DISCOVERING SAMPLE CURRICULA FOR MEDICAL (HEALTHCARE) INTERPRETING TO DESIGN A NEW ONE FOR THE INTERPRETER TRAINING PROGRAMS IN TURKISH UNIVERSITIES

Interpreting constitutes a highly practical domain of study within academic curricula offered by institutions that specialize in the education and training of prospective interpreters. Notably, within the purview of translating and interpreting departments in both public and private universities worldwide, there has been a recent inclusion of medical or healthcare interpreting as a subject of study. This research endeavor seeks to identify and analyze sample curricula pertaining to medical interpreting in existing university or college programs, with a comprehensive examination aimed at elucidating the essential components necessary for the development of a novel and ideal curriculum. This endeavor draws upon established pedagogical approaches found within these sampled curricula. The methodological framework employed in this study centers on a comparative analysis of course curricula within the field of medical interpreting. The data derived from these curricular samples are subjected to qualitative analysis and subsequently presented through tables to facilitate a comprehensive synthesis of the findings. These findings are subsequently interpreted and used to formulate recommendations for the construction of an idealized curriculum for a new medical interpreting course. Importantly, the selection of sample curricula is undertaken in a randomized manner from diverse online resources spanning different countries, thereby ensuring objectivity and impartiality in the research. The outcomes of this investigation underscore the complexity inherent in curriculum development and emphasize the necessity of expert oversight and input, drawing from both academia and individuals with practical, real-world experience. The study concludes by offering specific recommendations for the design of educational and training curricula in the realm of medical interpreting.

Anahtar Kelimeler:

Curriculum development, healthcare interpreting, medical interpreting, interpreter training

PDF

___

Angelelli, C. V. (2006). Designing curriculum for healthcare interpreting education: A principles approach. In C. B. Roy (Ed.), New Approaches to Interpreter Education (pp. 23-46). Gallaudet University Press.
Bolden, G. B. (2000). Toward Understanding Practices of Medical Interpreting: Interpreters’ Involvement in History Taking. Discourse Studies, 2(4), 387–419. https://doi.org/10.1177/1461445600002004001
Crezee, I. & Eser, O. & Karakaş, F. (2022). Introduction to healthcare for Turkish-speaking interpreters and translators. Amsterdam, Philedelphia: John Benjamins Publishing Company.
Downing, B.T. (1991) ‘Professional Interpretation: Ensuring Access of Refugee and Immigrant Patients’, paper presented at the National Conference on the Healthand Mental Health of Soviet Refugees, Chicago.
Duman, D. Ç. (2021). What do codes of ethics tell us about neutrality and what is preferred at the hospital? Linguistica Antverpiensia, New Series: Themes in Translation Studies, 20, 115–135.
Hale, S.B. (2007). Community interpreting: Research and practice in applied linguistics. Palgrave Macmillan.
Kaufert, J., and R. Putsch. 1997. Communication through interpreters in healthcare: Ethical dilemmas arising from differences in class, culture, language and power. The Journal of Clinical Ethics 8 (1): 71–87.
National Council on Interpreting in Health Care (2011). NCIHC National Standards for Healthcare Interpreter Training Programme, https://www.ncihc.org/assets/documents/publications/National_Standards_5-09-11.pdf
Nunan, D. 1988. The Learner-centered curriculum. Cambridge, UK: Cambridge University Press.
Refki, D. H. , Avery, M.P.B. & Dalton, A. C. Core Competencies for Health Care Interpreters Research Report. https://www.albany.edu/womeningov/publications/core_competency.pdf
Şener, O. & Kıncal, Ş. (2019). Role and Ethics in Healthcare Interpreting in Turkey . Çeviribilim ve Uygulamaları Dergisi , (27) , 201-219 . DOI: 10.37599/ceviri.563085.
Wadensjö, C. 1995. Dialogue interpreting and the distribution of respon- sibility. Journal of Linguistics 14:111–29.
Woll, A., Quick, K. K., Mazzei, C., Selameab, T., & Miller, J. L. (2020). Working With Interpreters as a Team in Health Care (WITH Care) Curriculum Tool Kit for Oral Health Professions. MedEdPORTAL: the journal of teaching and learning resources, 16, 10894. https://doi.org/10.15766/mep_2374-8265.10894