In response to calls in the literature for more collaborative practice in interpreter training, this paper describes the design, implementation and part of the evaluation of an innovative joint training intervention for interpreting students (Master’s level) and 3rd- and 4th-year medical students at Ghent University. In order to assess the development of the students’ knowledge and skills, we employed self-efficacy questionnaires; the training intervention was evaluated in a debriefing session with trainers from both fields. A development in skills that involve direct interaction with the primary participants and address specific communicative goals was noted. Our initial evaluation suggests that interprofessional education and collaborative practice in interpreter training can create the conditions for interpreting students to develop a more insightful and reflective approach to their interpreting practice.

中文翻译：

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培训“有医生思想”的口译员和“有思想医生”的医生

为响应文献中有关在口译培训中开展更多协作实践的呼吁，本文介绍了针对口译学生（硕士水平）以及三年级和四年级医学生的创新性联合培训干预措施的设计，实施和评估的一部分。根特大学。为了评估学生的知识和技能的发展，我们使用了自我效能感调查表；在与两个领域的培训师进行的汇报会议中对培训干预措施进行了评估。注意到与主要参与者直接互动并解决特定沟通目标的技能发展。