Interpreters work with clients from many professions and in different contexts and settings. A facilitator of interpreters’ ability to provide an optimal interlingual transfer of another’s speech or signing is possessing knowledge of other professionals’ perspectives and goals. Interprofessional education is a teaching or learning method that includes learning activities in which trainees from two or more disciplines interact with each other in real or simulated settings. This article reports on the participation of interpreting students in interprofessional education with medical and social work students over a three-year period. Responses were obtained from 109 interpreting students across four medicine–interpreting and three social work–interpreting sessions relating to their perception of the roles of the other student groups pre- and post-intervention and how best to work with each group. Thematic analysis of the data revealed that pre-intervention knowledge of the doctors’ work was significant while knowledge about social work was varied; there were high levels of agreement that knowledge of the other group had increased post-intervention; future intentions were related to greater awareness of a briefing, applying knowledge of the relevant genre of spoken interaction, the need for the allophone interlocutors to establish rapport with each other, and awareness of source speakers’ tone and intent in addition to form and content.

中文翻译：

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口译培训中的跨专业教育

口译员与来自不同行业、不同背景和环境的客户一起工作。口译员提供最佳语际转换他人语音或手语能力的促进者拥有其他专业人士的观点和目标的知识。跨专业教育是一种教学或学习方法，包括来自两个或多个学科的受训者在真实或模拟环境中相互交流的学习活动。本文报告了口译学生在三年期间与医学和社会工作学生一起参与跨专业教育的情况。从四个医学口译和三个社会工作口译课程的 109 名口译学生那里获得了答复，内容涉及他们对干预前后其他学生群体的角色的看法，以及如何最好地与每个群体合作。数据的主题分析显示干预前对医生工作的了解显着，而对社会工作的了解存在差异；高度同意另一组的知识在干预后有所增加；未来的意图与更好地了解简报、应用相关口语互动类型的知识、变音对话者彼此建立融洽关系的需要以及除了形式和内容之外对源说话者的语气和意图的意识有关。