An informational webinar by NCIHC's Home for Trainers titled, "Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace"
Simultaneous interpreting is tested by one of the national certifying entities for healthcare interpreters, yet trainers do not always include it in their offerings and sometimes interpreters are ill equipped or hesitant to use it in a medical context. This webinar will address these gaps on why and how to teach simultaneous interpreting to healthcare interpreters, and is structured with them in mind, presenting 1) the reasoning and context of training interpreters in this mode, and 2) the techniques and tools for doing so. The presenter will discuss a bit of theoretical underpinnings, best practices for simultaneous, a decision-making tool for when to use it, practical ways to incorporate it into classroom-based and remote education, outcome measures, and how to provide constructive feedback. Current technological options will be heavily featured – no need for tape decks or audio labs!
Context matters in the practice of interpreting but too often the complexities and implications of context are not adequately defined in interpreter training. Instead, learning about the many and varied contexts that interpreters are called into is left to on-the-job experience.
Over the last twenty years, Robyn Dean and Robert Pollard have offered practitioners, educators, and trainers ways to identify and talk about the interpreting context and how to more effectively prepare interpreters for working in those contexts. Much of that work has been devoted to the contexts of medical and mental health.
This presentation explains how medical interpreting educators can help to not only define context but teach it and assess practitioners’ ability to understand and apply it in professional practice. As medical education has worked to improve the clinical skills of providers so too should medical interpreter education. This can happen by bringing interpreter practitioners incrementally closer to the medical contexts, that is to improve and assess their clinical skills.
One challenge faced by professional interpreters working in healthcare and other settings is the high levels of stress, vicarious trauma, or vulnerability they may feel during the course of their everyday work. Vicarious trauma has been identified as something that affects the performance and wellbeing of certain professionals, such as interpreters, by their experiencing or internalizing someone else’s trauma. Research has confirmed they are vulnerable to vicarious trauma, burnouts, compassion fatigue, or secondary stress as a result of repeated exposure to various traumatic information and experiences.
Drawing from over 25 years of experience in a professional services industry and extensive research in this area, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord, a Language Services Provider agency, and an interpreter herself, will speak on the subject of vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Participants will be provided with real-life applications and tools that can help identify and examine triggers leading to vicarious trauma impacting the wellbeing and performance of service professionals, as well as strategies for helping others, and themselves, prevent and/or mitigate the effects of vicarious trauma before, during and after these interactions.
Interpreter trainers will gain an understanding of the particular vulnerability of interpreters to being impacted by the experience of patients that they interpret for. Trainers will also gain insight into the need and method for introducing this material to their students.
Learning Objectives:
Define vicarious trauma and articulate why those working in healthcare and social services settings are at greater risk for vicarious trauma
Articulate the potential impact of vicarious trauma on work performance and quality of life
Identify five coping strategies in effective self-care
Discuss ways that trainers can apply these concepts in interpreter training programs
Ethics are at the core of any professional practice. Healthcare interpreting requires interpreters to respond to a wide array of difficult situations in an ethical manner. Trainers of Healthcare Interpreters must provide their students with both an understanding of interpreter ethics and practice in applying them. During this 90-minute webinar for interpreter trainers, veteran trainer Cindy Roat shared three different frameworks for introducing and practicing interpreter ethics; frameworks that can be implemented in an hour, a day or a semester. Specific problems in teaching ethical decision-making were discussed. http://www.ncihc.org/trainerswebinars
In multilingual healthcare encounters, the best conditions for meaningful participation and communication exist when the participants jointly manage the encounter. This entails co-constructing and tightly coordinating the dialogue while pacing the flow, and taking into consideration the setting, cultural, and contextual factors, as well as the needs, roles, and limitations of the participants.
To achieve this goal, interpreters frequently have to intervene to explain or clarify. This can include informing the participants about impediments to meaningful communication (lengthy or overly technical utterances, verifying intended meaning, etc.) Ideally, interpreters should inform participants about their own limitations in order to manage the flow with confidence.
In general, in the teaching of consecutive interpretation (CI) the emphasis has been on encouraging interpreters to develop technical skills to gain the ability to retain long utterances without having to interrupt the participants. However, prioritizing technical mastery fails to address the higher need to focus on the existing conditions, goals, and disparities often found in an encounter. Failure to do so can lead to an oversight of the actual communication needs of all participants, primarily those without formal education or shared cultural background.
In this webinar, the presenter will concentrate on the reassessment of priorities in the teaching of CI from this perspective.
Learning Objectives:
Reassess the teaching of consecutive interpretation from the perspective of core values and ethical canons.
Review and eventually adopt conceptual approaches and cognitive and technical concepts, strategies, and resources for the teaching of CI, including memory and note-taking.
Simultaneous interpreting is tested by one of the national certifying entities for healthcare interpreters, yet trainers do not always include it in their offerings and sometimes interpreters are ill equipped or hesitant to use it in a medical context. This webinar will address these gaps on why and how to teach simultaneous interpreting to healthcare interpreters, and is structured with them in mind, presenting 1) the reasoning and context of training interpreters in this mode, and 2) the techniques and tools for doing so. The presenter will discuss a bit of theoretical underpinnings, best practices for simultaneous, a decision-making tool for when to use it, practical ways to incorporate it into classroom-based and remote education, outcome measures, and how to provide constructive feedback. Current technological options will be heavily featured – no need for tape decks or audio labs!
Context matters in the practice of interpreting but too often the complexities and implications of context are not adequately defined in interpreter training. Instead, learning about the many and varied contexts that interpreters are called into is left to on-the-job experience.
Over the last twenty years, Robyn Dean and Robert Pollard have offered practitioners, educators, and trainers ways to identify and talk about the interpreting context and how to more effectively prepare interpreters for working in those contexts. Much of that work has been devoted to the contexts of medical and mental health.
This presentation explains how medical interpreting educators can help to not only define context but teach it and assess practitioners’ ability to understand and apply it in professional practice. As medical education has worked to improve the clinical skills of providers so too should medical interpreter education. This can happen by bringing interpreter practitioners incrementally closer to the medical contexts, that is to improve and assess their clinical skills.
One challenge faced by professional interpreters working in healthcare and other settings is the high levels of stress, vicarious trauma, or vulnerability they may feel during the course of their everyday work. Vicarious trauma has been identified as something that affects the performance and wellbeing of certain professionals, such as interpreters, by their experiencing or internalizing someone else’s trauma. Research has confirmed they are vulnerable to vicarious trauma, burnouts, compassion fatigue, or secondary stress as a result of repeated exposure to various traumatic information and experiences.
Drawing from over 25 years of experience in a professional services industry and extensive research in this area, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord, a Language Services Provider agency, and an interpreter herself, will speak on the subject of vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Participants will be provided with real-life applications and tools that can help identify and examine triggers leading to vicarious trauma impacting the wellbeing and performance of service professionals, as well as strategies for helping others, and themselves, prevent and/or mitigate the effects of vicarious trauma before, during and after these interactions.
Interpreter trainers will gain an understanding of the particular vulnerability of interpreters to being impacted by the experience of patients that they interpret for. Trainers will also gain insight into the need and method for introducing this material to their students.
Learning Objectives:
Define vicarious trauma and articulate why those working in healthcare and social services settings are at greater risk for vicarious trauma
Articulate the potential impact of vicarious trauma on work performance and quality of life
Identify five coping strategies in effective self-care
Discuss ways that trainers can apply these concepts in interpreter training programs
Ethics are at the core of any professional practice. Healthcare interpreting requires interpreters to respond to a wide array of difficult situations in an ethical manner. Trainers of Healthcare Interpreters must provide their students with both an understanding of interpreter ethics and practice in applying them. During this 90-minute webinar for interpreter trainers, veteran trainer Cindy Roat shared three different frameworks for introducing and practicing interpreter ethics; frameworks that can be implemented in an hour, a day or a semester. Specific problems in teaching ethical decision-making were discussed. http://www.ncihc.org/trainerswebinars
In multilingual healthcare encounters, the best conditions for meaningful participation and communication exist when the participants jointly manage the encounter. This entails co-constructing and tightly coordinating the dialogue while pacing the flow, and taking into consideration the setting, cultural, and contextual factors, as well as the needs, roles, and limitations of the participants.
To achieve this goal, interpreters frequently have to intervene to explain or clarify. This can include informing the participants about impediments to meaningful communication (lengthy or overly technical utterances, verifying intended meaning, etc.) Ideally, interpreters should inform participants about their own limitations in order to manage the flow with confidence.
In general, in the teaching of consecutive interpretation (CI) the emphasis has been on encouraging interpreters to develop technical skills to gain the ability to retain long utterances without having to interrupt the participants. However, prioritizing technical mastery fails to address the higher need to focus on the existing conditions, goals, and disparities often found in an encounter. Failure to do so can lead to an oversight of the actual communication needs of all participants, primarily those without formal education or shared cultural background.
In this webinar, the presenter will concentrate on the reassessment of priorities in the teaching of CI from this perspective.
Learning Objectives:
Reassess the teaching of consecutive interpretation from the perspective of core values and ethical canons.
Review and eventually adopt conceptual approaches and cognitive and technical concepts, strategies, and resources for the teaching of CI, including memory and note-taking.
The Current State of Play of Community Health Workers Training Programs in Su...germainsky
Literature Review, Commissioned of the One Million Community Health Workers Campaign by mPowering Frontline Health Workers, through support from USAID & Intel
The Tool for Assessing the Effects of Local Intersectoral Action (https://www.tamarackcommunity.ca/library/assessing-effects-local-intersectoral-action-tool-cacis) is an interactive online tool that uses timeline mapping to support assessment of the impacts of local intersectoral action in living environments.
Join Angèle Bilodeau, from the School of Public Health at the University of Montreal, Marie-Pier St-Louis, from the Canada Research Chair in Community Approaches and Health Inequalities (CACIS), and their collaborator Gillian Kranias for an introduction to this tool, which was developed in collaboration with the Montreal Coalition of Neighborhood Round Tables, Communagir and the Tamarack Institute.
This webinar will be presented in partnership with the National Collaborating Centre for Methods and Tools (NCCMT), the National Collaborating Centre for Healthy Public Policy (NCCHPP), and the National Collaborating Centre for Determinants of Health (NCCDH).
Closing the Gap Between Clinician Education and Quality Improvement Through an Evidence-Based Taxonomy That Links Terms and Interventions: A Two-Part Brainstorming Session for the Alliance for CEhp Quality Improvement Education (QIE) Initiative
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
Clinical teaching in its focus on the relationship between theory and practical , can assist students to not only apply theory ,but also to search the ways that nursing theory can emerge from the rich texture of clinical practice
Exercise programs for people with dementia: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of exercise programs for people with dementia. Click here for access to the audio recording: https://youtu.be/jC8HhC2XFrE
Dorothy Forbes, Professor, Faculty of Nursing, University of Alberta, Edmonton led the session and presented findings from her latest Cochrane review:
Forbes, D., Forbes, S. C., Blake, C. M., Thiessen, E. J., & Forbes, S. (2015). Exercise programs for people with dementia. Cochrane Database of Systematic Reviews, 2015(4), CD006489.
As the population ages, the number of people suffering with dementia will also rise. Not only will this affect quality of life of people with dementia but will also increase the burden of family caregivers, community care, and residential care services. Exercise interventions have been identified as a potential way of reducing or delaying the progression of dementia and its symptoms. This review examines two questions: do exercise programs for older people with dementia improve cognition, activities of daily living (ADLs), challenging behaviour, depression, and mortality in older people with dementia? and; do exercise programs for older people with dementia have an indirect impact on family caregivers' burden, quality of life, and mortality?
To perform effectively, interpreters must have highly developed critical thinking skills and advanced communicative competence, which must include both linguistic and pragmatic competence in each working language. As educators, we actively shape the future of interpreting and of our students as we guide them toward mastery of these skills and competencies. Assessing their progress is both essential and extremely challenging! This webinar discusses the use of Cognitive Reflection (CoRe) activities to support that student learning and development. As an added benefit, educators can gain valuable insights about student progress and about our own teaching strategies and approaches. In addition to providing concrete examples and recommendations for use of these activities in a variety of educational settings, this presentation shares findings and insights from longitudinal research about the usefulness and impacts of cognitive reflection (CoRe) activities in interpreter education.
In this webinar, we explore cognitive aspects of public service interpreting. I discuss with the interpreters what working memory is, why it is important for public service interpreting. I also describe how working memory can be studied, and discuss if and how interpreters can improve working memory. I give examples from my research and my own practice.
I also describe the concept of monitoring and how public service interpreters can benefit from understanding and applying the concept in their practice. I show examples of different types of monitoring and show how interpreters use them to contribute to understanding and smoothly support the conversation.
Finally, I approach the theories of expertise and deliberate practice. When exploring these theories, I present the idea of the professional self-concept and discuss with the interpreters how that can change with experience and expertise. Once again, I show examples of how the professional self-concept contributes to how the interpreter handles different situations.
After this webinar, you can give examples of how working memory supports interpreting. You can also explain what monitoring is in interpreting. You are familiar with expertise and deliberate practice, and you strengthen your own professional self-concept.
More Related Content
Similar to Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace
The Current State of Play of Community Health Workers Training Programs in Su...germainsky
Literature Review, Commissioned of the One Million Community Health Workers Campaign by mPowering Frontline Health Workers, through support from USAID & Intel
The Tool for Assessing the Effects of Local Intersectoral Action (https://www.tamarackcommunity.ca/library/assessing-effects-local-intersectoral-action-tool-cacis) is an interactive online tool that uses timeline mapping to support assessment of the impacts of local intersectoral action in living environments.
Join Angèle Bilodeau, from the School of Public Health at the University of Montreal, Marie-Pier St-Louis, from the Canada Research Chair in Community Approaches and Health Inequalities (CACIS), and their collaborator Gillian Kranias for an introduction to this tool, which was developed in collaboration with the Montreal Coalition of Neighborhood Round Tables, Communagir and the Tamarack Institute.
This webinar will be presented in partnership with the National Collaborating Centre for Methods and Tools (NCCMT), the National Collaborating Centre for Healthy Public Policy (NCCHPP), and the National Collaborating Centre for Determinants of Health (NCCDH).
Closing the Gap Between Clinician Education and Quality Improvement Through an Evidence-Based Taxonomy That Links Terms and Interventions: A Two-Part Brainstorming Session for the Alliance for CEhp Quality Improvement Education (QIE) Initiative
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
Clinical teaching in its focus on the relationship between theory and practical , can assist students to not only apply theory ,but also to search the ways that nursing theory can emerge from the rich texture of clinical practice
Exercise programs for people with dementia: What's the evidence?Health Evidence™
Health Evidence hosted a 90 minute webinar examining the effectiveness of exercise programs for people with dementia. Click here for access to the audio recording: https://youtu.be/jC8HhC2XFrE
Dorothy Forbes, Professor, Faculty of Nursing, University of Alberta, Edmonton led the session and presented findings from her latest Cochrane review:
Forbes, D., Forbes, S. C., Blake, C. M., Thiessen, E. J., & Forbes, S. (2015). Exercise programs for people with dementia. Cochrane Database of Systematic Reviews, 2015(4), CD006489.
As the population ages, the number of people suffering with dementia will also rise. Not only will this affect quality of life of people with dementia but will also increase the burden of family caregivers, community care, and residential care services. Exercise interventions have been identified as a potential way of reducing or delaying the progression of dementia and its symptoms. This review examines two questions: do exercise programs for older people with dementia improve cognition, activities of daily living (ADLs), challenging behaviour, depression, and mortality in older people with dementia? and; do exercise programs for older people with dementia have an indirect impact on family caregivers' burden, quality of life, and mortality?
To perform effectively, interpreters must have highly developed critical thinking skills and advanced communicative competence, which must include both linguistic and pragmatic competence in each working language. As educators, we actively shape the future of interpreting and of our students as we guide them toward mastery of these skills and competencies. Assessing their progress is both essential and extremely challenging! This webinar discusses the use of Cognitive Reflection (CoRe) activities to support that student learning and development. As an added benefit, educators can gain valuable insights about student progress and about our own teaching strategies and approaches. In addition to providing concrete examples and recommendations for use of these activities in a variety of educational settings, this presentation shares findings and insights from longitudinal research about the usefulness and impacts of cognitive reflection (CoRe) activities in interpreter education.
In this webinar, we explore cognitive aspects of public service interpreting. I discuss with the interpreters what working memory is, why it is important for public service interpreting. I also describe how working memory can be studied, and discuss if and how interpreters can improve working memory. I give examples from my research and my own practice.
I also describe the concept of monitoring and how public service interpreters can benefit from understanding and applying the concept in their practice. I show examples of different types of monitoring and show how interpreters use them to contribute to understanding and smoothly support the conversation.
Finally, I approach the theories of expertise and deliberate practice. When exploring these theories, I present the idea of the professional self-concept and discuss with the interpreters how that can change with experience and expertise. Once again, I show examples of how the professional self-concept contributes to how the interpreter handles different situations.
After this webinar, you can give examples of how working memory supports interpreting. You can also explain what monitoring is in interpreting. You are familiar with expertise and deliberate practice, and you strengthen your own professional self-concept.
In our brave new world of virtual health care, many interpreters, employers and providers around the country initially found themselves scrambling to set up the remote modalities of phone and video with little preparation time. What began as a rapid-response shift to providing healthcare services remotely has become a long-term strategy for delivering care to patients. As a result, healthcare interpreters are now called upon to provide services in remote modalities with increased frequency and across a broader spectrum of contexts than had, in many cases, been traditionally considered feasible. This shift has brought even greater attention to the need to train interpreters on how to provide services in remote modalities.
In this presentation, trainers of healthcare interpreters will be presented with key points to consider when training interpreters in the use of remote modalities. Special attention will be given to the following areas: interpreter workspace, preventing on-the-job injuries, and strategies to identify and correct real-time barriers to effective communication during the interpreted medical encounter. Interpreter trainers will gain awareness of the importance of preparing interpreters to use remote modalities effectively and for the safety of themselves and the patient.
This webinar will provide an overview of the Role-Space model developed by Peter Llewellyn-Jones and Robert G. Lee. The core premise is that a role is not something we have, rather is it something we do. The model proposes three interrelated dimensions of interpreter decision making and behavior: interaction management, participant alignment and the presentation of self. The interaction between and amongst these axes forms the role-space that an interpreter occupies in an interaction. Before learning to interpret, students must be aware of their own communicative behaviors in the languages and cultures with which they work before applying them cross-linguistically and cross-culturally. Examples from the trainer’s own interpreting and teaching practice will be provided to illustrate applications of the model.
In this workshop, we discuss the use of demand control schema (DCS) as a framework for making ethical decisions in interpreting and as a strategy for professional development. Within healthcare, there are a wide variety of specializations. While it is not realistic to expect that interpreters be intimately familiar with all of these settings, they are often faced with the challenge of navigating the demands in unfamiliar medical environments. This workshop examines strategies used by interpreters to facilitate effective communication in one of these specialized settings – genetic counseling.
Traditionally, interpreter training programs focus on the technical aspects of the job, along with an emphasis on rule-based approaches to ethical decision making. However, ethical decisions require thoughtful consideration and reflection of the entire setting, including linguistic skills, ongoing analysis of the subject matter, interaction among discourse participants, cultural knowledge, and the resilience to make moment-by-moment decisions.
This workshop exemplifies that interpreters who are well versed in DCS are better equipped to analyze the interpreting situation than those without DCS training. A structure will be provided for discussing the work using non-judgmental, evaluative, concrete language, which can be used for guiding interpreters to recognize the impact they have on the interpreting environment
Interpreter trainers will gain an appreciation for their responsibility to impart the concept of interpreting as a practice profession that requires professional development, including mentoring and performance feedback, throughout the professional interpreter’s career.
Learning Objectives:
To recognize the components of interpreting that categorize it as a practice profession.
To understand the use and benefits of DCS for effective interpreting practice, and ethical decision-making in content-specific medical specializations, such as genetic counseling.
To learn about the importance of supervision in practice professions and how to utilize the DCS framework for effective supervisory conversations.
This webinar will help healthcare interpreter trainers gain an understanding of our field’s complexities and trends in order to develop a vision for the future of our profession that includes language access provided by highly trained interpreters and the development of specialization. The presentation will include a brief historical overview of healthcare interpreting and will address different factors that impact the status of medical interpreting, including policy and advocacy, education, certification, technology, medical academia, T&I community, market research, and the impact of COVID-19. Tips and strategies to address these topics in training will be offered as well.
Research focused on interpreters and interpreting has great potential to inform and improve interpreter training. In this webinar, Professor Ineke Crezee will describe a research project aimed at better understanding communication patterns in healthcare interactions, specifically with regard to the use of informal idiomatic language as part of the establishment of patient-provider rapport. She will report on the research findings and discuss the implications and import for interpreter training. She will then describe approaches and strategies for integrating research findings into interpreter training activities, with specific examples drawing on the research study presented at the beginning of the webinar.
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
This “Part 2” of the webinar-based panel discussion features managers who are based in teaching hospitals or children’s hospitals. The panelists will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) optimization of available resources, 2) flexibility in transition, 3) gaining senor leadership support, 4) good things that have come as a result of the pandemic, and 5) much more!
Time will be reserved for a moderated audience Q&A.
Note: This is the second in a two-part series. Part 1 of this series took place on December 11, 2020, and the recording is available on the NCIHC website.
Interpreter services managers are responsible for ensuring safe and effective provision of language services regardless of the circumstances - from filling the demand for services, to supporting interpreter staff, to working within the available resources, and so much more. The managers’ responsibility has never been an easy charge, and the current COVID-19 pandemic and resulting public health crisis has been no exception.
In this webinar-based panel discussion, panelist from different regions of the USA will reflect on their experiences of managing interpreter services during the public health crisis – from when it began, to what is happening now, to preparing for the future. Special attention will be given to 1) interpreter safety measures and wellness, 2) guaranteeing interpreter services for providers and patients, 3) collaboration among different stakeholders to achieve the goals, and 4) insights for managers to adapt or adopt in their unique setting. Time will be reserved for a moderated audience Q&A.
The webinar seeks to demystify a rape or sexual assault encounter for interpreters. To provide the interpreter with an understanding of what is rape, sexual assault, victimology, violent crimes, myths and facts. With the intent of creating a broad base of knowledge on the topic to be prepared to interpret while staying with the confines of the role. To recognize if they have the capacity to handle the emotional context of this work, that can cause vicarious trauma or haunt the interpreter for a long time. The code of ethics will be reviewed, to discuss boundaries, they will learn about the national statistics on rape and sexual assault (female/male), how to approach an LEP/Deaf victim, the best “mode” of interpretation, and many resources for pre, post, and during the session. Graphic language, visual of areas that are most impacted during a rape/assault will be shown, as well as an in-depth explanation of a medical forensic examination, and a video of the exam. The intent is to demystify it and educate so there isn’t apprehension when you are requested for an interpretation and to know if you are able to faithfully interpret.
Learning Objectives:
1. Build a foundation of understanding, best practices, and understanding of the role of the interpreter in a rape or sexual assault interpretation.
2. How to best serve the LEP patient, while staying in the interpreter role, in a situation that is emotionally charged and has legal connotation.
3. Know best practices, preferences, how to engage the legal aspect of the encounter, working with officers.
To understand the EMT / Ambulance impact on the patients care and the medical exam in the emergency room.
4. Will have a clear view of how to serve the LEP and all those involved in the encounter/session with precision, empathy, and without ever stepping out of his/her role.
In this webinar we will look into the evidence that has emerged from the in-depth analysis of authentic video-recorded medical consultations and semi-structured interviews with patients, doctors and professional interpreters and we will discuss the ways in which this evidence can be translated into education and professional practice. We will begin with a brief introduction to empathic communication in (multilingual) healthcare communication and we will identify a number of factors that contribute to or hamper the co-construction of empathic communication in interpreter-mediated clinical encounters. We will do so by drawing on the actual patient-interpreter-doctor interaction and on their perceptions of it. At the end of the webinar participants will have gained a thorough understanding of the complexity of empathic communication in interpreter-mediated clinical encounters and will be able to make better-informed decisions at the level of interaction by reflecting on their own, the patients and clinicians’ communicative behaviors. Being able to effectively co-construct empathic communication in clinical encounters is of paramount importance as empathy is a basic component of therapeutic relationships, it has demonstrably improved patient enablement and doctor satisfaction, and it may be a precondition for patient-centered decision making.
Learning Objectives:
1. Distinguish between facilitating and hampering communicative behaviors in the co-construction of empathic communication in interpreter-mediated clinical encounters.
2. Reflect on the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
3. Assess the impact of the interpreter, as well as the patient and clinician’s communicative behavior in interaction in the co-construction of empathic communication in interpreter-mediated clinical encounters.
4. Demonstrate specific communicative and interactional strategies for co-constructing empathic communication in clinical encounters to interpreter students.
In March 2020, interpreter educators all over the world faced the need to quickly adapt to remote or online delivery of their curricula in response to the spread of COVID-19. We may need to continue with remote or online delivery through the rest of 2020, and possibly beyond. Remote teaching and learning, whether delivered synchronously or asynchronously, is qualitatively distinct from face-to-face teaching and learning. Many interpreter educators have had to race against the clock in their effort to design and adapt face-to-face materials and activities to continue delivering courses in remote or online mode.
The NCIHC Home for Trainers webinar team wants to explore the lessons that interpreter educators have learned during this transition. To that end, we have convened a group of interpreter educators for a roundtable-type discussion titled “Adapt, Amend, Adjust: A Panel Discussion on How Interpreter Trainers Adapted their Programs in Response to COVID-19 Restrictions” Panelists will reflect on their experiences adapting curricula, lesson plans, and learning activities, and will share their recommendations for trainers, relevant resources, and plans for the future.
Section 1557 of the Affordable Care Act is an intersectional civil rights provision that includes protections from discrimination based on language access. In 2016, the Obama Administration finalized regulations incorporating many strong language access provisions such as taglines, notices and qualifications for interpreters and translators. On June 12, 2020 the Trump Administration published a new final rule rolling back many of these provisions. So what’s the state of Section 1557 now? What provisions remain in place and which ones were repealed? What does the new rule mean for patients, interpreters, translators, health care providers and language services providers? This webinar will provide an overview of the new regulations and work to answer your questions!
Individualized Education Program/Plan/Program (IEP) meetings are at a crossroad between all community interpreting subspecialties: Medical, Legal and Social. Medical interpreters are often specifically requested and recommended for these encounters due to their preparation to tackle key medical information with ease. In order to facilitate effective communication, interpreters must be knowledgeable and flexible enough to adapt to a hybrid setting that produces several challenges. In addition, the IEP meetings frequently center around children with various disabilities. As such, these meetings convene specialists from many disciplines to assist the school staff in finding the best placement for the child. Specialists include nurses, therapists, psychologists, educators, even occasionally law enforcement.
In this presentation, participants will walk through the IEP meeting process to understand the context of the communication they are tasked with interpreting. The presentation will include analysis of some of the most common jargon and discussion on strategies for managing these unique encounters. The presentation will review the skills needed in interpreting for multiple parties at once, application of the CHIA standards to this setting, specialized vocabulary needed, and insight on the sometimes confusing role of the interpreter. The presenters will also discuss how trainers can impart these skills to interpreters.
Learning Objectives:
1. Describe the players in an IEP and the role of the interpreter
2. Lead emerging interpreters to solve at least 1 interpreting dilemma typical of this setting
3. Identify resources to add 10 new words to the interpreter’s personal glossary
4. Identify the IEP process, participants and key components.
5. Define Special Education jargon
6. Describe communication flow and problem-solving strategies for interpreting during IEP meetings
7. Discuss ways trainers can impart skills and knowledge required for IEP meetings to their students and trainees
In the second segment of this two part series, Ludmila “Mila” Golovine, Founder, President & CEO of MasterWord and an interpreter herself, will further address vicarious traumatization not from a scientific but from an insider’s point of view - as a representative of a profession that is vulnerable to this type of trauma. Professionals working in healthcare, in court, in jail, with refugees, with child protective services, with victims of abuse, or in war zones most likely experienced high levels of stress, suffered vicarious trauma, or felt vulnerable during their everyday work. However, there are limited resources specifically available for interpreters. Participants will be provided with additional practical tools from various sources that have been specifically adapted to help interpreters prevent and/or mitigate the effects of vicarious trauma before, during and after difficult interpreting encounters.
Webinar attendees are encouraged, but not required, to view the recording of the previous webinar on this topic: How Not To Hurt: Teaching Trainers about Vicarious Trauma and Interpreter Self-Care
Learning Objectives:
1. Identify the potential impact of vicarious trauma on work performance and quality of life.
2. Identify a variety of practical tools that can be used by interpreters to mitigate the effects of Vicarious Trauma and stress before, during and after the encounter.
3. Develop a network of support.
Providing interpreting services during times of crisis, specifically in response to the COVID-19 pandemic, is a shared priority among all language access stakeholders - interpreters, managers, interpreter referral agencies, patients, and healthcare providers. Delivering interpreting services via remote modalities offers one possible solution to minimize the risk of exposure and transmission of contagions. In this presentation, the panelists will address practical areas of concern and consideration for all stakeholders when transitioning from an on-site model to a remote model for interpreter services. The presentation will focus on delivery of both spoken and signed languages and include a moderated Q&A to address attendees' questions and concerns as best possible.
1. Guidance for interpreter services managers and agencies on how to set up an emergency call center for Over-the-Phone Interpreting (OPI) and/or Video Remote Interpreting (VRI) and how to support staff interpreters in this transition
2. Guidance for interpreters on transitioning from in-person to remote to make their service delivery smooth and less stressful, especially for those who have never done remote interpreting before
3. Tips for healthcare providers in working with remote interpreters and strategies to ensure effective communication when adapting to the transition
This webinar will include a discussion with two individuals who work in the mental health field and rely on interpreters to facilitate interactions with non-English-dominant clients. This is an important topic due to the relatively new involvement of psychologists as expert witnesses during the immigration process, increased sensitivity to language and cultural factors during criminal legal cases, as well as the broadening demographics of other individuals utilizing mental health services. Historically there has been a significant lack of mental health services available to individuals who do not speak English. Finding ways to meaningfully assist this underserved population has become important as it relates to basic human rights as well as legal rights, and adjusting services to reach a broader audience in an ethical manner is a current objective in the mental health field.
Learning Objectives:
1. Trainers should be able to help students differentiate the different possible roles of a mental health provider in different settings, and identify a broad range of locations where interactions might occur.
2. Trainers should be able to help students understand the challenges and limitations experienced by mental health professionals when working with patients/clients who do not speak English.
3. Trainers should be able to help students clarify their role in a mental health interaction, and how to increase their effectiveness while improving communication for all involved; including, but not limited to, pre-session, type of interpretation, additional information that might be helpful to the mental health professional, and things that might impede the provider’s goals.
Description:
This webinar aims to give trainers an orientation to the complex and challenging environments where the provision of legal, healthcare, and linguistic access for detained people with limited English proficiency are inextricably entwined.
Presenters will provide an overview of the legal entities and processes involved when an immigrant is detained, the most common types of applications for relief from deportation, and how healthcare interpreters play a critical role in the transfer of reliable communication between medical providers, attorneys, and clients. This includes communication for accurate treatment, documenting existing conditions including psychological assessments, and the transfer of information to clients. Issues related to interpreting will include preparing for the encounter, ethics, clinical domains and technical areas, interpreting for minors, self-care and business and activism advice.
Learning Objectives:
1) Understanding general legal and access issues for this population
2) Learning social and healthcare issues (physical and psychological) related to undocumented immigrants in detention and/or removal proceedings
3) Understand best interpreting practices and strategies for effective communication and establishing a meaningful rapport between clients, attorneys and healthcare providers
Sight translation—converting written text in one language into spoken (or signed) text in another language—is an important skill for interpreters. While the suggestion to ‘just read it to the patient’ might seem straightforward, sight translation is a cognitively and linguistically demanding task that requires time and practice to master. In addition, decision-making regarding when, where, and how to sight translate requires a nuanced understanding of the strengths and limitations of sight translation, as well as a nuanced understanding of a variety of situational factors. This webinar provides interpreter trainers with an introduction to teaching sight translation. It describes the challenges involved in learning and performing sight translation, discusses decision-making and ethics related to sight translation, and provides practical tips and guidance for educators.
Learning Objectives:
In this webinar, participants will:
Discuss the place of sight translation in the interpreter’s toolkit
Learn about common difficulties encountered in sight translation, both in terms of performance and of decision-making/ethics
Explore strategies for teaching and learning sight translation
Interpreting possesses innate duality with the premise that the interpreter is truly bilingual and bicultural. The concept of the target language which helps training translators and conference interpreters does not quite fit healthcare interpreting since both languages are expected to be mastered at a native-speaker level. The majority of healthcare interpreter training opportunities available in the U.S. are conducted in English with limited or no instruction in other languages. This webinar will address the need to develop and offer more trainings in languages other than English and more bilingual skill-building trainings. Presenters will analyze what types of training should be preferably done in a bilingual mode and how to design such trainings to achieve an effective transfer of knowledge and improvement of students’ skills. Specifically, the following aspects of the bilingual and non-English instruction trainings will be highlighted:
Reasons for language-specific instruction;
Types of learning activities benefitting from language-specific instruction;
Engagement of language-specific experts in preparing and delivering training;
Adjusting teaching methods and materials for on-site and online delivery.
Learning Objectives:
Explain what learning objectives can be achieved with language-specific and bilingual instruction.
Identify which types of learning activities benefit from language-specific and bilingual instruction.
Present ways to adjust teaching methods for on-site or online delivery of language-specific and bilingual training.
More from National Council on Interpreting in Health Care (NCIHC) (20)
ICH Guidelines for Pharmacovigilance.pdfNEHA GUPTA
The "ICH Guidelines for Pharmacovigilance" PDF provides a comprehensive overview of the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH) guidelines related to pharmacovigilance. These guidelines aim to ensure that drugs are safe and effective for patients by monitoring and assessing adverse effects, ensuring proper reporting systems, and improving risk management practices. The document is essential for professionals in the pharmaceutical industry, regulatory authorities, and healthcare providers, offering detailed procedures and standards for pharmacovigilance activities to enhance drug safety and protect public health.
LGBTQ+ Adults: Unique Opportunities and Inclusive Approaches to CareVITASAuthor
This webinar helps clinicians understand the unique healthcare needs of the LGBTQ+ community, primarily in relation to end-of-life care. Topics include social and cultural background and challenges, healthcare disparities, advanced care planning, and strategies for reaching the community and improving quality of care.
Health Education on prevention of hypertensionRadhika kulvi
Hypertension is a chronic condition of concern due to its role in the causation of coronary heart diseases. Hypertension is a worldwide epidemic and important risk factor for coronary artery disease, stroke and renal diseases. Blood pressure is the force exerted by the blood against the walls of the blood vessels and is sufficient to maintain tissue perfusion during activity and rest. Hypertension is sustained elevation of BP. In adults, HTN exists when systolic blood pressure is equal to or greater than 140mmHg or diastolic BP is equal to or greater than 90mmHg. The
India Clinical Trials Market: Industry Size and Growth Trends [2030] Analyzed...Kumar Satyam
According to TechSci Research report, "India Clinical Trials Market- By Region, Competition, Forecast & Opportunities, 2030F," the India Clinical Trials Market was valued at USD 2.05 billion in 2024 and is projected to grow at a compound annual growth rate (CAGR) of 8.64% through 2030. The market is driven by a variety of factors, making India an attractive destination for pharmaceutical companies and researchers. India's vast and diverse patient population, cost-effective operational environment, and a large pool of skilled medical professionals contribute significantly to the market's growth. Additionally, increasing government support in streamlining regulations and the growing prevalence of lifestyle diseases further propel the clinical trials market.
Growing Prevalence of Lifestyle Diseases
The rising incidence of lifestyle diseases such as diabetes, cardiovascular diseases, and cancer is a major trend driving the clinical trials market in India. These conditions necessitate the development and testing of new treatment methods, creating a robust demand for clinical trials. The increasing burden of these diseases highlights the need for innovative therapies and underscores the importance of India as a key player in global clinical research.
This document is designed as an introductory to medical students,nursing students,midwives or other healthcare trainees to improve their understanding about how health system in Sri Lanka cares children health.
For those battling kidney disease and exploring treatment options, understanding when to consider a kidney transplant is crucial. This guide aims to provide valuable insights into the circumstances under which a kidney transplant at the renowned Hiranandani Hospital may be the most appropriate course of action. By addressing the key indicators and factors involved, we hope to empower patients and their families to make informed decisions about their kidney care journey.
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace
1. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
www.ncihc.org/home-‐for-‐trainers
February
19,
2015
Guest
Trainers:
Zarita
Araújo-‐Lane,
MSW,
LICSW
Vera
Duarte,
MA
Andrew
Jerger,
CHI™,
CMI
Webinar
Work
Group
Hosts:
Eliana
Lobo
&
Rachel
Herring
Rubrics
101
Commit
to
Rubrics:
A
Connec?ng
Factor
that
Impacts
Healthcare
Interpre?ng
from
the
Classroom
to
the
Workplace
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
2. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
You
can
access
the
recording
of
the
live
webinar
presentaQon
at
www.ncihc.org/trainerswebinars
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
3. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Housekeeping
-‐
This
session
is
being
recorded
-‐
CerQficate
of
ASendance
*must
aSend
full
90
minutes
*trainerswebinars@ncihc.org
-‐
Audio
and
technical
problems
-‐
QuesQons
to
organizers
-‐
Q
&
A
-‐
TwiSer
#NCIHCWebinar
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
4. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Welcome!
Guest
Trainers:
Zarita
Araújo-‐Lane,
MSW,
LICSW
Vera
Duarte,
MA
Andrew
Jerger,
CHI™,
CMI
5. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Although
We
Can
not
See
Each
Other
We
Can
Learn
Together!
Commit
to
Rubrics:
A
Connec?ng
Factor
that
Impacts
HealthCare
Interpre?ng
from
the
Classroom
to
the
Workplace
6. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
learners…learn?
Another
perspecQve
Visual
=
show
me
how
Auditory
=
tell
me
how
KinestheQc
=
let
me
try
Straight into the Deep End?
A Systematic Approach to
Skill Acquisition and
Goal-Setting in Interpreter
Training
By Guest Trainer:
Rachel E. Herring, M.A.
July 24, 2014
7.
8. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
• Understand
the
importance
of
rubrics
•
Understand
the
different
components
of
rubrics
• Apply
this
new
knowledge
to
develop
rubrics
for
healthcare
interpreQng
trainings
Learning
Objec?ves
9. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
K
W
L
What do you
think you
KNOW about
Rubrics for
healthcare
interpreter
trainings?
What do you
WANT to
know?
What did you
LEARN?
10. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
•
What do you think you
KNOW about Rubrics for
healthcare interpreter
trainings?
POLL
-‐Take
a
few
seconds
and
think!
11. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#1
What
do
you
think
that
you
know
about
Rubrics
for
healthcare
interpreter
trainings?
12. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#1
Results
…..Knowledge
of
Rubrics
14. Our
Experiences:
Pre
quizzes
(True-‐
False)
Role-‐Plays
(AddiQons,
omissions,
distorQons,
register,
flow)
Mid
term
paper
(Looked
for
clarity
and
support
informaCon)
Final
wriWen
and
oral
exams
(True-‐
False,
applicaCon
of
standards
that
supported
open
ended
ethical
and
cross
cultural
quesCons)
Other
Ac)vi)es
(Variables,
homework,
class
parCcipaCon)
15. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Rubric-‐Role
Play
PracQce
Was the interpreter prepared for the vocabulary?
16. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
Oral
Exam-‐One
point
per
word
17. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Oral
Exam
(segment)
______/128
18. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
GOAL
ONE
Understand
the
importance
of
rubrics
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
19. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
Student
Evalua?ons
20. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
What
Are
Rubrics?
“A
rubric
defines
the
features
of
work
that
consCtute
quality.
It
is
the
mechanism
for
judging
the
quality
of
student
work.”
Arter
and
Chappuis
21. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
•
Clearly
define
the
performance
expectaQons
for
an
assignment
What
Are
Rubrics?
22. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Two
Major
Types
1) Holis?c
2)
Analy?cal
What
Are
Rubrics?
What
are
the
differences?
23. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
HOLISTIC
RUBRICS
•
single
score
for
an
enQre
product
or
performance
What
Are
Rubrics?
24. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
hSp://jfmueller.faculty.noctrl.edu/toolbox/howstep4.htm
25. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
ANALYTICAL
RUBRICS
• divides
a
performance
or
assignment
into
separate,
specific
areas
that
are
to
be
evaluated
What
Are
Rubrics?
26.
27. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
help
teachers:
•
idenQfy
and
define
learning
objecQves
•
grade
consistently
and
objecQvely
• provide
feedback
Why
Rubrics?
28. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
help
students:
• Understand
teacher
expectaQons
• Understand
grading
process
• Self
assess
their
progress
• Improve
their
quality
of
work
through
descripQve
feedback
Why
Rubrics?
29. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1. What
are
your
learning
objecQves
for
the
course?
2. What
do
you
want
to
measure?
3. Why
do
you
want
to
measure
this
piece?
4. How
osen?
5. Who
will
use
it?
Why
Rubrics?
30. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Examples
o Essay
o Oral
PresentaQon
o Role-‐play
pracQce
o WriSen
Exam
o Oral
Exam
Why
Rubrics?
31. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
of
Learning
Vs.
Rubric
for
Learning
32. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
of
Learning
• Measures
Proficiency
Ø Exams,
Tests
Ø LeWer
grades
q A,
B,
F
q Great
P
q Poor
O
Why
Rubrics?
33. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Learning
• Defines
and
Outlines
desired
skills
or
results
• Clearly
explains
what
you
expect
from
the
students
• Promotes
transparency
Why
Rubrics?
35. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
I was expecting more
from you.
Why
Rubrics?
36. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
“Guided
pracQce:
InstrucQon
dedicates
a
significant
amount
of
Qme
to
guided
pracQce,
gives
students
directed
feedback,
and
monitors
their
skill
development
(especially
in
message
conversion).”
The
NCIHC
NaQonal
Standards
for
Healthcare
Interpreter
Training
Programs-‐Page
17
Why
Rubrics?
37. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#2
In
order
to
measure
Interpre?ng
Skills
on
a
per
class
basis
would
you
use
a
…….?
Rubric
of
Learning
Vs.
Rubric
for
Learning
38. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#2
Results
Rubric
of
Learning
Vs.
Rubric
for
Learning
39. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Importance
of
Rubrics
• What
are
Rubrics?
• Benefits-‐Teachers
• Benefits-‐Students
• Rubric
of
Learning
vs.
Rubric
for
Learning
Review
40. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
GOAL
TWO
Understand
the
Components
of
a
Rubric
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
41. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
“Do
I
know
the
difference
between
successful
and
unsuccessful
performance
and
can
I
convey
that
difference
in
meaningful
terms
to
my
students?”
(R.J.
SQggins)
Steps
to
Develop
Rubrics
42. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1. Choose
a
learning
target
2. Brainstorm
quality
performance
3. Collect
samples
of
exisQng
rubrics
&
Gather
samples
of
student
work
Steps
to
Develop
Rubrics
43. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
4. Analyze
and
sort
samples
of
student
work
5. Decide
on
a
scale
of
performance
6. Test
the
rubric
and
revise
it
as
needed
Steps
to
Develop
Rubrics
44. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
1.
Choose
a
Learning
Target
§ What
is
the
task
you
are
asking
students
to
perform?
§
Define
your
assignment
or
project
–
what
do
you
want
your
students
to
know
and
be
able
to
do?
45. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
2.
Brainstorm-‐quality
performance
§
Describe
the
characterisQcs
of
a
quality
performance
–
the
criteria
of
the
task
46. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
3.
Collect
Samples
of
Exis?ng
Rubrics
&
Gather
Samples
of
Student
Work
• Collect
available
exisQng
rubrics
and
descripQons
of
performance
•
Gather
actual
rubric
language
•
Gather
at
least
20
samples
of
student
work
that
represent
the
broadest
range
of
student
performance
for
that
learning
target
(assessment)
•
A
variety
of
samples
helps
ensure
that
all
important
general
criteria
end
up
on
the
final
rubric
47. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
4.
Analyze
and
Sort
Samples
of
Student
Work
•
Examine
the
samples
of
student
work
•
Sort
the
samples
into
three
stacks,
represenQng
your
evaluaQon
of
them
as
strong,
medium,
and
weak
(or
proficient,
developing,
and
beginning)
•
Write
down
your
reasons.
Be
as
descripQve
as
possible.
•
BeSer
if
done
in
teams.
Each
member
does
this
independently
and
then
determine
the
consensus
48. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
4.
Analyze
and
Sort
Samples
of
Student
Work
• Goal
of
this
acQvity:
develop
a
list
of
the
reasons
why
you
place
each
sample
in
its
respecQve
stack
•
These
reasons
or
descripQve
statements
will
form
the
core
of
your
rubric
descriptors.
49. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
5.
Decide
on
a
scale
of
performance
• Develop
a
raQng
scale
with
the
levels
of
mastery
q Excellent
q Very Good
q Good
q Average
q Poor
P
Expert
50. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
6.
Test
the
rubric
and
revise
it
as
needed
•
Test
the
rubric
•
Write
down
how
it
can
be
improved
•
Revise
Remember:
Rubrics
are
always
works
in
progress!
51. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Components
of
a
Rubric
1. Criteria
2.
Descriptors
3.
Scale
52. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Components
of
a
Rubric
1.
Criteria
62. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1. Choose
a
learning
target
2. Brainstorm
quality
performance
3. Collect
samples
of
exisQng
rubrics
&
Gather
samples
of
student
work
4. Analyze
and
sort
samples
of
student
work
5. Decide
on
a
scale
of
performance
6. Test
the
rubric
and
revise
it
as
needed
Review
63. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
GOAL
THREE
Apply
this
new
knowledge
to
develop
rubrics
for
healthcare
interpreQng
trainings
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
64. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Examples
o Essay
o Oral
PresentaQon
o Role-‐play
pracQce
o WriSen
Exam
o Oral
Exam
Of
Of
Of
For
Of
65. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Examples
o Oral
PresentaQon
o Role-‐play
pracQce
o Oral
Exam
Of
For
Of
66. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Set
expectaQons
for
students
• Easy
to
understand
• Promotes
transparency
• Saves
Qme
and
frustraQon
Rubric
for
Learning
67. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Role-‐play
Prac?ce
• What
are
the
skills
that
the
student
needs
to
have
in
order
to
become
a
skilled
healthcare
interpreter?
Rubric
for
Learning
68. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
List
of
Wants
Properly
use
memory
aids
• Note-‐taking
• Anchoring
Rubric
for
Learning
69. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
List
of
Wants
Ethical
Accuracy
Roles
of
the
Interpreter
Rubric
for
Learning
70. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
List
of
Wants
Presenta?on
Style
• Speak
clearly
• Appropriate
Flow
• Posture
• Professional
Manner
• No
gum
or
food
Rubric
for
Learning
71. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Rubric-‐Role
Play
PracQce
Was the interpreter prepared for the vocabulary?
72. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Role
Play
Prac?ce
• Clearly
define
“Well”
or
“Excellent”
• What
would
a
perfect
interpreQng
performance
look
and
sound
like?
• Write
it
down
Rubric
for
Learning
73. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Role
Play
Prac?ce
• Clearly
define
“Poor”
or
“Inadequate”
• What
would
a
poor
interpreQng
performance
look
and
sound
like?
• Write
it
down
Rubric
for
Learning
76. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Learning
• Set
expectaQons
for
students
• Easy
to
understand
• Promotes
transparency
• Saves
Qme
and
frustraQon
Review
77. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
• Final
Oral
Exam
• Oral
PresentaQon
Rubric
of
Learning
78. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Final
Oral
Exam
• What
do
you
want
to
measure?
• What
is
measureable?
• Syllabus-‐Learning
ObjecQves
1)
Accuracy
2)
PresentaQon
Style
3)
Technique
Rubric
of
Learning
79. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Final
Oral
Exam
• Grading
Ø Group
effort-‐make
take
some
Qme
Ø Complicated
(Grade
needs
to
reflect
performance)
• Final
Oral
Exam
Ø What
does
a
quality
performance
look
like?
Ø What
should
be
the
passing
grade?
Ø How
important
is
PresentaCon
Style
and
Technique?
Rubric
of
Learning
80. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Oral
Exam
(segment)
______/128
86. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Oral
Presenta?on
Rubric
of
Learning
1.
PresentaQon
methods
• d.
Student
presentaQons
The
NCIHC
Na?onal
Standards
for
Healthcare
Interpreter
Training
Programs-‐Page
17
87. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Oral
Presenta?on
• What
do
you
want
to
measure?
• What
is
measureable?
o Syllabus-‐Learning
ObjecQves
1) PresentaQon
Style/Delivery
2) Content
Rubric
of
Learning
88. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1) Presenta?on
Style/Delivery
• OrganizaQon
• Eye
Contact
• Voice
Quality
• Interest
Level/Enthusiasm
• PronunciaQon
• Visuals
• Time
Rubric
of
Learning
89. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
2) Content-‐ER
Presenta?on
• Explained
the
disease
• Causes
• Clinical
Symptoms
• Diagnosis
(Tests)
• Treatment
• PrevenQon
• Risk
Group
Rubric
of
Learning
92. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Challenges Associated with
Converting Rubric Scores to Grades
93. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#3
What
issues
can
you
foresee
when
conver?ng
the
score
into
a
tradi?onal
grade?
94.
95. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#3
Results
Comments……..
96.
97. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
I
measure
(grade)
a
paper
or
presenta?on
using
a
rubric?
Minimal
(1 point)
Adequate
(2 points)
Strong
(3 points)
Outstanding
(4 points)
Mechanics
Ideas &
Content
Peer
Interaction
2+3+4=9
Points
75%
98. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
I
measure
(grade)
a
paper
or
presenta?on
using
a
rubric?
Beginner
(1 point)
Developing
(2 points)
Intermediate
(3 points)
Superior
(4 points)
Expert
(5 points)
Item #1
Item #2
Item #3
Item #4
4+3+2+3=13
Points
65%
99. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
I
measure
(grade)
a
paper
or
presenta?on
using
a
rubric?
Expert
(5 points)
Superior
(4 points)
Intermediate
(3 points)
Developing
(2 points)
Beginner
(1 point)
Item #1
Item #2
Item #3
Item #4
3+3+3+3=12
Points
60%
100. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Careful
with
limiting
your
options
Expert
(5 points)
Superior
(4 points)
Intermediate
(3 points)
Developing
(2 points)
Beginner
(1 point)
100%
A+
80%
C-
60%
D-
40%
F
20%
F
111. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
One more reason to use
Rubrics!
112. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Advantages-‐Communica?on
Tool
113. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
of
Learning
• Outlines
expectaQons
• Measures
consistently
• Conversion
of
score
into
grade
• CommunicaQon
Tool
Review
114. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
q
Understand
the
importance
of
rubrics
q
Understand
the
different
components
of
rubrics
q
Apply
this
new
knowledge
to
develop
rubrics
for
healthcare
interpreQng
trainings
Learning
Objec?ves
Review
P
P
P
116. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Announcements
• Next
webinar:
April
9,
2015
at
11:00
AM
Central
• Session
EvaluaQon
• Follow
up
via
email:
TrainersWebinars@ncihc.org
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers
117. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
Thank
you!
Rubrics
101
Commit
to
Rubrics:
A
Connec?ng
Factor
that
Impacts
Healthcare
Interpre?ng
from
the
Classroom
to
the
Workplace
Guest
Trainers:
Zarita
Araújo-‐Lane,
MSW,
LICSW
Vera
Duarte,
MA
Andrew
Jerger,
CHI™,
CMI
www.ncihc.org/home-‐for-‐trainers
118. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
You
can
access
the
recording
of
the
live
webinar
presentaQon
at
www.ncihc.org/trainerswebinars
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-‐for-‐trainers