NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE

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NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE

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NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE

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NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE
Guest Trainer:
Welcome!

Rosanna Balistreri
Baby Steps to Note-Taking for
Consecutive Interpreting
Rosanna Balistreri
REACH-reaching diversity
NCIHC Home for Trainers Webinar

REACH-reaching diversity ©
 Importance of Setting the
Stage for Effective Note-Taking

• Positioning (Face-to-Face Interpreter)

• Appropriate volume/call quality (Remote Interpreter)
• Pre-session
• Knowing nature of conversation
• Having paper and pen/pencil handy

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Note Taking – a cognitive task
for consecutive interpreting

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A cognitive skill – What does it mean?

• Listening Phase
– Listening
– Memory (working memory)
– Note-Taking
• Reformulation Phase
– Note-Reading
– Memory (long-term memory)
– Target language production
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 Listening Skills

• Good listening leads to good note-taking

– Attention
– Focus on meaning
– Comprehension
– Analysis and Evaluation*
– Responding
– Remembering

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 Message Analysis

• Fundamental message analysis takes place when you

understand the message or get the gist of the overall
meaning
• The message usually has a main idea and sub-ideas
constituted of grouping of words or sentences
• These groupings of words should be considered at
the lexical level, in their syntactic structure (i.e.,
passive versus active form) and their cultural
framework REACH-reaching diversity ©
 Message Analysis – Syntactic Structure

• You can eat most of your Fitbit daily calories or

might have to increase the number depending on
your level of activity

• You can consume the amount of daily calories

indicated by your Fitbit, or you might have to
consume more calories depending on your level of
physical activity

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 Message Analysis – Cultural Context

• Korean – “I have so much pain that I want to die.”

• English – “I have excruciating pain.”

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 Message Analysis – Lexicon
• How would you take notes of:
– In a nutshell

– We are ruling out cancer

– The patient pulled through

– We are going to nip it in the bud

– It’s raining cats and dogs

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 Memory Retention

• Short-Term Memory
– Info we hold on for a brief period of time until it
decays, is discarded or is displaced by new
information

• Long-Term Memory
– Info we hold on to for days, weeks, months and even
years

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 Effective Memory leads to
Accuracy and Completeness
• Memorization process
– Encoding
– Storage
– Retrieval
• Strategies to recall information (mnemonics)
– Visualization
– Sound repetitions
– Chunking information
– Summarizing important items
– Focusing on key words
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 Interpreting and Note-Taking

• Note-taking is a wide method to remember

information that is typically stored in our STM
• In interpreting it is a skill that needs to be developed
and practiced
• It is necessary to become comfortable with
consecutive interpreting mode in order to perfect
note-taking skills
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 Note-Taking – why?
• It helps to stay focused, facilitating the
reception and analysis of speech
• It helps recall information that stays in short
term memory such as
– Unfamiliar words
– Numbers
– Dates
– Dosage
– Proper names
• It helps interpreter maximize memory by
releasing short term memory capacity from
burden and offering cues to link events
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 Note-Taking – On Remote Interpreting

• Video Remote Interpreter

– Interpreter may have the perfect set-up to take notes
• Over-the-Phone Interpreting
– Because interpreter has no visual cues of
communication, note-taking can be a strategic tool to
maximize listening and memory capacity

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 Note-Taking – What?

• The most salient points, especially when

interpreting in very difficult and stressful situations
that require a lot of memorization
– Main idea
– Links between ideas
– Verb tense REACH-reaching diversity ©
 Note-Taking – When not appropriate?

• In highly emotionally charged conversation where paralanguage

cannot be easily noted down
• When discourse in not logical and thoughts are disconnected
• When conversation is happening between more than two people
and the interpreter may need to switch to simultaneous mode
• When interpreter is standing for a long period of time; in a
procedure where interpreter has to wear gear for infection control;
or doesn’t have access to note-taking

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 Note-Taking – In what language?

• Interpreter can choose to take notes in the source,

the target language or a combination of both

• Sign language interpreters will take notes in the

spoken language

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 Note-Taking – What about lack of
literacy or language with no written
form?
• Because the fundamental principle of note-taking is to
capture ideas, notes can still be taken in the form of
shapes and symbols that the interpreter can create.

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Note-Taking – As a Two-Step Process

1. Writing notes

2. Reading notes

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 Pitfalls of Ad-hoc Note-Taking
Novice/untrained note-takers tend to:
• Write down as much as possible
• Write mostly words or sentences
• Problem:
– Create a listening/memory barrier
– Cannot read their notes effectively
»Too much information noted down
»Poorly organized
»Lots of scribbling
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 Note-Taking Essentials

The fundamental idea behind note-taking for

interpreters is to capture the meaning in symbol
form:

• Abbreviations and acronyms (lexical level)

• Numbers
• Standard symbols
• Your own symbols

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Building Strategies

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 Fundamentals of Note-Taking for
Interpreters
• Jean François Rozan and Andrew Gillies, two pioneer
conference interpreters, provide techniques to help
streamline note-taking.

• Fundamental common principles

– Isolating ideas
– Using links
– Verticality
– Abbreviations/Symbols
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 Principles in Practice
• Identify ideas NOT words
• Use abbreviations
• Use symbols (links, verb tense, negation, emphasis,
emotions/tone)
• Move vertically
• Use space on paper effectively
• Draw a line horizontally to separate ideas

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 More strategies

• Focus on the three relations between ideas:

1. Temporal – sequence in which events occurred
2. Spatial – identify who, what and where
3. Logical – cause and effect (if/then, therefore,
and so, etc.)

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 Sample List of Abbreviations
• Bx Biopsy • H Hour
• Dx Diagnosis • D Day
• Ex Exam • Wk Week
• Fx Fracture • mo Month
• Hx History • Yr Year
• Fhx Family history • B4 Before
• Mhx Medical history • P After
• Tx Treatment • 6K Sick
• VS Vital Signs • Ht Height
• Abd Abdomen • ˉc with
• Bid twice a day • q Every
• Pt Patient • d/c discharge; discontinue
• PID Pelvic Inflammatory Disease • UTI Urinary Tract Infection
• STD Sexually Transmitted Disease • U/S Ultrasound
• PMS Pre-Menstrual Syndrome • CA Cancer

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Useful Prefixes and Suffixes

• Dys (difficult, labored, painful)

• -agra (excessive pain)
• -oma (protrusion, tumor)
• Eu- (normal; good)

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 Sample List of Symbols
• < less than •  Raising continuously
• > more than •  Lowering continuously
• = equals • U Happy, Likes
• ≈ approximately •  Sad
•  steer away from
• ↑ increase
•  Pain
• ↓ decrease
• “ “ Said
• ∆ change •    Intensity
• ♀ female •  to look/view/review
• ♂ male
• / Negative
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Your Own Symbol
Baby Steps to Practicing Note-Taking

ACTIVITIES

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 Sample Activity Tips for Abbreviations & Acronyms
• Goal
– Build long-term memory retention of common medical
abbreviations and acronyms
• Materials
– Medical abbreviations and acronyms on a list that can
be given as a handout
– A deck of cards with printed words and abbreviations as
the ones on the handout . Each card will have a full
definition on one side and its corresponding
abbreviation on the opposite side
• Modality
– The activity can be done as a whole class activity in a
circle or by pairing two students REACH-reaching diversity ©
• Instructions:
Step 1 – Ask student to review the list of abbreviations and acronyms
Step 2 – Option 1 in a circle: Distribute 5 cards per student
Option 2 in pairs: Give each student half of the deck of cards
Step 3 –
Option 1 in a circle: Each student will take turns to call on a desired
student in the circle; the student will show the side of the card with
the abbreviation or acronym; the student called on will have to guess
what the abbreviation stands for.
Option 2 in pairs: Students will take turns showing one card at a time
and have the other student guess.
For example: Student will show a card with the abbreviation “Bx”
and the other student will need to guess “Biopsy”.
If student guesses correctly, then the student holding the card can
discard it away.
The one who runs out of cards first wins the game. REACH-reaching diversity ©
 Practicing Lexical Abbreviation
• Re-write the script below in an abbreviated way using
Acronyms and Abbreviations provided on your list (do not
worry about using symbols for anything else at this time)

“Patient is diagnosed with sexually transmitted

disease as a result of symptoms consistent with pelvic
inflammatory disease and excessive pain during the
premenstrual cycle. She has no known allergies and
vital signs are normal. Patient is discharged with
treatment of antibiotics.”
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Abbreviated Form

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 Practicing lexical abbreviation
and symbols
• Re-write the same script below in an abbreviated
way using Acronyms and Abbreviations and the
symbols provided on your lists.

– “Sixty year-old female patient was diagnosed

with urinary tract infection. Symptoms include
increase in urination and burning in the last
week. Patient presents no other symptoms at
this time and after a pelvic ultrasound, she was
discharged with oral antibiotics. Follow up will
be done in 2 weeks to check on progress.”
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Abbreviated Form

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 Practice Lexical abbreviations,
symbols and spacing!
• Remember to use space vertically in your paper to divide
ideas
• Practice drawing a line between ideas to separate them
• Use symbols to create links between main ideas and
supporting ideas.

REACH-reaching diversity ©
ROSANNA BALISTRERI, MA
Owner/Healthcare Interpreter Trainer
www.reach-reachingdiversity.com
[email protected]
619-630-0310
REACH-reaching diversity ©
 Resources
• http://interpreters.free.fr/consecnotes/symbolexamples2.htm
• Rozan, Jean-François. Note-taking in Consecutive Interpreting.
Trans. Andrew Gillies. Tertium. Poland, 2004.
• Gillies, Andrew. Note-Taking for Consecutive Interpreting: A
Short Course. St. Jerome. 2005
• Developing Note-taking Skills in Consecutive Interpreting. Wei
Lu available at
scik.org/index.php/lce/article/download/699/343
• Note taking And The Power of Mind Mapping in Consecutive
Interpreting . Ni Luh Windiari . Udayana University, Bali –
Indonesia, 2012
• http://www.glendon.yorku.ca/interpretation/are-you-looking-
for-a-fresh-take-on-consecutive/
 Announcements

• Next webinar:
April 7, 2015 at 3PM Central
• Session Evaluation
NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE

• Follow up via email:

[email protected]
Home for Trainers Interpreter Trainers Webinars Work Group
An initiative of the Standards and Training Committee
www.ncihc.org/home-for-trainers
NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE

Thank
WWW.NCIHC.ORG
you for attending!
NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE

You can access the recording of the

live webinar presentation at
www.ncihc.org/trainerswebinars

Home for Trainers Interpreter Trainers Webinars Work Group

An initiative of the Standards and Training Committee
www.ncihc.org/home-for-trainers