The Interpreter as Cultural Educator of Residents

OBJECTIVE: To determine whether augmentation of the Spanish interpreter's role to include cultural education of residents can improve the satisfaction of Latino patients. DESIGN: We assessed parent satisfaction during 4 sequential 2-month periods between June 1, 2004, and February 11, 2005, using different interpretation methods: telephone interpretation (n = 91 patient encounters), trained in-person interpretation (n = 49), in-person interpretation with cultural education of residents (n = 65), and postprogram telephone interpretation (n = 45). SETTING: General pediatric practice at a large teaching hospital. PARTICIPANTS: A total of 250 Spanish-speaking parents who were limited in English proficiency. INTERVENTIONS: The cultural education program included 3 brief preclinic conferences taught by an interpreter and one-on-one teaching of residents about language and cultural issues after each clinical encounter. MAIN OUTCOME MEASURES: Parent satisfaction was assessed using 8 questions that have previously been validated in Spanish. Lower scores indicated more satisfaction. RESULTS: Because they were limited in English proficiency, our Spanish-speaking patients were significantly more satisfied when an in-person interpreter was used compared with a telephone interpreter (mean total satisfaction score of 14.5 in-person vs 17.4 telephone; P = .006) but were even more satisfied when the interpreter educated residents in cultural and language issues (mean, 11.5 in-person with education vs 17.4 telephone; P<.001). CONCLUSION: Although use of an in-person interpreter can increase Latino parents' satisfaction, a program using an interpreter to educate residents in cultural and language issues can increase satisfaction further.