• Performance Levels - Consecutive Interpreting Practice

    Performance Levels - Consecutive Interpreting Practice

  • Instructions

    Level 1 Audios: Complete one or two Level 1 Audios.

    If they are too easy for you, continue on to Level 2 audios.

    If they are somewhat difficult, complete all of the Level 1 audios before going to Level 2.

    Level 2 Audios: At least three Level 2 Audios are required.

    Level 3 Audios: Optional

  • Performance Levels

    LEVEL 1 — Foundational Consecutive Interpreting


    Student Profile:
    Beginning interpreting students developing core listening and short-term memory skills. Clinical encounters are simple, structured, and predictable.

    Core Skills

    • Accurately interpret short phrases or short sentences
    • Demonstrate basic active listening
    • Render messages with general accuracy
    • Maintain first-person interpretation with occasional lapses
    • Identify obvious medical terminology
    • Interpret basic medical terminology into the target language
    • Interpret familiar layman's terms into English

    Message Characteristics

    • Simple sentence structures
    • Limited medical terminology
    • Minimal numbers or instructions
    • Slower pace, clear pauses
    • Source message delivered clearly and slowly in standard English
    • No distractors

    Note-Taking

    • Minimal and random, unable to identify keywords or critical information
    • Or, excessive note-taking, trying to write everything down
    • Relies mostly on memory
    • Focuses on note-taking and details, missing the major concept or meaning of the message
    • Unable to read notes if note-taking
    • Distracted by own note-taking

    Common Challenges:

    • Unable to grasp the meaning of the message when first hearing the message
    • Omissions in longer utterances or when encountering lists
    • Literal translations
    • Difficulty managing own pace
    • Difficulty retaining and recalling the message
    • Fluency suffers with longer statements
    • Frequent requests for repetition
    • Uses CP as substitute for listening, note-taking, and analysis
    • Knowledge deficit of general medical terminology
    • Resorts to summarizing or selective interpreting
    • Does not realize mistakes

     

    Ethical Expectations

    • Recognizes when something is unclear or needs to clarify
    • Seeks clarification when appropriate (Using CP)
    • Avoids guessing or intentional omissions
    • Prioritize accuracy over speed
    • Develop CP for accuracy and role boundaries

     

    Examples: Student accurately interprets the following after listening once.

    • “Take this pill once a day with food.”
    • "You should take the flu vaccine each year."
    • "Avoid smoking or quit smoking if you smoke. "
  • LEVEL 2 — Intermediate Consecutive Interpreting


    Student Profile:

    Students managing moderate-length utterances with improved accuracy and self-monitoring. Encounters include routine clinical visits, routine medications, routine instructions, familiar topics and medical terminology.

    Core Skills

    • Accurately interpret 3–4 related sentence segments or 2 to 3 short sentences
    • Demonstrate sustained active listening
    • Preserve meaning, intent, and register
    • Manage messages with routine medical terminology and instructions
    • Maintain neutrality and professional tone

    Message Characteristics

    • Multi-step instructions
    • Basic explanations of diagnoses or procedures
    • Routine medications, dosages, and timelines

    Note-Taking

    • Functional note-taking system
    • Able to take down lists accurately
    • Records keywords >Clarification Skills
    • Uses short hand notation
    • Appropriately requests clarification for:
    • Dosages
    • Unclear terminology
    • Ambiguous instructions
    • Does not rely on clarification for non-critical information

    Common Challenges:

    • May miss some phrases that do not contain critical information
    • May ignore conditional terms such as: however, unless, therefore, etc.
    • May miss some items when interpreting lists
    • Difficulty with unexpected or unfamiliar terminology and longer statements
    • Managing multiple speakers

    Ethical Expectations

    • Uses transparency (“Interpreter speaking…”)
    • Recognizes when terms may need clarification
    • Maintains role boundaries

     

    EXAMPLE: Provider:

    “Increase your lisinopril to 40 milligrams. Take 20 milligrams twice a day for better control of your blood pressure." 

    "Brush your teeth at least twice a day with a fluoride toothpaste, floss your teeth once a day and schedule dental exams at least twice a year."

    "If you choose to drink alcohol, do so only in moderation, which means no more than one drink a day for women and two drinks a day for men."

    Student accurately verifies (repeating back) the correct medication and dosage when using CP.

    Able to recognize the sentence segments (chunking), appropriate note-taking, and able to transmit the message accurately into the target language with fluency, without relying on CP or asking for repetition.

  • Beginner Vs Advanced

    Side-by-Side Comparison: Interpreter Performance

    Skill Area Beginner Interpreter Advanced Interpreter
    Noise Tolerance Easily distracted by background noise; accuracy declines. Filters out noise and maintains message focus.
    Fast Speech Processing Struggles with rapid delivery; frequent omissions. Tracks rapid speech and preserves key meaning.
    Emotional Regulation Stress and emotion interfere with performance. Remains calm and controlled despite distressing situations.
    Overlapping Speakers Becomes confused or stops interpreting. Uses professional interventions to manage turn-taking.
    Message Prioritization Focuses on words rather than meaning. Prioritizes core message, modifiers, and intent.
    Omissions Under Stress Omissions are common in chaotic environments. Rare omissions; recognizes when clarification is required.
    Ethical Decision-Making Reactive and uncertain in high-pressure moments. Proactive, principled, and aligned with standards.
    Use of Interventions Hesitant to intervene even when needed. Uses brief, appropriate interventions to protect accuracy.
  • LEVEL 3 — Advanced Consecutive Interpreting


    Student Profile:
    Advanced students capable of handling complex, high-risk medical encounters with minimal support. Ready for hospital and specialized medical settings.

     

    Core Skills

    • Accurately interpret extended discourse (at least 4 to 5 short phrases or 2 to 3 longer sentences)
    • Preserve complete meaning, nuance, and register
    • Manage rapid speech and dense information
    • Anticipate structural patterns and has sufficient clinical background to predict logical or expected clinical information
    • Recognizes the significance of conditional statements such as: rarely, possible, appears, unlikely, etc.)
    • Wide range of medical knowledge base in both languages
    • Familiarity with diverse cultural and linguistic backgrounds
    • Able to recognize and differentiate nuances, for example, push vs. shove, refuse vs. will not, told vs.yelled, upset vs. panicked, grabbed vs. pulled, agreed vs. went along with, held vs. squeezed, etc.

     

    Message Characteristics

    • Informed consent discussions or consent forms with advanced medical information
    • ER encounters with fast pacing and urgent medical need
    • Specialty care (oncology, dialysis, surgery)
    • Emotionally charged content
    • Source message delivered with background distractions


    Note-Taking

    Efficient, structured, and selective
    Captures complex data: 

    • Medication classes, list of symptoms, etc.
    • Risk/benefit explanations
    • Conditional statements
    • Uses verticality and advanced symbols


    Clarification & Advocacy:

    • Recognizes terminology equivalence (e.g., anesthetic vs numbing medicine)
    • Requests clarification when patient safety is at risk
    • Applies proportionate advocacy
    • Knows and applies role boundaries and standards: when to continue, clarify, or withdraw
    • Reserves CP for critical information or role clarification. Uses note-taking, high level reasoning and comprehension, message analyses for messages with no critical data.


    Ethical & Professional Mastery:

    Integrates LACI seamlessly
    Applies IMIA/CHIA/NCIHC standards in real time
    Maintains neutrality under pressure
    Supports provider-patient communication without taking control

    Example
    Provider:

    “With the gadolinium contrast given for MRI, a mild reaction, in 1-10% of people may occur, such as nausea, headache, rash or injection site irritation."

    "A more severe reaction is unlikely, but possible.  This occurs in less than 0.5% of people. This could include difficulty in breathing or a drop in blood pressure, which can require further medical intervention."


    Student interprets fully, preserving critical information (only uses CP for the critical data), tone, rationale, and safety framing.)

  • Performance Level Comparison

    Skill Area Level 1
    Foundational
    Level 2
    Intermediate
    Level 3
    Advanced
    Utterance Length Short segments (1–2 phrases or 1 short sentence). Slow and clear utterances of source message Moderate segments (3–4 segments or 2 to 3 related short sentences, or 1 long sentence). Able to handle normal speaking speed and some background distractions Extended discourse (1 long sentence with varied segments, or 2 to 3 longer  sentences.) Able to focus and understand messages delivered under stressful conditions or with distractions.
    Medical Complexity Low; basic vocabulary. Memorized clinical encounter. Moderate; routine clinical terminology High; specialty and high-risk content
    Note-Taking Minimal or excessive Functional; key data recorded Advanced; structured and selective
    Clarification Skills With prompting or instructor support. Or dependent. Independent for unclear or critical details Strategic and selective; proactive when patient safety is at risk
    Accuracy & Completeness Developing; occasional omissions Consistent with minor lapses under pressure High-level; preserves meaning, nuance, and register
    Ethical Judgment Emerging awareness Applies standards appropriately Integrated ethical decision-making in real time
    Professional Readiness Classroom-based practice Routine medical appointments Ready for real-world hospital or critical settings
  • Performance levels reflect ethical and clinical readiness, not speed of interpreting.

  • Consecutive Interpreting Sample (Layman's terms)

    Student Audio Sample - Anxiety Screening

     

    https://www.cultureadvantage.org/PS-OHA/sentences/Sentences-anxiety-screening.mp3

     

     

    Over the last two weeks, how often have you been bothered by the following problems?
    Feeling nervous, anxious, or on edge.
    Not being able to stop or control worrying.
    Worrying too much about different things
    Trouble relaxing
    Being so stressed that it is hard to sit still
    Becoming easily annoyed or irritable
    Feeling afraid, as if something awful might happen
    Do you experience excessive worry?
    Is your worry excessive in intensity, frequency, or amount of distress it causes?
    Do you find it difficult to control the worry (or stop worrying) once it starts?
    Do you worry excessively or uncontrollably about minor things such as being late for an appointment, minor repairs, homework, etc.?

  • Note: This speaker tends to speak faster then most people. Do not feel that you have to speak this fast. Work on ACCURACY first, before speed.

  • Shadowing

    Note: If you are not yet confident of your Level 1 skills, it is strongly suggested to practice listening and repeating the source message first.

    This is called Shadowing. First, practice shadowing to make sure that you have excellent listening and comprehension skills. Once you are comfortable with your listening and comprehension, then repeat the audio and practice interpreting after each pause.

  • Level 1. How to Use Crutches

     


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  • Level 1 - Ankle Sprain

    Ankle Sprain

    Listen to the audio. Record your interpretation after each pause. Try to limit your interpretation to the pause in between the utterances.

     

     


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  • Level 1 - When to call your baby's doctor

    Listen to the audio. Record your interpretation after each pause.

     


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  • Level 1 - When to call your baby's doctor

     


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  • Level I - Giving Medications to Children

    Listen to the audio. Interpret after each pause. You do not need to refer to the video. You only need to listen and interpret.

    You only need to record your interpretation for 3 to 4 minutes.  (Make sure to stop the video after that time, otherwise, it will continue to play.) 

    Important: Make sure to STOP the video if you do not complete it as it will continue to play when you get to the next page if you do not complete playing it.

  • Level 1 - How to give medicine to infants

     


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  • Level I  - Eye Drops

    Listen to the audio. Interpret after each pause.

    Eye Drops Information.


    View on Vocaroo >>
     
     

    Important: Make sure to complete the audio as it will continue to play when you get to the next page if you do not complete playing it.

  • Level 1 Eye Drops


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  • Level 2 Performance

    Note: If you are not able to complete Level 1 exercises accurately, you should continue to practice listening skills and recording in the same language for Level 2 assignments. Only when you are confident of your listening and comprehension skills, should you start interpreting Level 2 assignments.

    Requirement for Level 2:

    Complete at least three Level 2 Assignments.

    You may try to complete them all.

    Make sure to click SUBMIT at the end of this form.

    To benefit from these exercises, you should take notes of the terms that you do not know or have difficulty interpreting, look them up, and add them to your Personal Glossary.

     

  • Level II - Prescription Medications

    Listen to the audio. Interpret after each pause. You do not need to refer to the video. You may only listen and interpret.

    Medications used:
    Synthroid
    Levothyroxine
    Atenolol
    Metformin
    Glucophage
    Omeprazole
    Prilosec

    Important: Make sure to complete the video as it will continue to play when you get to the next page if you do not complete playing it.

  • Level 1 to Level 2 Transition: How to Interpret Higher-Level Sentences


    As you move from Level 1 to Level 2, the sentences you will interpret become longer, denser, and more clinically realistic. This transition reflects how language is actually used in healthcare settings.

    At Level 1, sentences are short and focus on a single idea.
    At Level 2, sentences often contain multiple pieces of information at once, such as:

    Numbers and measurements (dosages, times, quantities)
    Medications or procedures
    Conditions, reasons, or consequences
    Cause-and-effect relationships
    Your task is no longer just to translate words, but to process meaning, structure, and intent in real time.


    What to Expect in Level 2 Sentences


    Level 2 sentences may include:

    Embedded details

    “Take 5 milligrams twice a day for 7 days unless you experience dizziness.”
    Unfamiliar medical terminology
    Conditional language (if, unless, before, after)
    More than one action or instruction in a single sentence


    It is normal not to know every medical term. Professional interpreters do not rely on memorization alone—they rely on analysis and context.


    How to Interpret When You Don’t Know a Term


    When you encounter an unfamiliar word:

    Do not panic or stop the interpretation
    Lack of familiarity does not mean failure.
    Analyze the structure of the sentence


    Ask yourself:

    Is this a medication, a dose, a procedure, or a symptom?
    What action is being taken?
    Who is doing it, how often, and why?


    Use contextual clues

    Numbers often indicate dosage or timing
    Units of measurement (mg, mL, units) signal medications
    Verbs like take, inject, schedule, monitor give functional meaning
    Render the message accurately and completely
    Even if a term is unfamiliar, you can still interpret the function and instruction correctly.


    After practice, write down unfamiliar terms

    Look them up
    Learn pronunciation
    Add them to your personal glossary
    This mirrors real clinical practice: learning happens before and after encounters, not during them.

  • Key Skill Shift at Level 2


    At this level, you are developing:

    Message-level accuracy, not word-for-word translation
    Cognitive load management
    Retention of numbers and sequences
    Confidence under uncertainty


    You are learning to:

    Hold incomplete knowledge without freezing, while still delivering a complete and accurate interpretation.

  • Why This Matters for Professional Interpreting


    Level 2 practice prepares you for:

    Real medical encounters
    Certification exams
    Performance evaluations where accuracy, flow, and professionalism are assessed


    In real healthcare settings:

    • Providers speak in long, information-dense sentences
    • Patients may misunderstand some information.
    • Patients may ask complex follow-up questions


    Interpreters must process meaning rapidly and ethically
    This transition is not about being perfect—it is about becoming strategic, analytical, and resilient.

  • Reminder to Students


    Not knowing a term is not a weakness. You can use your critical thinking skills to analyze the meaning of the message. You can add the term to your Personal Glossary so you can continually build your medical vocabulary.


    Failing to analyze the sentence is.

    Your goal at Level 2 is to:

    Stay present
    Preserve meaning
    Keep the communication moving. Continue building your vocabulary. Write down any new terms or concepts, look them up, and add them to your Personal Glossary.


    Mastery comes with practice, reflection, and intentional vocabulary building.

  • Level 1 to Level 2 Transition  - Random Sentences.

    Listen to the utterance. Interpret after each pause. Wait until the pause to start interpreting. Some sentences are longer than others. If you come across a term that you do not know, you may pause the audio for a few seconds to analyze the entire utterance including the previous statement if the sentence is divided into segments. 

    Example analysis:
    "I will increase your lisinopril dose to 40 milligrams, split the dose to 20 milligrams twice a day, to better control your blood pressure."

    What is lisinopril? Based on the sentence, it is the name of a medication.

    What is it for? For blood pressure control.

    What is the dose? 40 milligrams. What is the frequency? What is the total dose? How much to take?

    Another example:

    "The spirometry results indicate that you have early COPD. We will start with an oral bronchodilator and a rescue inhaler to be used as needed."

    What is spirometry? If you do not remember, analyze the sentence. What is COPD? You should know what is COPD. Based on the sentence, the spirometry is a test that determines how well the patient's lungs are working.

     

  • Full Analysis of Example Sentence

    Sentence to Interpret

    “"The spirometry results indicate that you have early COPD. We will start with an oral bronchodilator and a rescue inhaler to be used as needed."

    Assume:

    The interpreter knows what COPD is
    The interpreter does NOT know what spirometry is. Analyze the word bronchodilator. Rescue inhaler.

    Step 1: Identify the Message Type


    Before focusing on individual words, determine the function of the sentence.

    This is:

    A diagnostic statement
    Based on test results
    Communicating a medical condition at an early stage


    So the core meaning is:

    A medical test shows signs of early COPD.

    Step 2: Analyze the Unknown Term by Structure


    Even without knowing the definition, you can analyze “spirometry” using context clues.

    What you can deduce:
    It is followed by the word “results”
    → Therefore, it must be a test or measurement
    It is used to indicate a diagnosis
    → It provides objective data
    COPD is a lung disease
    → The test likely relates to breathing or lung function
    Logical deduction:

    Spirometry = a medical test that measures lung or breathing function.

    At an entry level proficiency, you are not required to know the technical mechanics to interpret the meaning accurately. However, knowing a broad range of the most common medical procedures and at the least, how they are done is your goal as a professional medical interpreter.

    Bronchodilator: What is broncho? You need to have basic anatomy knowledge. If you don't know it by now, you should go back to Part 1 and review the respiratory system. What is a dilator? This is basic English vocabulary - what does it mean to dilate something? Put the two words together: Broncho +  dilator.

    What is an inhaler? If you don't know, go back to Part 1 Respiratory System. What does it mean "rescue inhaler?" Use your thinking skills to analyze what the term means. It can me to "rescue" someone from drowning or from danger, right? So with the addition of "as needed," you can reason out that this is an inhaler to be used when the patient is very short of breath. At this point, take this opportunity to look up the inhalers for COPD, Asthma, etc. Here is a link for additional information: https://www.verywellhealth.com/common-copd-inhalers-915048

    Always be learning!


    Step 3: Preserve the Term, Do Not Replace It


    Ethically and professionally:

    You should not substitute the term with your own explanation
    You should not simplify it to “breathing test” unless the provider does


    Correct interpreter strategy: If you do not know the term.


    Keep the original term (spirometry)
    Interpret the sentence faithfully
    Since you are not sure, clarify with the provider if you can use "breathing test" to explain spirometry to the patient.


    Step 4: Focus on Meaning Over Definitions


    You are interpreting what the sentence does, not just what the word means.

    The sentence does three things:

    References test results
    States a medical finding
    Communicates early-stage COPD


    That meaning must be preserved intact.

    Example of Accurate Interpretation (Conceptual) 


    Even without knowing the term fully, the interpreter can correctly convey:

    “The results of a test called spirometry show that you have early-stage COPD.”


    This is:

    Accurate
    Complete
    Ethically appropriate
    Within scope

    What the Interpreter Should NOT Do
    ❌ Do not guess or explain how spirometry works
    ❌ Do not omit the term
    ❌ Do not replace it with “breathing test” unless the provider does
    ❌ Do not interrupt to ask for a definition unless comprehension is impossible


    Step 5: Post-Encounter Learning (Critical)


    After the session:

    Write down spirometry


    Look up:

    Purpose
    Pronunciation
    Common collocations (Pulmonary Function Test (PFT), spirometry test, spirometry results)
    Add it to your glossary
    This reinforces professional growth without compromising the encounter.

  • BEST PRACTICE for PROFESSIONAL INTERPRETING

    The interpreter should know the basics.

    What is spirometry. Spiro means to breathe in. Metry means to measure. A procedure that measures how much air is breathe in and exhaled.

    Based on the context of the medical encounter. If the provider has not yet explained what is a spirometry, and the interpreter knows what it means, the interpreter may verify the meaning. COPD is an abbreviation, so also verify the meaning.

    Clarification Protocol:

    Step 1

    Step 2

    Step 3: Doctor, you mentioned “The spirometry, the breathing test that measures how much air is breathed in and out,  results, indicate early COPD, chronic obstructive pulmonary disease, is this correct?”

    (Provider: "Yes.")

    Step 4: The results of the spirometry, the breathing test that measures how much air is breathed in and out, indicate that you have early COPD, chronic obstructive pulmonary disease.

     

  • Level 1 to Level 2 Transition Sentences

    In these sentences, you do not have to use Clarification Protocol. Simply interpret into the target language. However, remember that when interpreting medical encounters, always use CP for critical information.

    Remember to analyze any new or unfamiliar medical terms and follow the guidelines above if you do not know a medical term.

    Click RECORD now.


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  • OPTIONAL BUT Recommended for Practicing Memory Skills and becoming familiar with medications.

    Click on the Youtube exercises below.

    https://www.youtube.com/@MedicationMemoryChallenge

     

  • Level II - Eye Surgery Medications

    Listen to the audio. Interpret after each pause.

    Eye drop medications after surgery. 

    Medications used:

    Ilevro
    Ofloxocin
    Prednisolone
    Atropine
    Ketorolac


    View on Vocaroo >>

    Important: Make sure to complete the audio/video as it will continue to play when you get to the next page if you do not complete playing it.

     

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  • MRI Screening Levels 1 and 2

    Listen to the audio. Interpret after each pause.

    Avoid looking at the script when interpreting and focus on listening.

  • Level 2

    Spirometry Sentences (Level 1 to Level 2 Sentences.)

    Try to focus on listening and avoid looking at the script while interpreting.

  • Levels 1 to 3 - Stress Incontinence

    You should be able to interpret Level 1 sentences without repeating the message.

    You should be able to interpret Level 2 or Level 3 sentences without repeating the message, or if needed, you may have 1 repetition while still maintaining fluency.

     

  • Level 2 to Level 3 - Dermatology

    Skin Biopsy

  • OPTIONAL Exercises:

    The following exercises are optional.

    If you choose not to do the optional exercises, make sure to click SUBMIT at the end of the form.

    Click NEXT until you get to the last page and click SUBMIT. THANK YOU.

  • If you choose not to do any optional activities, make sure to click SUBMIT at the end of this form.

    Level 1 and Level 2 - Physical Therapy and Rehab Exercises - Optional

    Listen to Level 1. Interpret after each pause.

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  • Level 2.

    Interpret after each pause.

     

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  • Level II - Central Line 1

    This assignment requires online research if needed. You may take some time to look up the meaning and translations of terms that you are not familiar with.

    Listen to the audio. Record the interpretation after each pause.

     

     
    View on Vocaroo >>

     
     

    Important: Make sure to complete the audio/video as it will continue to play when you get to the next page if you do not complete playing it.

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  • OPTIONAL

    The following exercises are optional.

    If you do not wish to proceed, click SUBMIT at the end of the form.

    Make sure all required fields (fields with asterisks) are filled in before Submitting.

     

  • Level II Eye Socket Surgery - Optional

    This assignment may require some online research. You may take some time to look up the meaning and translations of terms that you are not familiar with.

    Listen to the audio. Record your interpretation after each pause.

    You only need to record for 5 to 6 minutes.

     


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  • Level II- Central Line 2

    This assignment may require some online research. You may take some time to look up the meaning and translations of terms that you are not familiar with.

     

     Listen to the audio. Record your interpretation after each pause. 


    View on Vocaroo >>

    Important: Make sure to complete the audio/video as it will continue to play when you get to the next page if you do not complete playing it.

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  • Level II Clinical Research Study Research - PAE (Optional)

    Take notes of any terms that you do not know and look up the meaning and  translations of the terms.

     

    Listen to the audio. Interpret after the pause. You only need to record for 5 to 6 minutes. However, it is recommended to complete the audio.

     

     


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  • MRI Screening Form Level 2

    Listen to the audio. Interpret after each pause.

     


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  • MRI Screening Level 2

    Record after each pause.

    Examples of MRI Screening Forms: Try to become familiar with different forms.

    https://www.uclahealth.org/sites/default/files/documents/MRI-screening-guidelines.pdf

    https://www.adventhealth.com/sites/default/files/assets/mri_outpatient_staff_screening_04-01-21.pdf

     

  • Listen to the audio.

    Pause the audio after each sentence.

    Record your interpretation after each pause. Continue to the next statement, etc. You only need to record for 6 minutes.

    List any terms that you do not know and add them to your glossary.

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  • Level I- Sight Translation Newborn Screening Test (Optional)

    Sight Translation. Record the following sentences in both languages. You only need to record for 7 minutes.

    Record each paragraph in both languages. First, record the first paragraph in English, then immediately record it in the target language.

    Then go to the next paragraph, etc.

    >>>RECORD each paragraph in both languages.<<<

    1. What is newborn screening?

    When your baby is 1 to 2 days old, he has some special tests called newborn screening.   Newborn screening checks a baby for serious but rare and mostly treatable health conditions at birth.

    2. Your baby can be born with a health condition but may not show any signs of the problem at first. If a health condition is found early with newborn screening, it often can be treated. Early treatment is important, because it may help prevent more serious health problems for your baby.

    3. The first test should be collected when your baby is about 24 hours old. The second test should be collected when your baby is about two weeks old. If you have it, take the second screening card to your baby’s care provider at your first visit after birth.

    4. Most newborn screening is done with a blood test to check for rare but serious health conditions. A health care provider pricks your baby’s heel to get a few drops of blood. He collects the blood on a special paper and sends it to a lab for testing. Blood test results are usually ready by the time your baby is 5 to 7 days old.

    5. Hearing screening. This test checks for hearing loss. For this test, your provider places tiny earphones in your baby’s ears and uses special computers to check how your baby responds to sound.

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  • Level III- Sight Translation Newborn Screening Test (Optional)


    Sight Translation. Record the following sentences in both languages.

    You are not expected to know the translations of these conditions. However, you should look up the meaning and translations of these terms from your resources or other online resources at your own time. This assignment is optional.

    >>>>>>>>RECORD the terms in both languages<<<<<<

    Examples of conditions identified in newborns:


    • Biotinidase Deficiency
    • Congenital Adrenal Hyperplasia
    • Congenital Hypothyroidism
    • Cystic Fibrosis
    • Galactosemia
    • Phenylketonuria (PKU)
    • Sickle Cell and Other
    Hemoglobinopathies
    • Severe Combined Immunodeficiency
    • Spinal Muscular Atrophy (SMA)
    • X-linked adrenoleukodystrophy (X-ALD). Screening for this disorder will start on or before January 1, 2023.
    • Other Metabolic and Lysosomal Storage Disorders



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  • Level III. Challenge Exercise - Genetic Testing with Research. (Optional)

    Identify the terms that you need to research, if any. This exercise is optional. You may research the terms at your own time.

    Listen to the audio and interpret after each pause.


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  • After you click SUBMIT, you will be taken to the next phase of Self-Assessment and Plan for Professional Self-Improvement.

  • Should be Empty: