Resident communication practices during interpreter‐mediated family‐centered rounds

Abstract

Pediatric residents are required to learn and demonstrate communication skills applicable to a range of cultural backgrounds, including patients and families who use a language other than English. Our study utilized an observational tool, the adapted Faculty Observer Rating Scale (aFORS), to characterize communication practices during interpreter‐mediated family‐centered rounds and compare behaviors by patient language and interpreter modality. Following 31 observations, we identified four behaviors performed <75% of the time: (1) providing clinical context to the interpreter, (2) allowing patient/caregiver to speak first, (3) teach‐back, and (4) developing rapport. No differences were identified by patient language. During encounters with in‐person interpreters, residents always used plain language ( p ‐value 0.0149) and had higher‐ranked adapted Faculty Observer Rating Scale (aFORS) summary scores ( p ‐value 0.01). Curricula to train residents should focus on skills to strengthen interpreter partnership, build rapport with families, and mitigate challenges to working with remote interpreters.