A Project-based Interprofessional Approach to the Training of Language Service Providers with Medical Expertise

doi:10.3969./j.issn.1674-8921.2024.05.008

Abstract

CLC Number:

H315.9

GUO Cong, YANG Daya, YANG Chengshu, KUANG Ming, XIAO Haipeng. A Project-based Interprofessional Approach to the Training of Language Service Providers with Medical Expertise[J]. Contemporary Foreign Languages Studies, 2024, 24(5): 80-91.

Figures/Tables 3

References 37

[1]	Alruwaili A., N. Mumenah, N. Alharthy, et al. 2020. Students’ readiness for and perception of interprofessional learning: A cross-sectional study[J]. BMC Medical Education 20 (390): 1-7.
[2]	Amini R., B. Setiawan, Y. Fitria, et al. 2019. The difference of students learning outcomes using the project-based learning and problem-based learning model in terms of self-efficacy[J]. Journal of Physics: Conference Series 1387 (012082):1-6.
[3]	Anderson R. S. & B. W. Speck. 1998. Oh what a difference a team makes: Why team teaching makes a difference [J]. Teaching and Teacher Education 14 (7):671-686.
[4]	Braßler M. & M. Block. 2017. Interdisciplinary teamwork on sustainable development—The top ten strategies based on experience of student initiated projects[M]. Handbook of Theory and Practice of Sustainable Development in Higher Education. Switzerland: Springer.
[5]	Buring S. M., A. Bhushan, A. Broeseker, et al. 2009. Interprofessional education: definitions, student competencies, and guidelines for implementation[J]. American Journal of Pharmaceutical Education 73(4):1-8.
[6]	Cocco S. 2006. Student leadership development: The contribution of project-based learning[D]. Unpublished Master’s thesis. Royal Roads University, Canada.
[7]	Drugan J. 2017. Ethics and social responsibility in practice: interpreters and translators engaging with and beyond the professions[J]. The Translator 23(2): 126-142.
[8]	González M. G. & M. T. V. Díaz. 2014. Guided inquiry and project-based learning in the field of specialised translation: A description of two learning experiences[J]. Perspectives 23 (1): 107-123.
[9]	Kiraly D. 2005. Project-based learning: A case for situated translation[J]. Meta: Translators’ Journal 50 (4): 1098-1111.
[10]	Kiraly D. 2012. Growing a project-based translation pedagogy: A fractal perspective[J]. Meta: Translators’ Journal 57 (1): 82-95.
[11]	Krajcik J. S. & N. Shin. 2014. Project-Based Learning[M]. In R. K. Sawyer (ed.). The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press: 275-297.
[12]	Langlois S. & A. Peterkin. 2019. Promoting collaborative competencies through the arts and humanities: Lessons learned from an innovative IPE certificate program[J]. Journal of Interprofessional Education & Practice 16: 1-4.
[13]	Letterman M. R. & K. B. Dugan. 2004. Team teaching a cross-disciplinary honors course: Preparation and development[J]. College Teaching, 52(2):76-79.
[14]	Li S. J. Gerwing, D. Krystallidou, et al. 2017. Interaction—A missing piece of the jigsaw in interpreter-mediated medical consultation models[J]. Patient Education and Counseling 100 (9): 1769-1771.
[15]	Peschl M. F. 2010. Knowledge construction and knowledge creation as key factors in educational and innovation processes[M]. In H. Risku, & M. F. Peschl (eds.). Kognition und technologie im kooperativen lernen. vom wissenstransfer zur knowledge creation, Göttingen: V&R unipress GmbH:
[16]	Risku H. 2002. Situatedness in translation studies[J]. Cognitive Systems Research 3: 523-533.
[17]	Riskiyana R. M. Claramita, G. R. Rahayu, et al. 2018. Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review[J]. Nurse Education Today (66): 73-78.
[18]	World Health Organization (WHO). 2010. Framework for action on interprofessional education and collaborative practice[OL]. [2021-08-06]https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf .
[19]	Yang D. Y., C. Guo, S. T. Feng, et al. 2021. Can the translation of medical publications help develop an understanding of medical education? — A small pilot study[R]. AMEE 2021, The Virtual Conference.
[20]	Zhang C. X, E. Crawford, J. Marshall, et al. 2020. Developing interprofessional collaboration between clinicians, interpreters, and translators in healthcare settings: Outcomes from face-to-face training[J]. Journal of Interprofessional Care 35(4): 521-531.
[21]	柴明颎. 2019. 翻译人才培养所面临的挑战[J]. 东方翻译(3): 4-7.
[22]	常俊跃、刘兆浩. 2020. 内容语言融合教育理念的理论支撑[J]. 外语与外语教学(6): 85-95, 150.
[23]	崔启亮、王华树、吴萍. 2017. 全国翻译硕士专业学位研究生教育与就业调查报告[M]. 北京: 对外经济贸易大学出版社.
[24]	郭聪、杨承淑. 2021. 国际医疗语言服务能力模型的扎根理论研究[J]. 翻译季刊(99): 13-41.
[25]	黄春芳、张法连. 2019 “全人教育”理念指导下的法律翻译人才培养模式探索[J]. 外国语文 35(6): 11-15.
[26]	黄忠廉、方梦之、李亚舒. 2013. 应用翻译学[M]. 北京: 国防工业出版社.
[27]	吉本斯等. 2011. 知识生产的新模式(陈洪捷、沈文钦等译)[M]. 北京: 北京大学出版社.
[28]	沈莎莎等. 2019. 叙事医学促进跨专业教育合作的研究与实践[J]. 医学与哲学 40(23): 39-41.
[29]	杨枫. 2021. 知识翻译学宣言[J]. 当代外语研究 (5): 2,27.
[30]	张威、刘宇波. 2021. 国内外口译研究最新进展对比分析—基于CiteSpace的文献计量学研究(2015-2019)[J]. 外国语 (上海外国语大学学报) 44(2): 86-98.
[31]	穆雷、李雯、蔡耿超. 2018. MTI实践能力培养考核制度的改革设想——来自临床医学专业硕士的启示[J]. 上海翻译 (04): 56-62.
[32]	王少爽. 2011. 面向翻译的术语能力: 理念、构成与培养[J]. 外语界 (5): 68-75.
[33]	王少爽. 2013. 翻译专业学生术语能力培养: 经验、现状与建议[J]. 外语界 (5): 26-35.
[34]	张爱玲、张乔. 2023. 知识生产模式进化背景下的翻译专业学位教育[J]. 外语电化教学, (3): 45-50, 119.
[35]	张婷、陈红. 2014. 医学本科教育中开设跨专业教育项目的实践. 华西医学 (2): 353-355.
[36]	仲伟合、姚恺璇. 2016. 从专项评估看翻译硕士专业学位教育的问题[J]. 东方翻译 (2): 4-9.
[37]	周恩. 2016. 基于医学翻译职业需求的专业类翻译人才培养探索[J]. 外语电化教学 (5): 90-96.

课程内容	主题1:临床困境沟通技巧
目标文本	Twelve tips for just in time teaching of communication skills for difficult conversations in the clinical setting
导学	期刊重要专栏。语言难度适中,主题易于理解,内容可启示医疗语言服务人才培养,适合学生入门医学教育领域。
翻译教师引导重点	1.识别、理解、应对临床沟通困境 2.不同专栏学术论文的风格与翻译 3.译者介入的临床沟通:职业伦理
学生小组任务	1.制定翻译流程与交付标准 2.指出文中适用于医疗译者的技巧 3.学会识别概念和术语,学习学术语言

题目	选项及得分	题目均值	标准差	构面均值
1.医生对于本组待译文本所涉及专业知识的讲解	非常有用5分有用4分一般3分没用2分完全没用1分	4.27	0.61	知识 4.50
2.课堂上翻译教师和医学专家的跨领域对话		4.54	0.51
3.跨专业教学对于专业知识与翻译的知识进行结合		4.59	0.50
4.医生参与教学对于提供更多医学领域学习资源		4.59	0.64
5.本课程对于提升术语能力	非常有用5分有用4分一般3分没用2分完全没用1分	4.57	0.50	能力 4.58
6.本课程对于了解医学伦理		4.59	0.50
7.对于提升跨专业沟通能力		4.65	0.48
8.与医生讨论译文对于我理解医生的思考方式		4.49	0.61
9.我希望做医学领域翻译时团队中有医护人员	非常同意5分同意4分一般3分不同意2分完全不同意1分	4.86	0.35	态度 4.74
10.与医护人员合作翻译加深了我对医疗领域的了解		4.68	0.48
11.本课程加深了我对医护人员职业的理解		4.86	0.35
12.本次翻译项目有助于我以后与医疗领域人士有效合作		4.57	0.50

题目	选项及得分	人数	题目均值
1.您对本学期课程的总体满意度	非常满意5分	10	4.59
	满意4分	7
	一般3分	0
	不满意2分	0
	非常不满意1分	0
2.您对课程对医学翻译知识和能力的提升作用	非常满意5分	14	4.82
	满意4分	3
	一般3分	0
	不满意2分	0
	非常不满意1分	0
3.课程让我更喜爱从事医学翻译、认可其地位和作用	非常同意5分	11	4.65
	同意4分	6
	一般3分	0
	不同意2分	0
	非常不同意1分	0
4.课程加深了我对医学教育的基本概念、基本理论的理解	非常同意5分	8	4.41
	同意4分	8
	一般3分	1
	不同意2分	0
	非常不同意1分	0
5.课程让我更加理解译者的思维和工作方式等	非常同意5分	11	4.65
	同意4分	6
	一般3分	0
	不同意2分	0
	非常不同意1分	0

A Project-based Interprofessional Approach to the Training of Language Service Providers with Medical Expertise

RichHTML

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 3

References 37

Related Articles 15

Recommended Articles

Metrics

Comments

[1]	FENG Zhengbin, QI Beiyu. Westward Transmission of Chinese Opera:A Transknowletological Perspective [J]. Contemporary Foreign Languages Studies, 2024, 24(5): 15-24.
[2]	QI Yan. Exploring the Moderated Mediation Mechanism Between Teacher Support and Perseverance in Foreign Language Learning [J]. Contemporary Foreign Languages Studies, 2024, 24(5): 150-162.
[3]	ZHAO Guoyue. A Study of Chinese Discourse about “Nation” and “State” in Translation [J]. Contemporary Foreign Languages Studies, 2024, 24(5): 25-32.
[4]	YAO Yiyin, XU Duo. Knowledge Generation Modes, Principles and Motivations of David Hawkes’ Translation of “Yapailing” in Hongloumeng [J]. Contemporary Foreign Languages Studies, 2024, 24(5): 33-44.
[5]	ZENG Ping, FAN Wuqiu. On Fang Mengzhi’s Trichotomy Approach of “One Divided into Three” in his Translation Studies: With a Discussion on the Hot Topics and Trends of Translation Studies in China 2019—2023 [J]. Contemporary Foreign Languages Studies, 2024, 24(5): 57-68.
[6]	CHENG Shuang, ZHANG Yushuang. New Perspective on Translation Quality Assessment in Translation Teaching: An Industry Assessment Model [J]. Contemporary Foreign Languages Studies, 2024, 24(5): 45-56.
[7]	LIU Yajie. On Meaning-Construction of English Translation of Traditional Chinese Philosophical Terms from the Perspective of Conceptual History [J]. Contemporary Foreign Languages Studies, 2024, 24(4): 108-117.
[8]	GUO Hang, LI Mi. A Multimodal Approach to Translating Pragmatic Empathy in Viewpoint Shifting [J]. Contemporary Foreign Languages Studies, 2024, 24(4): 118-129.
[9]	ZHAO Hong, XU Lusheng. International Language Service for Time-Honored Brands: A Knowledge Service Perspective [J]. Contemporary Foreign Languages Studies, 2024, 24(4): 130-144.
[10]	JIN Shengxi, LI Haoyu. A Comparative Study of Translator Styles in the English Translations of The Three-Body Trilogy from the Perspective of Transknowletology [J]. Contemporary Foreign Languages Studies, 2024, 24(4): 145-157.
[11]	MO Liya. On the English Translation of Yangtao [J]. Contemporary Foreign Languages Studies, 2024, 24(4): 158-167.
[12]	XU Mingwu, NIE Wei. A Historical Exploration of National Translation Programs from the Perspective of Sci-tech Translation:Focusing on Official Translation Agencies [J]. Contemporary Foreign Languages Studies, 2024, 24(4): 16-31.
[13]	HAN Shuqin. Interpretation on the State Consciousness of Ma Jianzhong’s Conception of Translation Education [J]. Contemporary Foreign Languages Studies, 2024, 24(4): 32-39.
[14]	ZHANG Ling. The Spirit Will Last: Rememberance of Professor Liu Miqing [J]. Contemporary Foreign Languages Studies, 2024, 24(3): 13-18.
[15]	XIAO Huafeng, HUANG Yuqin. The Dissemination and Reception of Modernization Theory in China: A Transknowletological Perspective [J]. Contemporary Foreign Languages Studies, 2024, 24(3): 19-28.