Unit 6 Assignment 2_ Medical Interpretation - the good the bad the ugly

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Dec 6, 2023

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Mary Abdelnour May 2, 2023 Medical Interpretation In the video, Medical Interpreter Examples - The Good, The Bad, and The Ugly, mistakes made in the second video could have serious consequences for the patient and provider. Firstly, the interpreter was not properly introduced to the patient and did not explain the role and responsibilities of the interpreter. This could lead to confusion and mistrust on the part of the patient, as well as an inability to communicate effectively with the provider. Secondly, the interpreter did not properly explain the patient's questions or the provider's responses, resulting in a lack of understanding. This could lead to misdiagnosis and inappropriate treatments. Lastly, the interpreter was too involved in the discussion, offering opinions and advice that were not relevant to the medical issue being discussed. This could lead to a breakdown in trust between the patient and the provider, as well as a lack of effective communication. The correct process for a medical interview with a non-English speaking patient should begin with the interpreter introducing themselves and explaining their role. This will ensure that the patient understands who the interpreter is and what they are there to do. The interpreter should then explain their interpretation process and ask the patient if they understand. The interpreter should then accurately and clearly interpret both the patient's questions and the provider's responses, without offering any personal advice or judgment. Finally, the interpreter should ask the patient if they have any additional questions or comments, and make sure they understand the provider's instructions.
If I were in this situation, I would start by introducing myself and explaining my role as the interpreter. I would then ensure that the patient understood my interpretation process and the provider's instructions. I would then accurately and clearly interpret both the patient's questions and the provider's responses, without offering any personal advice or judgment. I would also make sure to ask the patient if they had any additional questions or comments and ensure they understood the provider's instructions. Works Cited Lie, D., Bereknyei, S., Braddock III, C. H., Encinas, J., Ahearn, S., & Boker, J. R. (2009). Assessing medical students' skills in working with interpreters during patient encounters: a validation study of the Interpreter Scale. Academic Medicine, 84(5), 643-650. Smith, S. M., Pecos-Duarte, C., Ariceaga, E. T., Billman, E., Teer, A., Benedict, C., ... & Schapira, L. (2023, January). Abstract B042: Understanding unmet needs of adult survivors of childhood cancer in California's Salinas Valley: A community-academic partnership to develop programs for families after cancer treatment. In Cancer Epidemiology, Biomarkers & Prevention (Vol. 32, No. 1_Supplement, pp. B042-B042). The American Association for Cancer Research.
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