Simulation of interpreter-mediated interaction in a healthcare setting

Despite the increasing need for interpreter-mediated patient interaction in Ireland, student doctors in UCC do not receive training in such communication. Without experiencing the benefits of working with interpreters, they may not lobby for the provision of interpreters in health care settings on graduation. This experience enhances the work-readiness of our graduate doctors and ultimately improves health outcomes for patients with Limited English Proficiency (LEP).

Student interpreters on the MA in Translation Studies (MATS) need to practise their skills in a safe environment simulating a real-life situation. They interpreted the information given by ‘LEP patients’ to student doctors in a simulated setting (taking a case history) and both sets of students got feedback, discussed the experience and their learnings.

Teaching on the interpreting module was enhanced by the interdisciplinarity of the initiative and the opportunity for the students to apply theory to as ‘real’ an environment as possible.

SATLE priority area: Interdisciplinary collaboration (under any of the 3 themes)

Context and approach

The project aimed to provide student doctors in UCC with practice in interpreter-mediated patient interaction, as well as providing student interpreters taking the MA in Translation Studies (MATS) module LL6029 with practice in a simulated healthcare setting under the umbrella of delivering the Connected Curriculum – commitment to Student Success

The need arose from the fact that there is an increasing need for interpreter-mediated patient interaction in Ireland but, at present, student doctors in UCC do not receive training in such communication. It is also difficult to give student interpreters meaningful practice. Bringing together students from these discrete programmes (Medicine and MA in Translation Studies) in a setting which foreshadows their future careers gave both cohorts the opportunity to practise their skills in an environment which simulates a real-life situation but in a safe way.

Student interpreters interpreted the information given by ‘patients’ to student doctors in a simulated setting (taking a case history in this instance) and both sets of students then got an opportunity to discuss the experience and what they learned from the experience.

A pilot of this project had been carried out in semester one of 2023-24 and the student experience was recorded by way of exit interviews (ethical approval was sought and received for these interviews). The feedback from the students was overwhelmingly positive but we wanted to carry out a more extensive version of this pilot which necessitated being able to employ student help.

In the first iteration of this project, we found volunteers to fill the patient roles, but we relied on the goodwill of the student interpreters and colleagues which limited the scope of the project as you can only go so far on goodwill… To enable all final year medical students to have this experience, we needed funding to pay student help to play the roles of the patients. This also improved the authenticity of the experience as none of the parties involved knew each other, as would be the case in real-life.

The SATLE-funded second iteration of the project enhanced the experience for both sets of students and feedback was equally positive. Our goal ultimately is to have the simulation embedded in the programme for both interpreting and medical students with the required resources being allocated so that funding is no longer required.

The students were very much partners in this whole project as without their interest and cooperation, there was no project. We explained the benefits of taking part to both cohorts and how it enables them to practise skills which they will need to call on in the real-life practice of their professions in a safe environment. Students consented to take part and consented to give their feedback. This feedback will be used to improve the experience for all future cohorts of students.

Native speakers were recruited to play the part of patients using case histories from the School of Medicine. The student interpreters worked on preparing terminology for medical interpreting, knowing the broad area but not having all the case history details.

For medical students, the benefits were two-fold – they practised a skill which was to be evaluated later in the year (taking a case-history) and had the additional benefit of experiencing patient communication via an interpreter where the evaluation is merely formative (feedback from their lecturer) and therefore their participation was very safe.

The student interpreters got the benefit of practising their craft, in a new situation which could not be replicated in the usual classroom situation as nobody would have the requisite medical knowledge, and they gained insight into the realities of working as an interpreter in a healthcare setting. The only evaluation was formative feedback from their lecturer which fed into the performance which was formally assessed at the end of the semester.

The medical students gave their feedback at the end of each session and the student interpreters reflected on the experience in a piece of reflective writing which is part of the summative assessment of the module.

The intervention itself was not assessed as such, but the benefits included a greater awareness of the importance of working with interpreters, the challenges of interpreter-mediated patient communication and an awareness of the strategies that can used by doctors to ensure that this communication is as effective as direct communication with patients. Student interpreters gained in awareness also, particularly in relation to the responsibilities attached to the interpreter’s role in such settings.

This project has had a very positive impact on both teaching and student learning. Students were able to practise new skills in an environment which simulates a real-life situation but in a safe way. Teaching was enhanced by the interdisciplinarity of the initiative and the opportunity to apply theory to as ‘real’ an environment as possible.

Strategic alignment with national policies and relevant SATLE priority area

The interpreter-mediated healthcare simulation project aligned strongly with the SATLE priority area of Education for Sustainable Development (ESD) by fostering interdisciplinary collaboration, promoting inclusive communication practices, and preparing students for real-world challenges in diverse professional contexts. At its core, ESD encourages learners to develop the knowledge, skills, values, and attitudes needed to contribute to a sustainable future. This project exemplified these principles by equipping future medical professionals and interpreters with the competencies required to navigate increasingly multicultural and multilingual healthcare environments.

The project addressed a growing societal need in Ireland: the rise in interpreter-mediated patient interactions due to increasing linguistic diversity. Currently, medical students at UCC receive little to no training in this area, despite its relevance to their future practice. Similarly, student interpreters often lack opportunities to engage in realistic, domain-specific simulations. By bringing together students from Medicine and the MA in Translation Studies, the project created a learning environment that mirrors real-life professional scenarios, allowing students to develop practical skills in a safe and supportive setting.

This initiative supported student success by embedding experiential learning into the curriculum. Students were not passive recipients but active partners in the learning process. They engaged in simulations, reflected on their experiences, and provided feedback that informs future iterations of the project. This participatory approach empowers students to take ownership of their learning and fosters critical thinking, empathy, and adaptability.

The project also promoted social sustainability by emphasizing equitable access to healthcare communication. It raised awareness among future doctors of the importance of working effectively with interpreters to ensure that all patients, regardless of language background, receive quality care. For student interpreters, the simulation highlighted the ethical and professional responsibilities inherent in healthcare settings, encouraging a reflective and responsible approach to their future roles.

In summary, the project exemplified Education for Sustainable Development by:

• Addressing a real-world societal challenge.
• Promoting interdisciplinary collaboration.
• Enhancing student agency and reflective practice.
• Supporting inclusive and equitable healthcare communication.
• Building a sustainable model for experiential learning.

Through this initiative, UCC students from are not only better prepared for their future careers but also equipped to contribute meaningfully to a more inclusive and sustainable society.

Innovation in specified SATLE priority area

This project demonstrated significant innovation in the SATLE priority area of Education for Sustainable Development (ESD) by addressing a real-world societal need through a novel, interdisciplinary, and student-partnered pedagogical approach. It responded to the increasing demand for interpreter-mediated communication in Irish healthcare settings, a challenge that directly impacts equitable access to care for patients with Limited English Proficiency (LEP). By simulating these interactions, the project not only enhanced student learning but also contributed to broader goals of social sustainability and inclusion.

The innovation lay in the interdisciplinary collaboration between students from Medicine and the MA in Translation Studies (MATS), two programmes that traditionally operate in isolation. This initiative broke down disciplinary silos, allowing students to engage in authentic, cross-professional learning. Medical students practised taking case histories with the support of student interpreters, while interpreters gained hands-on experience in a healthcare setting which is not easy to replicate in a classroom. This mutual learning experience fostered empathy, communication skills, and professional readiness, all of which are essential for sustainable healthcare delivery.

The project also exemplified student partnership. Students were not passive participants but co-creators of the learning experience. They consented to participate, provided feedback, and reflected critically on their roles. Their insights informed the development of the second iteration of the project, which was funded by SATLE. This version expanded the scope and improved authenticity by employing student help to play the roles of patients, ensuring that participants did not know each other, thereby mirroring real-life clinical encounters. This shift from volunteer-based participation to funded roles marked a move toward a more sustainable and scalable model.

Pedagogical innovation was central to the project. It introduced simulation-based learning into both programmes, allowing students to apply theoretical knowledge in a realistic but safe environment. For medical students, the simulation supported formative assessment of case-history taking, while interpreters received formative feedback that contributed to their summative assessment. The use of reflective writing and exit interviews further deepened the learning experience, encouraging students to critically evaluate their performance and the dynamics of interpreter-mediated communication.

The project also initiated institutional and cultural change. It highlighted the gap in training for interpreter-mediated interaction in medical education and demonstrated a feasible, impactful way to address it. The overwhelmingly positive feedback from both cohorts underscored the value of embedding this training into the curriculum. The long-term goal is to institutionalize the simulation within both programmes, ensuring that future cohorts benefit.

By preparing students to navigate complex, multicultural professional environments, the project contributes meaningfully to a more equitable and sustainable society.

Outcomes

Evidence of Achieved Impact

The interpreter-mediated healthcare simulation project has delivered significant benefits to students and staff at University College Cork (UCC), with potential for broader institutional and sectoral impact. By addressing a real and growing need in Irish healthcare for effective communication in multilingual clinical settings, the project has enhanced teaching and learning, fostered strategic collaboration, and laid the groundwork for sustainable integration into future curricula.

1. Improvements to Teaching and Learning

The project has transformed the learning experience for both medical and translation students. Medical students gained hands-on experience in taking case histories through interpreters, a skill increasingly relevant in Ireland’s multicultural healthcare landscape. This formative experience allowed them to develop communication strategies, cultural sensitivity, and confidence in working with interpreters, skills which are not currently covered in the standard curriculum.

Translation students, meanwhile, engaged in realistic simulations that could not be replicated in traditional classroom settings. They prepared terminology, interpreted live interactions, and reflected on their performance, gaining insight into the ethical and professional demands of medical interpreting. The interdisciplinary nature of the project enriched learning by allowing students to apply theoretical knowledge in a practical, collaborative setting.

Feedback from both cohorts was overwhelmingly positive. Medical students reported increased awareness of the complexities of interpreter-mediated communication, while translation students highlighted the value of authentic practice and the opportunity to work with unfamiliar case histories and native speakers. Reflective writing and exit interviews confirmed that students felt more prepared for real-world professional scenarios.

2. Strategic Partnerships and Collaboration

The project fostered meaningful collaboration between the School of Medicine and the MA in Translation Studies programme. Staff from both disciplines worked together to design and deliver the simulation, sharing expertise and resources. This partnership has strengthened interdisciplinary ties within UCC and demonstrated the value of cross-departmental collaboration in enhancing student learning.

Externally, the project aligns with national priorities around inclusive healthcare and language access. It responds to the HSE’s recognition of the need for trained interpreters and culturally competent healthcare providers. By preparing students to meet these needs, UCC is contributing to a more equitable and effective healthcare system in Ireland.

3. Replicability and Sectoral Impact

The project’s design is highly replicable. Any institution with medical and translation programmes can adopt the model, using simulated case histories and student interpreters to create realistic training scenarios. The use of student actors and formative assessment makes the project scalable and adaptable to different contexts.

The initiative has already attracted interest from other departments within UCC and from external stakeholders. Its success demonstrates the feasibility and value of embedding interpreter-mediated simulations into healthcare education, potentially influencing curriculum development at other Irish universities and beyond.

4. Embedding into Future Teaching and Learning

Plans are underway to embed the simulation into both the medical and translation programmes at UCC. The goal is to make this experience a regular part of final-year training, supported by institutional resources. This will ensure sustainability and allow all students to benefit from the initiative.

The feedback collected from students is being used to refine the simulation and improve future iterations. Staff are exploring ways to expand the scope of the project, including simulations involving other healthcare professionals and more complex case scenarios. These developments will further enhance the educational value and relevance of the initiative.

5. Local and National Impact

Locally, the project has improved student engagement, enhanced teaching practices, and strengthened interdisciplinary collaboration. Regionally and nationally, it contributes to the development of a healthcare workforce equipped to meet the needs of a linguistically diverse population. It also supports the professionalisation of interpreting in healthcare settings, aligning with broader goals of equity and inclusion in public services.

In summary, the project has had a demonstrable impact on student learning, staff collaboration, and institutional strategy. It exemplifies the principles of Education for Sustainable Development by addressing real-world challenges, promoting interdisciplinary learning, and preparing students to contribute to a more inclusive and sustainable society.