Nationally accredited for 16 hours of CE credits with CCHI (valid until April 2018)
Approved for CE credits for Oregon Court Interpreters: 8 language specific credits and 8 general credits (total 16)
This training module is delivered in Spanish.
Module duration: 16 hours
Pre-requisite: Language proficiency in English and Spanish measured pursuant to OHA requirements. One ACTFL OPI test included in cost of training when combined with skills module.
Delivered online through GoTo Training teleconference (link to be sent to attendees after payment for training).
Technical requirements for teleconferencing:
- Computer with high speed internet connection (participants will be entering answers on their computers on a regular basis)
- Headset (using speakers for audio creates echoes for the other listeners)
- Microphone (all participants will be interacting live on their microphones)
- Merck Manual for Home Health in English and Spanish, available online.
- Dialogs adapted with permission for interpreting practice
Each week we will focus on a different body system, focusing on helping the students know how to study on their own and increase their knowledge after the class is over.
Medical Terminology Module Syllabus
|Session||Medical terminology||Study strategy||Practice text||Evaluation|
|Parallel text reading|
Introduce Merck Manuals – interpreter as reproducer of register
|Physical assessment: introductory, first meeting with patient||Submit summaries of two parallel texts, one in each language.|
|2||Circulatory||Analysis: Submit summary and outline of parallel texts from Merck.||Students give oral presentations based on material studied.|
This helps them learn how to prepare and speak like a doctor or a patient.
|Submit outlines of two parallel texts, one in each language.|
|3||Musculo-skeletal||Analysis – build bilingual terminology database. This is how dictionaries are made. Using Merck parallel texts, find term/definition/use in context in both languages.||Chapter 15 – rehabilitation.||Submit three terms in a terminology database given by the instructor.|
|4||Endocrine||Research in the Merck – find a system and learn about it, and give a presentation. |
Find three different ways to say something.
|Chapter 9, test results (urinary system)|
Find some tricky sentence, and discuss three different ways to say them in English without losing meaning.
|The instructor will assign a sentence in each language. Participants will write three different ways to say it in the same language and one translation into the other language.|
|5||Reproductive||Analysis – note taking. Make outlines of Merck chapters on reproductive system in English and FL.|
Give presentations based on outlines.
|Chapter 8, labor and delivery|
What strategies did you have to use?
|The instructor will evaluate short class presentations.|
|6||Pediatric, pain||Research list of pediatric illnesses and immunizations in the Merck Manual.|
Instructor summarizes presentation on pain submitted at ATA in 2016.
|Patient intake forms.||Submit translations of immunization and pain terms to instructor.|
|7||Common terms for asthma and diabetes||Research these topics in teams and give presentations||Teams will give presentations and be evaluated. Presentations will be 10 minutes each.||Submit translations of asthma and diabetes terms to instructor.|
|8||Digestive||Combination of all:|
Two terms in database
Two sentence summary
|Chapter 11, nutrition and diet.||Instructor observes use of terminology in practical interpreting of dialogs in class.
Summative evaluation: Multiple choice questions and essay questions graded per rubric.
There are more terminology resources at this site:
Rubric for evaluating interpreting:
This document outlines the strategies taught in this course.