Interpreting for Prenatal Genetics

[Pages:295]Interpreting for Prenatal Genetics

A workshop for Interpreters in Health Care

by

Cynthia E. Roat, MPH

with Lila Aiyar, MSc, CGC, CCGC Lori Williamson Dean, MS, CGC Alissa Bovee Terry, ScM, CGC, LCGC Meredith Weaver, PhD, ScM, CGC

with funding from

The American College of Medical Genetics and Genomics

as the National Coordinating Center for the Regional Genetics Networks

February 12, 2019

Interpreting for Prenatal Genetics

? 2019 The American College of Medical Genetics and Genomics, All Rights Reserved Interpreting for Prenatal Genetics may be reproduced as is in its current format under the copyright laws of fair use. No changes may be made to the document except by the American College of Medical Genetics and Genomics.

CE Roat et al, 2019

Page 2

Interpreting for Prenatal Genetics

Acknowledgements

The American College of Medical Genetics and Genomics and the principle author would like to acknowledge the invaluable input of the following individuals in the development of this curriculum.

Lila Aiyar, MSc, CGC, CCGC Genetic Counselor Hawaii Department of Health and Western States Regional Genetics Network

Lori Williamson Dean, MS, CGC Assistant Professor, Department of Genetic Counseling University of Arkansas for Medical Sciences

Alissa Bovee Terry, ScM, CGC, LCGC Genetic Counselor New York Mid Atlantic Consortium Regional Genetics Network

Meredith Weaver, PhD, ScM, CGC Genetic Counselor American College of Medical Genetics & Genomics

Additional thanks to Rachel M. Ault, MS, CGC, from Baylor College of Medicine for her input to the revised curriculum.

We are indebted to the Health Care Interpreter Network (HCIN) of Emeryville, CA for their ongoing support and for hosting the online version of this course.

Transcend Translations translated the bilingual glossaries. Many thanks as well to the following individuals who translated the practice interpreting dialogues.

Jehan Girgis Arabic interpreter

Ghassan Ghazal Arabic Staff Interpreter, Cincinnati Childrens Hospital Medical Center

Alaa Al Adely Arabic Staff Interpreter, Cincinnati Childrens Hospital Medical Center

Lorane A. West Spanish interpreter and translator

Margaret Loo, CHI, CMI Cantonese interpreter and translator

CE Roat et al, 2019

Page 3

Interpreting for Prenatal Genetics

Ngoc Nguyen Vietnamese Translator

And finally, our gratitude goes to Manuel Higginbotham of the Texas Association of Healthcare Interpreters and Translators (TAHIT), who arranged a training of trainers as part of TAHITs 2018 annual conference, helping to disseminate this workshop to interpreters in nine additional states around the country.

This project was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under Cooperative Agreement #UH9MC30770-01-00 from 6/2017-5/2020 for $800,000 per award year.

This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.

CE Roat et al, 2019

Page 4

Interpreting for Prenatal Genetics

Table of Contents

Preface............................................................................................................................ 7 Participant Survey ................................................................................................ 9 Class Outline Template ...................................................................................... 11 Workshop Schedule ........................................................................................... 13 Sign-in Sheet ...................................................................................................... 15

Welcome and Introduction............................................................................................. 17 Introduction to Prenatal Genetics .................................................................................. 19 The Vocabulary of Prenatal Genetics............................................................................ 45 Practice Interpreting ...................................................................................................... 47 Interpreting Challenges ................................................................................................. 51 Evaluation .................................................................................................................... 55 Handouts....................................................................................................................... 57

Handout #1: Agenda........................................................................................... 59 Handout #2: What do you Know Already? (Pre-test) .......................................... 61 Handout #3: Bilingual Glossaries of Terms ........................................ Spanish - 63

Chinese - 87 Vietnamese - 111

Arabic - 135 English - 159 Handout #4: Genetics English Vocabulary Exercises....................................... 183 Handout #5: Genetics English Vocabulary Answer Sheet ................................ 187 Handout #6: Genetics Vocabulary Conversion Exercise .................................. 189 Handout #7: One Good Rendition (answers to the conversion exercises) ............. Spanish - 191 Chinese - 193 Vietnamese - 195 Arabic - 197 Handout #7: Practice Interpreting Dialogues .................................... Spanish - 199 Chinese - 217 Vietnamese - 235 Arabic - 253 English - 271

CE Roat et al, 2019

Page 5

Interpreting for Prenatal Genetics

Handout #8: Interpreting Feedback Form ......................................................... 289 Handout #9: Post-test ....................................................................................... 291 Handout #10: Evaluation Form ......................................................................... 293 Certificate ......................................................................................................... 295

CE Roat et al, 2019

Page 6

Interpreting for Prenatal Genetics

Preface

Why are we training interpreters specifically for prenatal genetics?

Every medical specialty provides its own challenges for interpreters. Specialized vocabulary, complex concepts, and cultural barriers can all present difficulties for interpreters striving to facilitate understanding between patient and provider. Genetic counseling adds the extra challenge of being a highly technical, rapidly advancing and little understood area of medicine. It can be confusing not only for limited-Englishproficient (LEP) patients, but also for the general public and even many healthcare providers. It should not be surprising, then, when even experienced healthcare interpreters do not understand what they are being asked to interpret in genetics appointments. Unfortunately, one cannot interpret well what one does not understand, and without effective interpreting, LEP patients cannot take full advantage of advances in genetic medicine.

Genetics is finding its way into many different areas of healthcare these days. While interpreters should optimally have training in how genetics is applied in all areas of medicine, this curriculum will focus specifically on prenatal genetics. By diving more deeply into just one area of genetic medicine, we hope to use the short time afforded by a workshop format to effectively improve interpreter understanding ? and so interpreter practice ? in this focused and previously unaddressed sphere.

Who is the course for, and what is it trying to accomplish?

This course is designed for interpreters who have already received basic training. As such, it does not address basic interpreting skills, ethics or protocols, but rather focuses on helping working interpreters improve their understanding of the content and vocabulary they will encounter in prenatal genetics appointments.

What's in the curriculum?

This curriculum includes everything you need to teach this workshop, including suggestions for the order of presentation, timing and content of each lesson; a PowerPoint presentation; practice exercises; bilingual glossaries in Spanish, Traditional Chinese for Cantonese speakers, Vietnamese and Arabic; and evaluation materials. As a trainer, you are free to change how you teach the course; however, we recommend that you maintain the technical content unchanged, as multiple prenatal genetics experts have reviewed it.

How should the curriculum be used?

Every trainer prepares to teach differently. Here we provide some suggestions that may help you prepare effectively to teach this fast-paced and technically complex workshop.

1. Read everything first to get an overall sense of how the course is laid out. Run through the PowerPoint. Dont worry about mastering the content or the materials yet; just get familiar with the layout of the workshop.

CE Roat et al, 2019

Page 7

Interpreting for Prenatal Genetics

2. Find out who your participants will be. We include here an example of a survey you could have participants fill out before the class that will give you an idea of the languages, previous training and interpreting experience of your participants, allowing you to adjust the workshop to the needs of the participants. Feel free to adjust and adapt it to fit your needs.

3. Invite a prenatal genetic counselor to act as a Technical Expert for the course. Having a GC to answer questions ? both yours and the students ? is invaluable. If you dont know one, and if your sponsoring hospital does not have one on staff, you can locate a genetic counselor through the website of the National Society of Genetic Counselors ().

4. Go back and prepare for each particular lesson. Start by reading the lesson plan through first to give yourself an idea of how the lesson is supposed to work.

5. Study the content section to learn the material you are going to teach. Note down your questions as you read; if a question occurs to you, it will certainly occur to your participants! If your question is not answered in the curriculum, research it online to find the answer or ask a genetic counselor at your institution. The resources on the last slide of the PowerPoint are a good place to start.

6. Prepare a class outline. Not even the most experienced trainers can teach directly from a document with dense text, like this curriculum. A class outline contains instead your own bulleted notes to remind yourself quickly and easily of what you want to teach, how you want to teach it, and how much time you have allotted for any particular activity. Also, the act of creating the outline will help you internalize the content and your chosen methods. A "class outline template" is included as part of this curriculum.

7. Prepare your materials Make sure your computer works with the data projector. Check that the markers havent dried up. Get the handouts photocopied. Think of everything that could go wrong, and plan your back-up!

8. Practice Some trainers rehearse their presentations, especially if they are teaching a class for the first time. At the very least, practice with the PowerPoint presentation. In fact, we suggest you practice several times!

9. Take a deep breath, and enjoy your class! Your participants will appreciate this opportunity to learn new information and vocabulary, practice their skills, and interact with colleagues.

CE Roat et al, 2019

Page 8

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download