RESUMEN
INTRODUCTION: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Asunto(s)
Empleos en Salud/educación , Relaciones Interprofesionales , Conocimiento , Estudiantes del Área de la Salud/psicología , Traducción , Adulto , Femenino , Humanos , Masculino , Terapia Ocupacional/educación , Especialidad de Fisioterapia/educación , Patología del Habla y Lenguaje/educación , Adulto JovenRESUMEN
With the current state of the U.S. healthcare system, interprofessional collaborative practice (IPCP) has never been more important. Health professions educators are increasingly incorporating interprofessional education (IPE) in their curricula in order to prepare students for IPCP. The Health- Focused IPE Community of Practice (representing nursing, occupational therapy, pharmacy, physical therapy, rehabilitation counseling, social work, and speech-language pathology) at the University of Texas at El Paso has created a unique IPE model centered on vulnerable populations. The purposes of this paper are to describe the early development of this innovative IPE model and present findings from an evaluation of an IPE learning experience focused on a case involving a transgender individual. The evaluation of the first IPE activity demonstrated that the students' knowledge and attitudes related to interprofessional collaboration improved for all participating professions. Additionally, the post-training evaluation revealed that students were more comfortable providing services to transgender individuals than interacting with them. This IPE model has leveraged the strengths of community-engaged faculty in order to infuse content related to vulnerable populations across multiple curricula. This holistic approach models to the students that complex problems require multifaceted solutions generated by IPCP.