Abstract
Background: Linguistic concordance between healthcare
providers and patients is critical for ensuring quality healthcare.
Professional interpretation can be expensive and challenging to access.
This scoping review aimed to explore the evidence on the role and
education of medical students as interpreters in caring for patients
with limited language proficiency (LLP), and to determine the benefits
and risks associated with this practice.
Methods: A scoping review using the Joanna Briggs
Institute methodology was conducted. Six literature databases were
searched systematically between 1946 – 02 Aug 2023. All publications
discussing the use of medical students as interpreters in healthcare
settings were included. Retained documents were analyzed using
Covidence, with coding by two raters and regular team discussions. A
thematic analysis framework was used.
Results: Thirteen articles met the eligibility criteria.
Multilingual medical students are frequently asked to interpret in
healthcare settings. This was found to be advantageous in reducing
communication barriers, improving care quality, and contributing to
students’ clinical experience. Concerns were raised regarding the lack
of knowledge on the professional obligations of interpreters.
Interpretation training programs for medical students have been
implemented at selective healthcare centres and demonstrated successful
results in providing care to LLP patients.
Conclusions: Medical students play an important role in
addressing language barriers in healthcare institutions when serving LLP
patients, by combining their unique position in the healthcare team with
their medical, linguistic, and cultural competency skills. Academic
institutions stand to benefit from offering interpretation training
programs and integrating medical students as a resource towards
delivering language-concordant care.
Keywords: Language barriers, medical interpretation, medical
students, medical education