Lost in Translation: Evaluating Interpreter Use and Language Barrier Education in a Student-Run Free Clinic
Abstract/Description/Artist Statement
This study examined how student volunteers in a student run free clinic navigate communication with patients who have limited English proficiency (LEP). While community clinics frequently serve LEP populations, no HOPES specific evaluation has identified how students recognize language barriers, access interpreters, or receive education to provide equitable care. We conducted an action-oriented qualitative study to understand existing practices in order to begin implementing changes. Fourteen student volunteers across patient facing roles participated in semi-structured interviews exploring prior experience, identification of interpreter need, communication strategies, and perceived shortcomings. Interviews were audio recorded, transcribed, and iteratively coded by the research team to identify recurring themes. Volunteers relied primarily on subjective social cues rather than standardized screening to determine interpreter need, and documentation of language preference was inconsistent across scheduling and clinical encounters. Although interpreters are present in the clinic, they are frequently occupied with other patients, creating delays and prompting occasional reliance on family members or translation applications. Participants expressed concern about accuracy and patient autonomy when family members interpreted and reported minimal formal training in interpreter mediated communication. Many requested simple communication phrases, clearer workflow for obtaining interpreters, and structured instruction on interacting with LEP patients. These findings identify modifiable workflow and training gaps that can inform development of a brief communication curriculum and standardized interpreter protocol at HOPES. Implementation may improve patient understanding and serve as a scalable model for other student run community clinics serving linguistically diverse populations.
Faculty Advisor/Mentor
Staci Defibaugh
Faculty Advisor/Mentor Email
sdefibaugh@odu.edu
Faculty Advisor/Mentor Department
Department of English
College/School Affiliation
College of Arts & Letters
Student Level Group
Medical
Presentation Type
Poster
Lost in Translation: Evaluating Interpreter Use and Language Barrier Education in a Student-Run Free Clinic
This study examined how student volunteers in a student run free clinic navigate communication with patients who have limited English proficiency (LEP). While community clinics frequently serve LEP populations, no HOPES specific evaluation has identified how students recognize language barriers, access interpreters, or receive education to provide equitable care. We conducted an action-oriented qualitative study to understand existing practices in order to begin implementing changes. Fourteen student volunteers across patient facing roles participated in semi-structured interviews exploring prior experience, identification of interpreter need, communication strategies, and perceived shortcomings. Interviews were audio recorded, transcribed, and iteratively coded by the research team to identify recurring themes. Volunteers relied primarily on subjective social cues rather than standardized screening to determine interpreter need, and documentation of language preference was inconsistent across scheduling and clinical encounters. Although interpreters are present in the clinic, they are frequently occupied with other patients, creating delays and prompting occasional reliance on family members or translation applications. Participants expressed concern about accuracy and patient autonomy when family members interpreted and reported minimal formal training in interpreter mediated communication. Many requested simple communication phrases, clearer workflow for obtaining interpreters, and structured instruction on interacting with LEP patients. These findings identify modifiable workflow and training gaps that can inform development of a brief communication curriculum and standardized interpreter protocol at HOPES. Implementation may improve patient understanding and serve as a scalable model for other student run community clinics serving linguistically diverse populations.