Improved Knowledge Following an Interprofessional Interpreter-Use Training

Language barriers between patients and their healthcare providers are associated with negative outcomes. One approach to bridge language discordance is to offer interpreter-use training. This study's purpose was to evaluate the effects of an interprofessional interpreter-use training on speech-language pathology (SLP), doctor of physical therapy (DPT), and master of occupational therapy (MOT) students.

Seventy-one students (18 SLP, 32 DPT, and 21 MOT) participated. Participants first completed an online module and then participated in a 3-hour interprofessional training consisting of lecture, role-play, and reflection. Each completed an interpreter-use knowledge assessment and the Readiness for Interprofessional Learning Scale (RIPLS) before and after training and a program evaluation. A subsample participated in focus groups and completed the interpreter-use knowledge assessment and RIPLS 5 months later.

The participants improved in interpreter-use knowledge and self-assessed readiness for interprofessional learning, and they maintained these gains at follow-up. Themes included new interpreter knowledge, ethical practice, and new interprofessional knowledge.

The training was completed in a short period of time at no financial cost, possibly making the structure feasible for other educators to duplicate. A unique element of our training was the semi-structured reflection questions highlighting ethical complexities related to serving as untrained interpreters for others.