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1. Work with “STOMACH THIS!” to develop a better understanding of the digestive system.

Using the “STOMACH THIS!”  develop your understanding of the structure and function of the digestive system. See below for details.

Working with STOMACH THIS!

Part of “Internal Discussions: Appt in Gastroenterology”


1. Work with English Lectures on STOMACH THIS to develop understanding of anatomy and physiology.

Paul Buttenhoff, a professor at the College of St. Catherine, gives two lectures on the digestive system in English. Listen to the lectures to better understand the structures and functions of the system. Use the diagrams on that CD or this one to help identify the spatial relationships between the organs which make up the system. (Depending on your familiarity with the topic, you may also choose to do either the warm-up or the technical lecture, rather than listen to both.)

2. Retell information in spoken English.

Using a diagram of the digestive system as a guide, retell the lecture in spoken English. This is a good test of both comprehension and memory. You can use either the diagram with labels or no labels.

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Click on an image to see a larger version.

3. Work with ASL lectures to develop understanding of how to convey information in ASL.

After developing a better understanding of the system itself, watch Cara Barnett?s lectures to see how she conveys the same information in ASL. Pay particular attention to her use of space to show how the organs are structured and function in relation to each other. (Again, you may also choose to do either the warm-up or the technical lecture, rather than listen to both.)

4. Retell information in ASL.

Similar to step 2, retell the information in ASL.

2. Do prediction/preparation for interpreting this appointment.

Using resources suggested on page 12, prepare for interpreting this appointment looking at what conditions and procedures might be discussed during a gastroenterology appointment.

3. Practice checking-in for an appointment.

As an interpreter in medical settings, you need to be prepared to handle the check-in in an efficient and effective way. On page 13, there is a video which allows you to practice and some perspective from Nancy Niggley on how she handles the many check-ins that she does throughout the course of her work.

4. Meet the Deaf patient.

There is a very brief introduction by Mary Dykstra who is coming in for the appointment.

5. Interpret the appointment in a consecutive manner.

The first offering of the actual interaction is presented in a format designed for consecutive interpretation. Each turn is offered as a separate movie, allowing you to work on interpreting without the constraints of time.

6. Observe/analyze the original interpretation.

The interpretation is also offered as it was actually performed. The video contains a shot of the doctor and interpreter, as well as the Deaf consumers. Using a framework developed by Dr. Melanie Metzger, you can analyze the interpretation to be more effectively prepared for working in actual settings.

7. Interpret the appointment in a simultaneous manner.

After having spent time preparing for the content of the appointment, and analyzing the features which might present a challenge, go ahead and interpret the appointment in a simultaneous manner. This format is offered on page.

8. Practice interpreting video in the context of Patient Education.

Jane Harrington, who is the lead nurse for the Gastroenterology Department at Health Partners gives a description of two common procedures used to diagnose complications with the digestive system. She first explains an EGD and then a colonoscopy. This monologue is a good example of a type of video that might be used in patient education to explain procedures used in gastroenterology. Additionally, Nancy Niggley and Cara Barnett both provide interpretations for this material for you to gather other ideas for how to convey this information in ASL–and give an example of how a Deaf-Hearing team can work together to create an interpretation.

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