See outline page for healthcare interpreting training outline.
- Nationally accredited for 16 hours of CE credits with CCHI (valid until April 2018)
- Approved for CE credits for Oregon Court Interpreters: 8 language specific credits and 8 general credits (total 16)
Language: This training module is delivered in Spanish.
Module duration: 16 hours
Pre-requisite: Language proficiency in English and Spanish measured pursuant to OHA requirements. One ACTFL OPI test included in cost of training when combined with skills module.
Delivery: Interactive. Integrated with the other modules for better discussion. See course schedule for details.
Technical requirements for teleconferencing:
- Computer with high speed internet connection (participants will be entering answers on their computers on a regular basis)
- Headset (using speakers for audio creates echoes for the other listeners)
- Microphone (all participants will be interacting live on their microphones)
- Merck Manual for Home Health in English and Spanish, available online.
- Dialogs adapted with permission for interpreting practice
- Rubric for evaluating interpreting
- Medical terminology strategies GT
Each week we will focus on a different body system, focusing on helping the students know how to study on their own and increase their knowledge after the class is over.
Medical Terminology Module Syllabus
|SESSION||TOPIC||STUDY STRATEGY||PRACTICE TEXT||EVALUATION|
|Parallel text reading
Introduce Merck Manuals – interpreter as reproducer of register
|Physical assessment: introductory, first meeting with patient||Submit summaries of two parallel texts, one in each language.|
|2||Circulatory||Analysis: Submit summary and outline of parallel texts from Merck.||Students give oral presentations based on material studied.
This helps them learn how to prepare and speak like a doctor or a patient.
|Submit outlines of two parallel texts, one in each language.|
|3||Musculo-skeletal||Analysis – build bilingual terminology database. This is how dictionaries are made. Using Merck parallel texts, find term/definition/use in context in both languages.||Chapter 15 – rehabilitation.||Submit three terms in a terminology database given by the instructor.|
|4||Endocrine||Research in the Merck – find a system and learn about it, and give a presentation.
Find three different ways to say something.
|Chapter 9, test results (urinary system)
Find some tricky sentence, and discuss three different ways to say them in English without losing meaning.
|The instructor will assign a sentence in each language. Participants will write three different ways to say it in the same language and one translation into the other language.|
|5||Reproductive||Analysis – note taking. Make outlines of Merck chapters on reproductive system in English and FL.
Give presentations based on outlines.
|Chapter 8, labor and delivery
What strategies did you have to use?
|The instructor will evaluate short class presentations.|
|6||Pediatric, pain||Research list of pediatric illnesses and immunizations in the Merck Manual.
Instructor summarizes presentation on pain submitted at ATA in 2016.
|Patient intake forms.||Submit translations of immunization and pain terms to instructor.|
|7||Common terms for asthma and diabetes||Research these topics in teams and give presentations||Teams will give presentations and be evaluated. Presentations will be 10 minutes each.||Submit translations of asthma and diabetes terms to instructor.|
|8||Digestive||Combination of all:
Two terms in database
Two sentence summary
|Chapter 11, nutrition and diet.||Instructor observes use of terminology in practical interpreting of dialogs in class.
Summative evaluation: Multiple choice questions and essay questions graded per rubric.