The role of ad-hoc interpreters in teaching communication skills with ethnic minorities

Dear Sir

We congratulate Seeleman and colleagues for their recommendations in developing a curriculum that addresses communication skills with ethnic minorities (Seeleman et al. 2011). We would like to highlight the importance and frequency of family members acting as interpreters and the associated challenges. Access to professional interpreters in Europe has been reported at 11%, and almost 50% of foreign language doctor–patient consultations occur with a relative interpreting for the patient (Bischoff & Hudelson 2010). We would suggest that teaching on the use of ad-hoc interpreters be part of any curriculum that deals with communication skills in ethnic minorities.

We face difficulties using family members as interpreters, as they may fail to disclose information fully when breaking bad news, understate risks when consenting for invasive procedures or raise confidentiality issues.

Seeleman and her colleagues note the importance of practicing communication skills with professional interpreters. We propose that a topic ‘family members as interpreters’ should be included on any teaching programme that aims to improve communication skills with ethnic minorities. This would highlight the pitfalls that can occur in day-to-day practice as shown above.

It is possible to incorporate a communication skills standardised assessment with an interpreter as part of an undergraduate course (Lie et al. 2010). It would be feasible to develop scenarios so that the interpreter role-plays a family member and acts out the above difficult scenarios. This may prepare students for the common and difficult task of having to use an ad-hoc interpreter.

Jack Bond, University Hospital Coventry and Warwickshire, Coventry, CV2 2DX, UK. E-mail: [email protected]

James Bateman, University of Warwick, Warwick, UK.

Shamim Mohummud Nassrally, University Hospital Coventry and Warwickshire, Coventry, CV2 2DX, UK.