Lessons Learned From the Promotoras and Community-Based Education Pre-Health Program for Spanish Translators

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Clinical and Community Practice (Table 12)

Abstract

Through a qualitative approach, this study examines the impact Promotoras and Community Based Education (PACBE) model for training Latinx pre-health undergraduate students as Spanish translators for a virtual clinical practicum in rural communities. Focus group data indicates that PACBE provided a critical field experience which allowed translators to expand their knowledge of equity in health and educational settings. Specifically, translators expressed the value of such programs for their own professional and academic development, but also noted the importance of multi-tiered community-based programs like ours as necessary to fully support patient outcomes. Lessons learned from this project have implications for the development of community-based experiences for translators that are embedded within the social context of the community needs or rural residents.

Authors

• Rosa D. Manzo, University of California - Merced
  Presenting Author

• Joel Gonzalez, University of California - Merced
  Non-Presenting Author

• Laura Sainz Merin, University of California - Merced
  Non-Presenting Author

• Marisela Yepez, University of California - Merced
  Non-Presenting Author

• Alexa Valladolid, University of California - Merced
  Non-Presenting Author

• Vanessa Herrera, University of California - Merced
  Non-Presenting Author

• Annette Aguilar, University of California - Merced
  Non-Presenting Author

• Micaela Velasco Sandoval, University of California - Merced
  Non-Presenting Author

• Patricia Navarro, University of California - Merced
  Non-Presenting Author