Multilingual Healthcare by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783658271206
Publisher: Springer Fachmedien Wiesbaden

7.4.2 Role-Play

In the first lessons of the semester, students are introduced to theories of interpreting and simple role-playing games. The main part of the course is predominantly spent on role-playing, which is the essential part of both teaching and examination. In addition to the role-playing activities, students read and discuss relevant theoretical literature to prepare for the theoretical part of the examination.

The role-plays always represent a doctor-patient consultation as this is the situation that students will most often have to tackle in their future work. In class, the students are divided into groups of at least three members and they get time to get together and prepare the role-play. The preparation first involves choosing the patient’s disease and their roles. They then have to outline the course of action and dialogue. The interpreter also prepares a list of terminology with the medical terms that will be used.

After the role-play has ended, the whole class discusses and evaluates the performance. The interpreter is the central figure although the other participants may also be evaluated. The evaluation is student-led and often based on a video recording of the role-plays, which can be saved and provide a benchmark for the students as they continually improve their interpretation skills. To facilitate the individual learning process, the interpreter has to write down the result of the evaluation and reflect on this in a learning log.

The first step is to determine the duration of preparation time for role-plays. At the beginning of the semester, preparation time is typically 10–15 min. Around the middle of the semester, this is extended to 20, 30 and 45 min to allow time for working with terminology, voice training (diction), language and for setting up the video recording.

Of the three who prepare and perform a role-play, one must be the interpreter, another the Danish-speaking doctor and a third the Greenlandic-speaking patient. The students may choose their roles themselves, but over the course of the semester everyone should, insofar as possible, have taken on each role an equal number of times, especially the interpreter role.

The students will choose which medical or psychiatric disease a patient has and how the role-play is going to deal with it. Then they begin to search for information about the disease for the conversation. This information is often available in English or in Latin for the terminology. The consultation needs to deal with the symptoms, diagnosis and treatment of the disease. The students may also be asked to incorporate a focus on specific skills for dialogue interpretation, such as handling misunderstandings, dealing with longer stretches of speech, managing turns of talk or stepping into support the patient.

To support the role-play performance, the interpreter is responsible for compiling a list of the medical terms specific to the disease, including its symptoms and treatment. The most difficult words and phrases must be translated from Danish to Greenlandic. If a Greenlandic term does not exist, students find the definition of the corresponding Danish term from the Internet or word lists and, insofar as possible, try to give an appropriate translation or paraphrase in Greenlandic.

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