Abstract:

The current study tested a medical interpreter training program using face-to-face, blended, and online learning. Face-to-face training was conducted in Aichi Prefecture, blended training was conducted in Tokyo, and online training was conducted with students located throughout Japan and several other countries including Singapore and Chile. An intervention program was developed to improve interpreting knowledge and skills. Knowledge was evaluated using a paper-based test, and skills were evaluated by counting standardized errors. Pre-tests and post-tests were conducted with 65 participants (12 men and 53 women; average age: 38 years). One-way analysis of variance was used for comparisons between groups. Repeated-measures outcomes were analyzed with two-way analysis of covariance. The results were reported as least squares means and the 95% confidence intervals, and adjusted for TOEIC scores. For total scores on the paper-based test, a significant difference was observed in the intervention effect (post-pre) between the three groups. The comparison results revealed a significantly greater increase in scores in the blended learning and online groups compared with the face-to-face group. The quality of interpretation results indicated that, for total scores, errors were significantly reduced after all learning types. However, comparisons revealed a significant increase in paper-based test in the online and blend method groups, and a significant increase in quality of interpreting in the face-to-face group compared with the other groups. These results indicated that all three methods resulted in effective learning. However, the online and blended methods were more effective for knowledge accumulation, whereas face-to-face learning was more effective for practical skill learning.

Keywords:

face-to-face, e-learning, blended learning, medical interpreter