6onal
Experience
Type
of
Employment
Non-­‐English
language
acquisi6on
Educa6onal
background
Working
Languages
Geography
Demographical
Diversity

18. Survey Type
Re-­‐confirming
the
definiJon
of
the
profession
vs
StarJng
from
scratch
Ø CerJficaJon
as
a
starJng
point
of
professional
career
Ø DefiniJon
of
the
“Healthcare
Interpreter”
Ø DefiniJon
of
job
domains
Ø Statements
vs
QuesJons
Ø RaJng
job
tasks
on
3
scales
www.cchicerJficaJon.org

19. Poll
#2
www.cchicerJficaJon.org

20. Relevance of JTA Report for
Educators/Trainers
Provides
staJsJcal
data
about:
Ø Target
audience
Ø Job
tasks
&
KSAs
(knowledge,
skills
and
abiliJes)
needed
to
perform
them
Ø Outlines
cerJficaJon
exams
content
FoundaJon
for
curriculum
development
www.cchicerJficaJon.org

21. Definition of the Healthcare
Interpreter
A
person
who
is
able
to
Ø perform
the
funcJons
of
a
healthcare
interpreter
competently,
independently,
and
unsupervised
Ø in
any
seeng
and
in
any
modality
where
health
care
is
provided,
Ø with
the
knowledge,
skill,
and
ability
required
to
relay
messages
accurately
from
a
source
language
to
a
target
language
in
a
culturally
competent
manner
and
in
accordance
with
established
ethical
standards.

22. Job Structure
Domain
Tasks
Skills
&
AbiliJes
Knowledge
www.cchicerJficaJon.org

23. Job Domains =
Certification Exams domains
Job
Domains
CCHI
Exam
1. Professional
Responsibility
&
Interpreter
Ethics
2. Manage
the
InterpreJng
Encounter
3. Healthcare
Terminology
4. U.S.
Healthcare
System
5. Cultural
Responsiveness
6. Interpret
in
Healthcare
Seengs
1. CoreCHI™
Exam
2. CoreCHI™
Exam
3. CoreCHI™
Exam
&
CHI™
Exam
4. CoreCHI™
Exam
5. CoreCHI™
Exam
&
CHI™
Exam
6. CHI™
Exam

24. Observations
Ø Lower
social
engagement
by
spoken
language
healthcare
interpreters
compared
to
ASL
or
court
interpreters
and
to
translators
Ø Lack
of
familiarity
with
online
tools
of
engagement
–
survey,
social
media
www.cchicerJficaJon.org

25. JTA Survey Results
JTA
survey
was
conducted
on
May
16
–
July
10,
2016
Ø Total
submiBed
–
over
2,300
Ø Total
used
for
analysis
–
2,095
Ø Demographic
data
collected
–
≈1,750
www.cchicerJficaJon.org
More people
answered
Demographics in 2016
than in 2010

26. What does JTA tell us about
us and the profession?
www.cchicerJficaJon.org
22%
8%
7%
6%
MA-­‐6%
4%

27. What does JTA tell us about
us and the profession?
Mostly
of
middle
age:
Ø 41-­‐60
yrs
old
–
58%
Ø 31-­‐40
yrs
old
–
19%
Ø Over
61
yrs
old
–
14%
Ø 18-­‐30
yrs
old
–
9%
www.cchicerJficaJon.org
76%
24%
78%
in
2010
12%
in
2010

28. What does JTA tell us about
us and the profession?
4.
Well
educated:
Ø Associate
or
Bachelor’s
–
58%
Ø Master’s
–
23.5%
Ø High
School
only
–
13%
Ø PhD
–
5.5%
5.
Don’t
have
degrees
in
HC
InterpreJng:
Ø More
than
40
hrs
–
81%
Ø Less
than
40
hrs
–
6%
Ø Associate
degree
in
HCI
–
6%
Ø Bachelor’s
or
Master’s
–
4%
www.cchicerJficaJon.org
52%
in
2010
22%
in
2010
65%
in
2010

29. What does JTA tell us about
us and the profession?
6.
Stable
as
a
profession
(Years
of
experience):
Ø Less
than
2
years
-­‐
14%
Ø 2
to
5
years
-­‐
24%
Ø 6
to
10
years
-­‐
25%
Ø 11
to
20
years
-­‐
26%
Ø 21
or
more
-­‐
11%
www.cchicerJficaJon.org

30. What does JTA tell us about
us and the profession?
7.
Primary
modality
of
HC
InterpreJng:
www.cchicerJficaJon.org
[CATEG
ORY
NAME]
[PERCE
[CATEGORY
NAME]
[PERCENTA
GE]
[CATEGORY
NAME]
[PERCENTA
GE]
In person
OPI
VRI
VRI
in
2010
2%
OPI
in
2010
14%

31. What does JTA tell us about
us and the profession?
8.
SJll
wear
mulJple
hats:
Ø HC
interpreter
–
92%
Other
hats:
§ Interpret
in
HC
+
other
seengs
–
32%
§ Interpret
&
translate
–
24%
Ø HCI
manager
–
83%
also
interpret
Ø HCI
trainer
–
90%
also
interpret
Ø Bilingual
HC
provider
(121
r)
–
81%
also
interpret
www.cchicerJficaJon.org
71%
in
2010

32. What does JTA tell us about
us and the profession?
9.
Half
are
freelancers:
Ø Freelancers
–
50%
Ø Staff
–
41
Ø Both
Staff
&
Freelancers
–
7%
10.
Work
less
than
part-­‐Jme
in
HCI
(per
week):
Ø 1-­‐20
hrs
–
52%
Ø 21–40+
hrs
–
48%
www.cchicerJficaJon.org

33. What does JTA tell us about
us and the profession?
11.
Speak
48
languages
(+other):
Ø Spanish
–
60%
Ø ASL
–
9%
Ø Mandarin
–
4%
Top
3
in
2010:
Spanish,
Russian
Mandarin;
ASL
did
not
parJcipate
in
2010

34. What does JTA tell us about
us and the profession?
12.
Mostly
naJve
speakers
of
non-­‐English
language:
www.cchicerJficaJon.org
72%
22%
6%

35. What does JTA tell us about
us and the profession?
13.
Work
in
mulJple
HC
seengs:
Ø 3
seengs
or
more
–
47%
Ø Hospital
–
80%
(exclusively
–
19%)
Ø OutpaJent
Clinic
–
63%
Ø Physician
PracJce
–
57%
Ø Public
Health
–
29%
Ø Home
Health
–
26%
Ø Health
Insurance
Company
–
14%
14.
Respondents’
cerJficaJon
status:
Ø CCHI-­‐cerJfied
–
63%
Ø Holders
of
a
CCHI
cerJficaJon
+
1
more
–
8%
www.cchicerJficaJon.org
66%
in
2010

36. www.cchicerJficaJon.org

37. Do you see what I see?
InterpreJng
staJsJcal
data
www.cchicertification.org

38. Domain I. Professional
Responsibility & Interpreter Ethics
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Not
at
all
within
6
m
ajer
6
m
17.9%
13.9%
38.9%
ExpectaJons

39. Poll
#3
www.cchicerJficaJon.org

40. Domain I. Professional
Responsibility & Interpreter Ethics
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
No
Minimal
Moderate
Substan6al/Extreme
11.5%
18.5%
10.4%
Consequences

41. Domain I. Professional
Responsibility & Interpreter Ethics
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Never/Barely
1
per
month
1
per
week
Daily
11.4%
12.2%
29.3%
Frequency
53.7%

42. Domain IV. U.S. Healthcare System
Task:
Maintain
working
familiarity
with
the
US
health
system
as
a
part
of
a
legal
and
socioeconomic
environment
with
its
own
culture
and
organizaJonal
structure
to
predict
and
respond
to
events
appropriately
and
navigate
the
system
effecJvely.
www.cchicerJficaJon.org

43. Domain IV. U.S. Healthcare System
Knowledge
of:
1. U.S.
healthcare
delivery
systems
2. Public
health
and
its
implicaJons
on
populaJons
3. Federal
and
state
legislaJon
and
regulaJons
pertaining
to
language
and
healthcare
access
4. Applicable
legislaJon
and
regulaJons
regarding
the
role
of
interpreters
as
mandated
reporters
5. Latest
developments
in
the
U.S.
health
and
healthcare
system
6. Relevant
organizaJonal
structure
and
protocols
7. Roles
and
responsibiliJes
of
healthcare
providers
and
staff
8. Social
determinants
of
health
9. Relevance
of
dispariJes
that
prevent
access
to
health
care
www.cchicerJficaJon.org

44. Domain IV. U.S. Healthcare System
Skill
in:
1. Using
health
system
terminology
2. LocaJng
resources
and
informaJon
about
legislaJon
and
regulaJons
that
pertain
to
the
U.S.
health
system
3. Abiding
by
standard
operaJng
procedures
4. Asking
for
informaJon
on
organizaJonal
protocols
www.cchicerJficaJon.org

45. Domain IV. U.S. Healthcare System
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Maintain
familiarity
with
system
Not
at
all
within
6
m
ajer
6
m
36.8%
ExpectaJons

46. Domain IV. U.S. Healthcare System
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Maintain
familiarity
with
system
No
Minimal
Moderate
Substan6al/Extreme
13.3%
24.5%
Consequences

47. www.cchicerJficaJon.org
Healthcare
Providers
Interpreters
Bridge the Gap

48. Domain V. Cultural Responsiveness
Tasks:
1. Recognize
that
individuals
have
different
levels
of
acculturaJon
and
intracultural
variaJon
in
order
to
avoid
making
assumpJons
that
may
misrepresent
a
speaker’s
meaning.
Knowledge
of:
Ø Culture
of
par6cipants
in
a
healthcare
encounter
Ø Healthcare
interpreter
standards
of
prac6ce
Ø Effect
of
one’s
own
culturally
embedded
behaviors
and
mannerisms
and
those
of
other
par6es
Skill
in:
Ø Monitoring
own
assump6ons
Ø Interpre6ng
verbal
and
nonverbal
communica6on
Ø Interpre6ng
culturally
embedded
behaviors
and
mannerisms

49. Poll
#4
www.cchicerJficaJon.org

50. Domain V. Cultural Responsiveness
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
Recognize
individual
varia6on
Never/Barely
1
per
month
1
per
week
Daily
6.9%
20.8%
30.8%
Frequency
41.5%

51. Domain V. Cultural Responsiveness
Tasks:
2.
Serve
as
a
culture
mediator
by
recognizing
when
there
is
risk
of
potenJal
miscommunicaJon
and
responding
appropriately
so
that
each
person’s
own
beliefs
are
expressed.
Knowledge
of:
Ø Cultures
of
par6cipants
in
a
healthcare
encounter
Ø Healthcare
interpreter
standards
of
prac6ce
Ø Various
interven6on
strategies
Skill
in:
Ø Assessing
situa6ons
and
determining
the
most
appropriate
interven6on
Ø Applying
an
incremental
approach
to
interven6ons

52. Domain V. Cultural Responsiveness
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
Serve
as
culture
mediator
Never/Barely
1
per
month
1
per
week
Daily
Frequency
36%

53. Domain VI. Interpret in Healthcare
Settings
Tasks:
1.
Interpret
consecuJvely
2.
Interpret
simultaneously
3.
Sight
translate
a
wriuen
message
4.
Translate
a
wriuen
message
5.
Maintain
fidelity
to
the
message
www.cchicerJficaJon.org

54. Domain VI. Interpret in Healthcare
Settings
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Interpret
consecu6vely
Interpret
simultaneously
Sight
translate
Translate
wriBen
message
Maintain
fidelity
to
message
Not
at
all
within
6
m
ajer
6
m
70.8%
3.7%
11.8%
ExpectaJons
11.7%

55. Domain VI. Interpret in Healthcare
Settings
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Interpret
consecu6vely
Interpret
simultaneously
Sight
translate
Translate
wriBen
message
Maintain
fidelity
to
message
Never/Barely
1
per
month
1
per
week
Daily
18.4%
36%
23.1%
Frequency
53.6%

56. Translate or Not?
That is the question!
55%
of
respondents
sJll
do
some
translaJon
on
the
job
as
healthcare
interpreters
www.cchicerJficaJon.org

57. 8 Growth Opportunities in
Interpreter Education
1. Message
analysis
&
criJcal
thinking
skills
2. Familiarity
with
online
tools
of
engagement
–
survey,
social
media,
etc.
3. Knowledge
of
professional
ethics,
especially:
Ø Need
for
advocacy
Ø Adherence
to
safety
measures
4. Familiarity
with
healthcare
seengs
5. Thorough
understanding
of
cultural
competence/
responsiveness
concepts
6. Understanding
of
&
skills
in
accuracy
(“maintaining
fidelity”)
of
interpreJng
7. Simultaneous
interpreJng
skills
8. Understanding
appropriateness
of
wriuen
translaJon

58. The
JTA
Study
Report
will
be
published
in
November
and
available
at
www.CCHIcerJficaJon.org

59. www.cchicerJficaJon.org
info@cchicerJficaJon.org
CCHIcerJficaJon
@CCHIcerJfy
CerJficaJon
Commission
for
Healthcare
Interpreters

60. Poll
#5
www.cchicerJficaJon.org

61. Resources
JTA findings
Home
for
Trainers
Webinars
Message
analysis
Ø Gloss
Up
Glossaries!
Expanding
the
Applica6on
of
Glossaries
in
Interpreter
Training
Programs
Ø Transla6on:
A
Mul6func6onal
Tool
in
the
Interpreter's
Toolbox
CriJcal
thinking
skills
"Help!
What
do
I
do
Now?"
Improving
Decision-­‐Making
Skills
for
Interpreters
using
Demand-­‐Control
Schema
Knowledge
of
Professional
Ethics
Teaching
Ethical
Decision-­‐Making
to
Healthcare
Interpreters
Familiarity
with
Healthcare
Seengs
Ø Please
Do,
Please
Don't:
Partnering
with
the
Provider
for
a
Successful
Encounter
Ø Spreading
Safety,
Not
Germs:
How
to
Teach
Infec6on
Control
to
Medical
Interpreters
Cultural
Competence
concepts
Cultural
Incompetence:
A
Fix-­‐It
Webinar
for
Interpreter
Trainers

62. Resources
Example
from
Federal
AviaJon
AdministraJon
–
linking
JTA
&
Curriculum
development:
hups://www.faa.gov/training_tesJng/training/
aqp/more/curriculum/
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Your
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type
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ajer
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63. NATIONAL
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64. NATIONAL
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65. NATIONAL
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66. NATIONAL
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