Lost in translation: a national cross-sectional study on medical interpreter use by pediatric residents

Sarah Peters; Erin Peebles; Matthew Carwana

doi:10.1093/postmj/qgae026

Lost in translation: a national cross-sectional study on medical interpreter use by pediatric residents

Postgrad Med J. 2024 Mar 7:qgae026. doi: 10.1093/postmj/qgae026. Online ahead of print.

Authors

Sarah Peters^{1

2}, Erin Peebles^{1

2}, Matthew Carwana^{1

2

3}

Affiliations

¹ Department of Pediatrics, University of British Columbia, UBC Faculty of Medicine Rm 2D19, 4480 Oak Street, BC Children's Hospital, Vancouver, BC V6H 3V4, Canada.
² BC Children's Hospital Research Institute, 938 W 28th Ave, Vancouver, BC V5Z 4H4, Canada.
³ University of British Columbia, Human Early Learning Partnership, 2206 E Mall, Vancouver, BC V6T 1Z3, Canada.

PMID: 38453142
DOI: 10.1093/postmj/qgae026

Abstract

Background: Lack of communication in a family's preferred language is inequitable and results in inferior care. Pediatric residents provide care to many families with non-English or French language preferences (NEFLP). There is no data available about how Canadian pediatric residents use interpreters, making it difficult to develop targeted interventions to improve patient experience.

Objectives: Our purpose was to assess translation services in pediatric training centers and evaluate resident perception of their clinical skills when working with NEFLP patients and families. This survey represents the first collection of data from Canadian pediatric residents about interpreter services.

Methods: Eligible participants included all pediatric residents enrolled in an accredited Canadian pediatric training program. An anonymous survey was developed in REDCap© and distributed via email to all pediatric residents across Canada. Descriptive statistics were performed in STATA v15.1.

Results: 122 residents responded. Interpreter services were widely available but underused in a variety of clinical situations. Most (85%) residents felt they provided better care to patients who shared their primary language (English or French), compared with families who preferred other languages-even when an interpreter was present. This finding was consistent across four self-assessed clinical skills.

Conclusions: Residents are more confident in their clinical and communication skills when working with families who share their primary language. Our findings suggest that residents lack the training and confidence to provide equal care to families with varying language preferences. Pediatric training programs should develop curriculum content that targets safe and effective interpreter use while reviewing non-spoken aspects of cultural awareness and safety.

Keywords: communication; equity; language.