Evidence map›Paper›PMID 40585745›Full record

ArticleCureus2025

Best Practices for Partnering With Interpreters in Clinical Encounters: A Multimodal Approach for Teaching Medical Students.

Oluwagbemisola Ibikunle, Olivia Kahn-Boesel, Sophie Yu, Stephanie Wang, Dorothy Tolchin, Yarden S Fraiman, Jennifer Kasper, Wudeneh Mulugeta, Ann-Marie Thomas, Jaeyoon Cha and 7 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

17 authors.

Oluwagbemisola IbikunleAnesthesiology, Northwestern University Feinberg School of Medicine, Chicago, USA.
Olivia Kahn-BoeselMedicine, Massachusetts General Hospital, Boston, USA.
Sophie YuMedical Education, Harvard Medical School, Boston, USA.
Stephanie WangInterpreter Services, Beth Israel Deaconess Medical Center, Boston, USA.
Dorothy TolchinPhysical Medicine and Rehabilitation, Massachusetts General Hospital, Harvard Medical School, Boston, USA.
Yarden S FraimanNeonatology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, USA.
Jennifer KasperPediatrics, Brigham and Women's Hospital, Harvard Medical School, Boston, USA.
Wudeneh MulugetaMedicine, Cambridge Health Alliance, Harvard Medical School, Cambridge, USA.
Ann-Marie ThomasPhysical Medicine and Rehabilitation, Massachusetts General Hospital, Boston, USA.
Jaeyoon ChaMedical Education, Harvard Medical School, Boston, USA.
Salma Batool-AnwarPulmonary, Critical Care, and Sleep Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, USA.
Shari Gold-GomezInterpreter Services, Beth Israel Deaconess Medical Center, Boston, USA.
Christopher KirwanInterpreter Services, Massachusetts General Hospital, Boston, USA.
E J JarvieMedical Education, Harvard Medical School, Boston, USA.
Kate WasdenMedical Education, Harvard Medical School, Boston, USA.
Daniele OlveczkyMedicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, USA.
Rose L MolinaObstetrics and Gynecology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

introductionEffectively working with medical interpreters is a critical skill for all physicians. We partnered with interpreters, students, and faculty to co-design and co-teach an educational session to improve medical students' knowledge and confidence in working with interpreters.

methodsThe multimodal educational intervention lasted 120 minutes and included a didactic presentation, video role-play encounters, and a panel discussion with interpreters. The intervention was evaluated with pre- and post-session surveys. McNemar's test was used to compare knowledge and confidence scores.

resultsA total of 161 pre-clinical medical students participated in the session. Students identified knowledge they learned, including the role of interpreters, the importance of not relying on family members as interpreters, the use of pre-encounter huddles, and appropriate physical positioning. After the intervention, the majority of students identified best practices for working with interpreters (n = 64 (57.7%), pre-session vs. n = 45 (71.4%), post-session; p = 0.04) and reported improved confidence working with interpreters (n = 73 (65.8%), pre-session vs. n = 60 (95.2%), post-session; p < 0.001). DISCUSSION: This innovative curriculum was unique in its interprofessional co-design and co-teaching approach and introduction of nuanced, contemporary clinical scenarios. Overall, this innovative curriculum was successful in enhancing student knowledge and confidence in working with interpreters.

Indexed as

communicationinterpreterslanguagelimited english proficiencymedical educationundergraduate medical education

Identifiers

PMID40585745
PMCPMC12203625

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.