Homework 8

[Diana Saillant]

1. Keep practicing your Listening Exercise for at least 30 minutes daily.

2. Continue to learn your vocabulary with the Memory Exercise and Quizlet (at least 30 minutes daily).

THE INTERPRETER’S TOOLBOX:
3. Complete the following two sections:

Culture & Its Challenges
The Culture Broker

4. Use the PQRS method to read the information titled “Healthcare in the U.S.” which you will find in the HICT Resources.

5. Under HICT Resources find the CCHI Mini Glossaries (Cardiovascular, ENT-ear, Respiratory, ACA Insurance, Gall Bladder). Download each list and add them to your list of terminology to study for your national exam.

6. Under HICT Resources find the SOP Recording for Cultural Awareness #14.1A and #14.1B. Answer the questions at the end of both recordings. Remember to include the numbers of the recordings in your answers.

7. We may have a short quiz next class to assess your understanding of the material so far.

[Hiram Ramos Isaac]

Scenario 14.1A
1. What might be going on from a social or cultural perspective?
– From a cultural perspective, it could be that in the parent’s native culture, it’s disrespectful to have eye contact with strangers, and the reason why the parent might have a flat emotional demeanor could be a result of them feeling uncomfortable around strangers since in an indigenous Mexican culture, everyone is close or knows each other. As a result, people outside of this tight-knit community wouldn’t be familiar to the parent. The fact that there is also a language barrier might make the parent feel segregated from the group. Also, in indigenous parts of the world, medicine is different from the medical standards of first world countries, so the parent could be hesitant to trust in the provider’s capabilities.

2. How might an interpreter educate or talk about this topic with providers?
– First, the interpreter would refer to themselves in the third person to explain that there is a cultural misunderstanding and take a quick moment to talk about it. The interpreter could explain to the providers the way indigenous cultures function in Mexico and to be mindful of the parent’s shyness.

Scenario 14.1B
1. Is it your job to know that corn silk tea is sometimes given to children to prevent bed wetting?, or the cultural history of its use?
– It is not the job of a medical interpreter to know the cultural history or medicinal uses of corn silk tea. A medical interpreter can be a cultural broker, but they are not cultural experts.

2. If you do know, should you mention this fact to the provider?, or have the provider ask the reason for using corn silk tea if the nurses in this case do not ask?
– A medical interpreter should not mention this to the provider since they are professional interpreters, and not trained in alternative medicines. If the doctor would like to know more, they will ask the patient about the uses of corn silk tea.

3. Where do the cultural knowledge responsibilities of a medical interpreter begin and end? And what should the interpreter do with that knowledge?
– The cultural knowledge responsibilities of a medical interpreter allows them to explain the subject of alternative/ traditional medicines present in a foreign culture, not the specifics of treatments. For example, if a provider is unclear about the corn silk tea, the Interpreter may explain that, due to the lack of technological advancements present in indigenous communities, traditional and alternative medicines are accepted and used as treatments by the providers in the communities. Because the interpreter is not a medical expert and lacking in medical knowledge, they would be overstepping their role as a cultural broker by going into the specific functionalities of corn silk tea and how it’s used. In addition, the parent could have given the corn silk tea in a different manner than what the interpreter described to the provider. This would give the provider a false sense of understanding and skewer their judgement. It’s best to explain the culture of the parent, and if the provider wishes to inquire further, then they may directly ask the patient. The interpreter is not a culture expert, so knowing everything is not their profession, bridging that language and culture gap is what an interpreter is qualified to do.

[Silvia Ayala]

#14.1A
“What might be going on from a social or cultural perspective?”
Indigenous cultures are extremely different from American cultures. It seems that in the father’s culture, it’s important not to make too much eye contact to demonstrate respect. This could be because they are strangers or because he thinks the doctor deserves much respect. However, from a social perspective, it could be that the father feels a bit anxious because they do not share the same language and there’s a chance he could be misunderstood. Or, he is nervous about letting the doctors take care of his son. He might not be too familiar with the healthcare system in the U.S.; he could be used to more naturalistic remedies.
“How might an interpreter educate or talk about this topic with providers?”
The interpreter can speak up in the third person and inform the providers of a cultural misunderstanding. The interpreter can use the clarifier and culture broker roles to do so. This is an important action to take because it will reinforce the patient and provider relationship since they will understand each other better.

#14.1B
“Is it your job to know that corn silk tea is sometimes given to children to prevent bed wetting or the cultural history of its use?”
It is not the interpreter’s job to know every single alternative treatment in Latin American culture, but it does come in handy to know some in cases like these. It is always important for the interpreter to have professional development so that they can attain the highest possible level of service. So even though the interpreter is not expected to be an expert in alternative treatments used in Latin American countries, there’s no harm in studying some during their free time.
“If you do know should you mention this fact to the provider? Or have the provider ask the reason for using corn silk tea if the nurses do not ask?”
In this scenario, the patient’s health, safety, well-being, and dignity are not at risk, so it is best to continue interpreting and let the provider ask about the cornsilk tea. Then, if any problems arise regarding a cultural misunderstanding, the interpreter can evaluate if they should speak up to clarify anything.
“Where do the cultural knowledge responsibilities of a medical interpreter begin and end? And what should the interpreter do with that knowledge?”
The interpreter is always welcome to familiarize themselves with cultural differences, especially those in the health care system and medicine. However, the interpreter is not a doctor, so they should stick with their conduit of communication role and not speak up about how any alternative treatments in Latin America actually work. They can only inform the providers of reasons why they might use those remedies as opposed to the ones that are used in the U.S.

[Gisselle Cintron]

14.1 A

1. What might be going on from a social or cultural perspective?

It could be that because the parent is from an indigenous group and is not used to be around people that are not from where he is, that he is feeling uncomfortable and out of place. He can also be having a hard time understanding what is bee said since his main language is mixteco.

2. How might an interpreter talk or educate about this topic with the providers?

The interpreter should pause the session and speak with the providers before continuing to make sure that they have knowledge of the parents cultural background and language. The interpreter should also speak with the parent and make sure that they understand what is been interpret in Spanish. If they are having a hard time understanding a would prefer a mixteco interpreter, one should be found to finish the session.

14.1B

1. Is it you job to know that this tea is given to prevent bed wetting?

As a good interpreter is important to have some basic knowledge of the culture of the patient. That way you can anticipate or be able to step in the role of culture broker when necessary.

2. If you do know, Should you should mention this fact to the provider? or have the provider ask the use of the tea if the nurse didn’t ask?

I think that the interpreter should wait and assess the situation, before assuming that the provider doesn’t know about this tea. The interpreter should let the session continue and only jump in to explain, in the third person, if there is confusion, and the provider is not able to understand what the parent is saying about the tea, because of lack of knowledge about the patient’s family culture.

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