Students’ perceptions of training and experiences with interpreters in a pro bono physical therapy setting

ABSTRACT

Professional interpreters are an essential part of the healthcare team in providing high-quality care to all patients. However, interprofessional skills for working with professional interpreters are often not developed until after entering the workforce. Little is known about the educational impact of working with interpreters in a pro bono setting during graduate education. Therefore, the purpose of this study was to investigate students’ perceptions of their training and experiences working with a professional interpreter in a pro bono physical therapy setting. Eighteen physical therapy students participated in one of five focus groups. Students who took part in the study had volunteered in a pro bono physical therapy clinic and worked with a professional interpreter. Four primary themes emerged from the data: Value, Patient-Centered Care, Challenges, and Professional Development. Based on student feedback, key findings were: 1) an increase in student confidence in working with a professional interpreter, 2) the safe learning environment of a supervised hands-on experience promoted learning through challenges, and 3) the value of professional interpreters as part of the healthcare team and their assistance in developing interprofessional communication skills. When considering Doctor of Physical Therapy education, offering a low-stakes hands-on experience with professional interpreters may offer distinct growth opportunities for students as they develop their professional skills.

KEYWORDS:

• interprofessional
• physical therapy
• education
• pro bono
• interpreter

Supplemental data

Supplemental data for this article can be accessed on the publisher’s website.

Additional information

Funding

The researchers were awarded with the Grand Valley State University Presidential Research Grant to hire professional interpreters throughout the duration of the study; Presidential Research Grant was awarded by GVSU Graduate School.

Notes on contributors

Samantha J Taylor

Samantha J Taylor, PT, DPT, Trevor Barthel, PT, DPT, and Joseph Stehouwer, PT, DPT were students in the Physical Therapy program at Grand Valley State University at the time of completion of the project.

Trevor Barthel

Samantha J Taylor, PT, DPT, Trevor Barthel, PT, DPT, and Joseph Stehouwer, PT, DPT were students in the Physical Therapy program at Grand Valley State University at the time of completion of the project.

Joseph Stehouwer

Samantha J Taylor, PT, DPT, Trevor Barthel, PT, DPT, and Joseph Stehouwer, PT, DPT were students in the Physical Therapy program at Grand Valley State University at the time of completion of the project.

Laurie Stickler

Laurie Stickler, PT, MSPT, DHS is an associate professor in the Department of Physical Therapy at Grand Valley State University.