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NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  www.ncihc.org/home-­‐for-­‐trainers...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
You	
  can	
  access	
  the	
  recording	
  of	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Housekeeping	
  
-­‐ 	
  This	
  session	
  is	
  be...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Welcome!	
  
	
   Guest	
  Trainers:	
  
Zarita	
  	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Although	
  We	
  Can	
  not	
  See	
  Each	
  Other...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
How	
  do	
  learners…learn?	
  
Another	
  perspecQ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
	
  
• Understand	
  the	
  import...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
K	
   W	
   L	
  
What do you
think you
KNOW about
R...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
•  	
  What do you think you
KNOW about Rubrics for
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Poll	
  #1	
  
	
  
	
  
	
  
	
  
	
  
	
  What	
  ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Poll	
  #1	
  Results	
  
	
  
	
  
	
  
	
  
	
  
	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
•  Why	
  The	
  Apple?	
  
Our	
  	
  Experiences:	
  
Pre	
  quizzes	
  (True-­‐	
  False)	
  
	
  
Role-­‐Plays	
  (AddiQons,	
  omissions,	
  
dis...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Sample	
  Rubric-­‐Role	
  Play	
  PracQce	
  
Was t...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Home	
  for	
  Trainers	
  	
  Interpreter	
  Traine...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
   Sample	
  Oral	
  Exam	
  (segment)	
  
______/128	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
GOAL	
  ONE	
  
Understand	
  the	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Home	
  for	
  Trainers	
  	
  Interpreter	
  Traine...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
What	
  Are	
  Rubrics?	
  
	
  
	
  “A	
  rubric	
 ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
•  	
  Clearly	
  define	
  the	
  performance	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
Two	
  Major	
  Types	
  
1)  Holis?c	
  	
  
2...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
HOLISTIC	
  RUBRICS	
  
•  	
   single	
  score	
  f...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
hSp://jfmueller.faculty.noctrl.edu/toolbox/howstep4....
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
ANALYTICAL	
  RUBRICS	
  
•  divides	
  a	
  perform...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
help	
  teachers:	
  
	
  
•  	
  idenQfy	
  an...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
   	
  
help	
  students:	
  	
  
•  Understand	
  teac...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
1.  What	
  are	
  your	
  learning	
  
objecQves	
 ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
•  Examples	
  
o Essay	
  
o Oral	
  PresentaQon	
 ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Rubric	
  of	
  Learning	
  
Vs.	
  
Rubric	
  for	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  	
  	
  	
  	
  	
  	
  Rubric	
  of	
  Learning...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Rubric	
  for	
  Learning	
  	
  
•  Defines	
  and	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Why	
  Rubrics?	
  
You did well!
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
I was expecting more
from you.
Why	
  Rubrics?	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  “Guided	
  pracQce:	
  InstrucQon	
  
dedicates	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Poll	
  #2	
  
	
  
	
  
	
  
	
  
	
  
	
  In	
  or...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Poll	
  #2	
  Results	
  
	
  
	
  
	
  
	
  
	
  
	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Importance	
  of	
  Rubrics	
  
	
  
•  What	
  are	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
GOAL	
  TWO	
  
Understand	
  the	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
	
  	
  	
  “Do	
  I	
  know	
  the	
  diff...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
1.  Choose	
  a	
  learning	
  target	
  	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
4.  Analyze	
  and	
  sort	
  samples	
  of	
  ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Steps	
  to	
  Develop	
  Rubrics	
  
1.	
  Choose	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Steps	
  to	
  Develop	
  Rubrics	
  
2.	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Steps	
  to	
  Develop	
  Rubrics	
  
3.	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Steps	
  to	
  Develop	
  Rubrics	
  
4.	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Steps	
  to	
  Develop	
  Rubrics	
  
4.	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Steps	
  to	
  Develop	
  Rubrics	
  
5.	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Steps	
  to	
  Develop	
  Rubrics	
  
6.	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Components	
  of	
  a	
  Rubric	
  
1. Cri...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Components	
  of	
  a	
  Rubric	
  
1. 	
 ...
Page	
  1	
  Top	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Components	
  of	
  a	
  Rubric	
  
2.	
  ...
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  Top	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Components	
  of	
  a	
  Rubric	
  
3.	
  ...
Page	
  1	
  Top	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
1.  Choose	
  a	
  learning	
  target	
  	
  
2.  Br...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
GOAL	
  THREE	
  
	
  
	
  
Apply	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
•  Examples	
  
o Essay	
  
o Oral	
  PresentaQon	
 ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
•  Examples	
  
o Oral	
  PresentaQon	
  
o Role-­‐p...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
•  Set	
  expectaQons	
  for	
  students	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Rubric	
  for	
  Role-­‐play	
  Prac?ce	
  
•  What	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
List	
  of	
  Wants	
  
Properly	
  use	
  memory	
 ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
List	
  of	
  Wants	
  
Ethical	
  
Accuracy	
  
Rol...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
List	
  of	
  Wants	
  
	
  
Presenta?on	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Sample	
  Rubric-­‐Role	
  Play	
  PracQce	
  
Was t...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Rubric	
  for	
  Role	
  Play	
  Prac?ce	
  	
  
•  ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Rubric	
  for	
  Role	
  Play	
  Prac?ce	
  	
  
•  ...
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  BoWom	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
Rubric	
  for	
  Learning	
  
•  Set	
  expecta...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
	
  
	
  • Final	
  Oral	
  Exam	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
Final	
  Oral	
  Exam	
  
	
  
•  What	
  do	
 ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Final	
  Oral	
  Exam	
  
•  Grading	
  
Ø Group	
 ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
   Sample	
  Oral	
  Exam	
  (segment)	
  
______/128	
...
81	
  
Page	
  1	
  Top	
  Por?on	
  
82	
  
Page	
  1	
  BoWom	
  Por?on	
  
83	
  
Page	
  2	
  Top	
  Por?on	
  
84	
  
Page	
  2	
  BoWom	
  Por?on	
  
85	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Oral	
  Presenta?on	
  
	
  
Rubric	
  of	
  Learnin...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  
Oral	
  Presenta?on	
  
•  What	
  do	
  y...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
1)  Presenta?on	
  Style/Delivery	
  
•  OrganizaQon...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
2)  Content-­‐ER	
  Presenta?on	
  
•  Explained	
  ...
90	
  
Page	
  1	
  Top	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Challenges Associated with
Converting Rubric Scores ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Poll	
  #3	
  
	
  
	
  
	
  
	
  
	
  
	
  What	
  ...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Poll	
  #3	
  Results	
  
	
  
	
  
	
  
	
  
	
  
	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
How	
  do	
  I	
  measure	
  (grade)	
  a	
  paper	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
How	
  do	
  I	
  measure	
  (grade)	
  a	
  paper	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
How	
  do	
  I	
  measure	
  (grade)	
  a	
  paper	
...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
	
  Careful	
  	
  
with	
  	
  
limiting	
  yo...
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  BoWom	
  Por?on	
  
Page	
  2	
  Top	
  Por?on	
  
Page	
  2	
  BoWom	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Let’s do one together!
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  BoWom	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Let’s do one more!
Page	
  1	
  Top	
  Por?on	
  
Page	
  1	
  BoWom	
  Por?on	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
One more reason to use
Rubrics!
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Advantages-­‐Communica?on	
  Tool	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
	
  
Rubric	
  of	
  Learning	
  
•  Outlines	
  exp...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
	
  
q 	
  Understand	
  the	
  i...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
Q&A	
  
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
Announcements	
  
	
  
•  Next	
  webinar:	
  April	...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
  HEALTH	
  CARE	
  
WWW.NCIHC.ORG	
  
Home	
  for	
  Trainers	
  	
  Int...
NATIONAL	
  COUNCIL	
  ON	
  INTERPRETING	
  IN	
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Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace
Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace
Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace
Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace
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Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace

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An informational webinar by NCIHC's Home for Trainers titled, "Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace"

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Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace

  1. 1. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG  www.ncihc.org/home-­‐for-­‐trainers   February  19,  2015   Guest  Trainers:     Zarita  Araújo-­‐Lane,  MSW,  LICSW   Vera  Duarte,  MA   Andrew  Jerger,  CHI™,  CMI     Webinar  Work  Group  Hosts:      Eliana  Lobo  &  Rachel  Herring         Rubrics  101   Commit  to  Rubrics:  A  Connec?ng  Factor   that  Impacts  Healthcare  Interpre?ng   from  the  Classroom  to  the  Workplace   Home  for  Trainers    Interpreter  Trainers  Webinars  Work  Group   An  iniQaQve  of  the  Standards  and  Training  CommiSee  
  2. 2. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     You  can  access  the  recording  of  the   live  webinar  presentaQon  at     www.ncihc.org/trainerswebinars     Home  for  Trainers    Interpreter  Trainers  Webinars  Work  Group   An  iniQaQve  of  the  Standards  and  Training  CommiSee   www.ncihc.org/home-­‐for-­‐trainers  
  3. 3. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Housekeeping   -­‐   This  session  is  being  recorded   -­‐   CerQficate  of  ASendance          *must  aSend  full  90  minutes          *trainerswebinars@ncihc.org   -­‐   Audio  and  technical  problems       -­‐   QuesQons  to  organizers     -­‐   Q  &  A   -­‐   TwiSer  #NCIHCWebinar    Home  for  Trainers    Interpreter  Trainers  Webinars  Workgroup   An  iniQaQve  of  the  Standards  and  Training  CommiSee   www.ncihc.org/home-­‐for-­‐trainers  
  4. 4. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Welcome!     Guest  Trainers:   Zarita     Araújo-­‐Lane,    MSW,  LICSW   Vera   Duarte,   MA   Andrew   Jerger,    CHI™,  CMI  
  5. 5. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Although  We  Can  not  See  Each  Other     We  Can  Learn  Together!     Commit  to  Rubrics:     A  Connec?ng  Factor  that  Impacts  HealthCare   Interpre?ng  from  the  Classroom  to  the  Workplace  
  6. 6. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   How  do  learners…learn?   Another  perspecQve   Visual  =  show  me  how   Auditory  =  tell  me  how   KinestheQc  =  let  me  try         Straight into the Deep End?   A Systematic Approach to Skill Acquisition and Goal-Setting in Interpreter Training       By Guest Trainer:   Rachel E. Herring, M.A.     July 24, 2014    
  7. 7. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG     • Understand  the  importance  of  rubrics   •   Understand  the  different  components  of   rubrics   • Apply    this  new  knowledge  to  develop   rubrics  for  healthcare  interpreQng   trainings   Learning  Objec?ves  
  8. 8. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   K   W   L   What do you think you KNOW about Rubrics for healthcare interpreter trainings?   What do you WANT to know?   What did you LEARN?  
  9. 9. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   •   What do you think you KNOW about Rubrics for healthcare interpreter trainings?        POLL  -­‐Take  a  few  seconds  and  think!  
  10. 10. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Poll  #1              What  do  you  think  that  you  know   about  Rubrics  for  healthcare   interpreter  trainings?      
  11. 11. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Poll  #1  Results               …..Knowledge    of  Rubrics  
  12. 12. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   •  Why  The  Apple?  
  13. 13. Our    Experiences:   Pre  quizzes  (True-­‐  False)     Role-­‐Plays  (AddiQons,  omissions,   distorQons,  register,  flow)     Mid  term  paper  (Looked  for  clarity   and  support  informaCon)     Final  wriWen  and  oral  exams  (True-­‐   False,  applicaCon  of  standards  that   supported  open  ended  ethical  and   cross  cultural  quesCons)     Other  Ac)vi)es  (Variables,   homework,  class  parCcipaCon)      
  14. 14. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Sample  Rubric-­‐Role  Play  PracQce   Was the interpreter prepared for the vocabulary?
  15. 15. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Home  for  Trainers    Interpreter  Trainers  Webinars  Workgroup   An  iniQaQve  of  the  Standards  and  Training  CommiSee   www.ncihc.org/home-­‐for-­‐trainers   Oral  Exam-­‐One  point  per  word  
  16. 16. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Sample  Oral  Exam  (segment)   ______/128  
  17. 17. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG   GOAL  ONE   Understand  the   importance  of  rubrics     Home  for  Trainers    Interpreter  Trainers   Webinars  Workgroup   An  iniQaQve  of  the  Standards  and  Training   CommiSee   www.ncihc.org/home-­‐for-­‐trainers    
  18. 18. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Home  for  Trainers    Interpreter  Trainers  Webinars  Workgroup   An  iniQaQve  of  the  Standards  and  Training  CommiSee   www.ncihc.org/home-­‐for-­‐trainers   Student  Evalua?ons  
  19. 19. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   What  Are  Rubrics?      “A  rubric  defines  the  features  of  work   that  consCtute  quality.  It  is  the   mechanism  for  judging  the  quality   of  student  work.”     Arter  and  Chappuis  
  20. 20. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     •   Clearly  define  the  performance   expectaQons  for  an  assignment   What  Are  Rubrics?  
  21. 21. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     Two  Major  Types   1)  Holis?c     2)   Analy?cal   What  Are  Rubrics?    What  are  the                   differences?  
  22. 22. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   HOLISTIC  RUBRICS   •    single  score  for  an  enQre  product   or  performance   What  Are  Rubrics?  
  23. 23. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   hSp://jfmueller.faculty.noctrl.edu/toolbox/howstep4.htm  
  24. 24. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   ANALYTICAL  RUBRICS   •  divides  a  performance  or   assignment  into  separate,   specific  areas  that  are  to  be   evaluated               What  Are  Rubrics?  
  25. 25. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     help  teachers:     •   idenQfy  and  define  learning   objecQves   •   grade  consistently  and   objecQvely   •  provide  feedback   Why  Rubrics?  
  26. 26. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     help  students:     •  Understand  teacher  expectaQons   •  Understand  grading  process   •  Self  assess  their  progress   •  Improve  their  quality  of  work   through  descripQve  feedback     Why  Rubrics?  
  27. 27. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   1.  What  are  your  learning   objecQves  for  the  course?   2.  What  do  you  want  to   measure?   3.  Why  do  you  want  to  measure   this  piece?   4.  How  osen?   5.  Who  will  use  it?   Why  Rubrics?  
  28. 28. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   •  Examples   o Essay   o Oral  PresentaQon   o Role-­‐play  pracQce   o WriSen  Exam     o Oral  Exam   Why  Rubrics?  
  29. 29. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Rubric  of  Learning   Vs.   Rubric  for  Learning  
  30. 30. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE                Rubric  of  Learning   •  Measures  Proficiency   Ø Exams,  Tests   Ø LeWer  grades     q A,  B,  F   q Great    P   q Poor    O     Why  Rubrics?  
  31. 31. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Rubric  for  Learning     •  Defines  and  Outlines   desired  skills  or  results   •  Clearly  explains  what  you   expect  from  the  students   •  Promotes  transparency     Why  Rubrics?  
  32. 32. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Why  Rubrics?   You did well!
  33. 33. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   I was expecting more from you. Why  Rubrics?  
  34. 34. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE    “Guided  pracQce:  InstrucQon   dedicates  a  significant  amount   of  Qme  to  guided  pracQce,  gives   students  directed  feedback,  and   monitors  their  skill   development  (especially  in   message  conversion).”   The  NCIHC  NaQonal  Standards  for  Healthcare   Interpreter  Training  Programs-­‐Page  17     Why  Rubrics?  
  35. 35. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Poll  #2              In  order  to  measure  Interpre?ng   Skills  on  a  per  class  basis  would   you  use  a  …….?       Rubric  of  Learning   Vs.   Rubric  for  Learning  
  36. 36. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Poll  #2  Results               Rubric  of  Learning   Vs.   Rubric  for  Learning  
  37. 37. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Importance  of  Rubrics     •  What  are  Rubrics?   •  Benefits-­‐Teachers   •  Benefits-­‐Students   •  Rubric  of  Learning                                      vs.            Rubric  for  Learning   Review  
  38. 38. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG   GOAL  TWO   Understand  the   Components  of  a  Rubric   Home  for  Trainers    Interpreter  Trainers   Webinars  Workgroup   An  iniQaQve  of  the  Standards  and   Training  CommiSee   www.ncihc.org/home-­‐for-­‐trainers    
  39. 39. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE            “Do  I  know  the  difference   between  successful  and   unsuccessful  performance  and   can  I  convey  that  difference  in   meaningful  terms  to  my   students?”  (R.J.  SQggins)   Steps  to  Develop  Rubrics  
  40. 40. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       1.  Choose  a  learning  target     2.  Brainstorm  quality  performance   3.  Collect  samples  of  exisQng  rubrics   &  Gather  samples  of  student  work   Steps  to  Develop  Rubrics  
  41. 41. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     4.  Analyze  and  sort  samples  of   student  work   5.  Decide  on  a  scale  of   performance   6.  Test  the  rubric  and  revise  it  as   needed     Steps  to  Develop  Rubrics  
  42. 42. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Steps  to  Develop  Rubrics   1.  Choose  a  Learning  Target   §  What  is  the  task  you  are  asking   students  to  perform?   §   Define  your  assignment  or  project  –   what  do  you  want  your  students  to   know  and  be  able  to  do?    
  43. 43. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Steps  to  Develop  Rubrics   2.    Brainstorm-­‐quality  performance         §   Describe  the  characterisQcs   of  a  quality  performance  –  the   criteria  of  the  task  
  44. 44. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Steps  to  Develop  Rubrics   3.  Collect  Samples  of  Exis?ng  Rubrics  &     Gather  Samples  of  Student  Work   •  Collect  available  exisQng  rubrics  and   descripQons  of  performance   •   Gather  actual  rubric  language   •   Gather  at  least  20  samples  of  student  work   that  represent  the  broadest  range  of  student   performance  for  that  learning  target   (assessment)   •   A  variety  of  samples  helps  ensure  that  all   important  general  criteria  end  up  on  the  final   rubric    
  45. 45. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Steps  to  Develop  Rubrics   4.  Analyze  and  Sort  Samples  of  Student  Work   •   Examine  the  samples  of  student  work   •   Sort  the  samples  into  three  stacks,   represenQng  your  evaluaQon  of  them  as   strong,  medium,  and  weak  (or  proficient,   developing,  and  beginning)   •   Write  down  your  reasons.  Be  as   descripQve  as  possible.   •   BeSer  if  done  in  teams.  Each  member   does  this  independently  and  then   determine  the  consensus      
  46. 46. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Steps  to  Develop  Rubrics   4.  Analyze  and  Sort  Samples  of  Student  Work   •  Goal  of  this  acQvity:      develop  a  list  of  the  reasons  why  you   place  each  sample  in  its  respecQve   stack   •   These  reasons  or  descripQve   statements  will  form  the  core  of  your   rubric  descriptors.    
  47. 47. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Steps  to  Develop  Rubrics   5.  Decide  on  a  scale  of  performance   •  Develop  a  raQng  scale  with  the   levels  of  mastery   q Excellent q Very Good   q Good q Average q Poor P Expert  
  48. 48. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Steps  to  Develop  Rubrics   6.  Test  the  rubric  and  revise  it  as  needed   •   Test  the  rubric   •   Write  down  how  it  can  be  improved   •   Revise   Remember:       Rubrics  are  always  works  in  progress!  
  49. 49. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Components  of  a  Rubric   1. Criteria   2.   Descriptors   3.   Scale    
  50. 50. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Components  of  a  Rubric   1.   Criteria  
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  52. 52. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Components  of  a  Rubric   2.  Descriptors  
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  58. 58. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Components  of  a  Rubric   3.  Scale  
  59. 59. Page  1  Top  Por?on  
  60. 60. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   1.  Choose  a  learning  target     2.  Brainstorm  quality  performance   3.  Collect  samples  of  exisQng  rubrics   &  Gather  samples  of  student  work   4.  Analyze  and  sort  samples  of   student  work   5.  Decide  on  a  scale  of  performance   6.  Test  the  rubric  and  revise  it  as   needed   Review  
  61. 61. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG   GOAL  THREE       Apply    this  new  knowledge   to  develop  rubrics  for   healthcare  interpreQng   trainings       Home  for  Trainers    Interpreter  Trainers   Webinars  Workgroup   An  iniQaQve  of  the  Standards  and  Training   CommiSee   www.ncihc.org/home-­‐for-­‐trainers    
  62. 62. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   •  Examples   o Essay   o Oral  PresentaQon   o Role-­‐play  pracQce   o WriSen  Exam     o Oral  Exam   Of Of Of For Of
  63. 63. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   •  Examples   o Oral  PresentaQon   o Role-­‐play  pracQce   o Oral  Exam   Of For Of
  64. 64. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       •  Set  expectaQons  for  students   •  Easy  to  understand   •  Promotes  transparency   •  Saves  Qme  and  frustraQon   Rubric  for  Learning  
  65. 65. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Rubric  for  Role-­‐play  Prac?ce   •  What  are  the  skills  that  the  student   needs  to  have  in  order  to  become  a   skilled  healthcare  interpreter?   Rubric  for  Learning  
  66. 66. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   List  of  Wants   Properly  use  memory  aids   •  Note-­‐taking   •  Anchoring   Rubric  for  Learning  
  67. 67. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   List  of  Wants   Ethical   Accuracy   Roles  of  the  Interpreter   Rubric  for  Learning  
  68. 68. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       List  of  Wants     Presenta?on  Style   •  Speak  clearly   •  Appropriate  Flow   •  Posture   •  Professional  Manner   •  No  gum  or  food     Rubric  for  Learning  
  69. 69. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Sample  Rubric-­‐Role  Play  PracQce   Was the interpreter prepared for the vocabulary?
  70. 70. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Rubric  for  Role  Play  Prac?ce     •  Clearly  define  “Well”  or  “Excellent”   •  What  would  a  perfect  interpreQng   performance  look  and  sound  like?   •  Write  it  down   Rubric  for  Learning  
  71. 71. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Rubric  for  Role  Play  Prac?ce     •  Clearly  define  “Poor”  or  “Inadequate”   •  What  would  a  poor  interpreQng   performance  look  and  sound  like?   •  Write  it  down   Rubric  for  Learning  
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  74. 74. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     Rubric  for  Learning   •  Set  expectaQons  for  students   •  Easy  to  understand   •  Promotes  transparency   •  Saves  Qme  and  frustraQon   Review  
  75. 75. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG      • Final  Oral  Exam     • Oral  PresentaQon   Rubric  of  Learning  
  76. 76. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     Final  Oral  Exam     •  What  do  you  want  to  measure?   •  What  is  measureable?   •  Syllabus-­‐Learning  ObjecQves   1)  Accuracy   2)  PresentaQon  Style   3)  Technique   Rubric  of  Learning  
  77. 77. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Final  Oral  Exam   •  Grading   Ø Group  effort-­‐make  take  some  Qme   Ø Complicated  (Grade  needs  to  reflect   performance)   •  Final  Oral  Exam   Ø What  does  a  quality  performance   look  like?   Ø What  should  be  the  passing  grade?   Ø How  important  is  PresentaCon  Style   and  Technique?   Rubric  of  Learning  
  78. 78. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Sample  Oral  Exam  (segment)   ______/128  
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  84. 84. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Oral  Presenta?on     Rubric  of  Learning     1.  PresentaQon   methods   •  d.  Student   presentaQons   The  NCIHC  Na?onal  Standards  for  Healthcare  Interpreter  Training  Programs-­‐Page  17    
  85. 85. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE       Oral  Presenta?on   •  What  do  you  want  to  measure?   •  What  is  measureable?   o Syllabus-­‐Learning  ObjecQves   1)  PresentaQon  Style/Delivery   2)  Content   Rubric  of  Learning  
  86. 86. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   1)  Presenta?on  Style/Delivery   •  OrganizaQon   •  Eye  Contact   •  Voice  Quality   •  Interest  Level/Enthusiasm   •  PronunciaQon   •  Visuals   •  Time     Rubric  of  Learning  
  87. 87. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   2)  Content-­‐ER  Presenta?on   •  Explained  the  disease   •  Causes   •  Clinical  Symptoms   •  Diagnosis  (Tests)   •  Treatment   •  PrevenQon   •  Risk  Group   Rubric  of  Learning  
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  90. 90. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Challenges Associated with Converting Rubric Scores to Grades
  91. 91. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Poll  #3              What  issues  can  you  foresee   when  conver?ng  the  score  into  a   tradi?onal  grade?      
  92. 92. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Poll  #3  Results               Comments……..  
  93. 93. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   How  do  I  measure  (grade)  a  paper   or  presenta?on  using  a  rubric?   Minimal (1 point) Adequate (2 points) Strong (3 points) Outstanding (4 points) Mechanics Ideas & Content Peer Interaction 2+3+4=9  Points                                                        75%  
  94. 94. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   How  do  I  measure  (grade)  a  paper  or   presenta?on  using  a  rubric?   Beginner (1 point) Developing (2 points) Intermediate (3 points) Superior (4 points) Expert (5 points) Item #1 Item #2 Item #3 Item #4 4+3+2+3=13  Points                                                        65%  
  95. 95. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   How  do  I  measure  (grade)  a  paper  or   presenta?on  using  a  rubric?   Expert (5 points) Superior (4 points) Intermediate (3 points) Developing (2 points) Beginner (1 point) Item #1 Item #2 Item #3 Item #4 3+3+3+3=12  Points                                                        60%  
  96. 96. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE      Careful     with     limiting  your  options   Expert (5 points) Superior (4 points) Intermediate (3 points) Developing (2 points) Beginner (1 point) 100% A+ 80% C- 60% D- 40% F 20% F
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  101. 101. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Let’s do one together!
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  104. 104. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Let’s do one more!
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  107. 107. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   One more reason to use Rubrics!
  108. 108. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Advantages-­‐Communica?on  Tool  
  109. 109. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     Rubric  of  Learning   •  Outlines  expectaQons   •  Measures  consistently   •  Conversion  of  score  into  grade   •  CommunicaQon  Tool   Review  
  110. 110. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG     q   Understand  the  importance  of  rubrics     q   Understand  the  different  components   of  rubrics     q   Apply    this  new  knowledge  to  develop   rubrics  for  healthcare  interpreQng   trainings   Learning  Objec?ves   Review   P   P   P  
  111. 111. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG   Q&A  
  112. 112. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   Announcements     •  Next  webinar:  April  9,  2015  at   11:00  AM  Central   •  Session  EvaluaQon   •  Follow  up  via  email:   TrainersWebinars@ncihc.org     Home  for  Trainers    Interpreter  Trainers  Webinars  Work  Group   An  iniQaQve  of  the  Standards  and  Training  CommiSee   www.ncihc.org/home-­‐for-­‐trainers  
  113. 113. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE   WWW.NCIHC.ORG   Home  for  Trainers    Interpreter  Trainers  Webinars  Work  Group   An  iniQaQve  of  the  Standards  and  Training  CommiSee   Thank  you!   Rubrics  101   Commit  to  Rubrics:  A  Connec?ng  Factor   that  Impacts  Healthcare  Interpre?ng   from  the  Classroom  to  the  Workplace   Guest  Trainers:     Zarita  Araújo-­‐Lane,  MSW,  LICSW   Vera  Duarte,  MA   Andrew  Jerger,  CHI™,  CMI   www.ncihc.org/home-­‐for-­‐trainers  
  114. 114. NATIONAL  COUNCIL  ON  INTERPRETING  IN  HEALTH  CARE     You  can  access  the  recording  of  the   live  webinar  presentaQon  at     www.ncihc.org/trainerswebinars     Home  for  Trainers    Interpreter  Trainers  Webinars  Work  Group   An  iniQaQve  of  the  Standards  and  Training  CommiSee   www.ncihc.org/home-­‐for-­‐trainers  

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