Table 1.
Combined SI and SP ‘Working with Interpreters’ OSCE checklist
| Overall satisfaction | ||||||
| 6 | 5 | 4 | 3 | 2 | 1 | |
| 1. How satisfied was the interpreter with how the student involved you in the encounter? | ||||||
| 2. How satisfied was the patient with how the student involved the Interpreter in the encounter? | ||||||
| History (Hx) | ||||||
| The student: | Yes | No | ||||
| Standardized interpreter perspective | ||||||
| 3. Ascertained the interpreter's background/experience/relationship to the patient (at least one) | ||||||
| 4. Discussed with the interpreter how she/he would like the interpreter to participate in the encounter (exact translation of questions and answers, no paraphrasing, no extraneous conversation, etc.) | ||||||
| 5. Rearranged the chairs to facilitate the interview (ideally, interpreter sitting next to interviewer or behind interviewer's shoulder, so patient can look at both simultaneously) | ||||||
| 6. Gave the interpreter time to speak (did not try to rush the interpreter, did not interrupt or overlap, i.e., did not attempt or expect simultaneous translation) | ||||||
| 7. Corrected the interpreter/refocused the interview in an appropriate manner | ||||||
| Standardized patient perspective | ||||||
| 8. Posed questions to the patient rather than to the interpreter (i.e., ‘did you…’ rather than ‘ask him/her if…’) | ||||||
| 9. Focused on/maintained eye contact with the patient rather than the interpreter | ||||||
| 10. Spoke in a voice of normal volume | ||||||
| 11. Ascertained the patient's understanding of what was discussed and/or asked the patient if she/he had any questions | ||||||
| 12. Discussed confidentiality | ||||||
| 13. Asked what the patient thought might be going on OR what she/he thought might be causing the problem OR what she/he is most concerned about or afraid of | ||||||
| 14. Asked how the patient has been coping with the problem and/or how it has affected his/her day-to-day activities | ||||||
| Patient/physician interaction (PPI) | ||||||
| The student: | 6 | 5 | 4 | 3 | 2 | 1 |
| Standardized interpreter perspective | ||||||
| 15. Was respectful of the interpreter's efforts regardless of his/her ability/inability | ||||||
| Standardized patient perspective | ||||||
| 16. Made the patient feel supported and taken care of | ||||||
| 17. Used open-ended questions | ||||||
| 18. Was respectful/not condescending over the patient's lack of English language skills | ||||||
| Standardized interpreter and patient perspective | ||||||
| 19. Explained things in a manner that could be understood | ||||||
Note: 1 = Unacceptable, 2 = Marginal, 3 = Needs improvement, 4 = Good, 5 = Very good, 6 = Outstanding.