Article type
Abstract
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Background
Our team, primarily composed of Master of Translation and Interpreting (MTI) supervisors and students from Chinese mainland and lacking a medical background, has been engaged in the Cochrane Simplified Chinese Project for over six years. This translation project serves both as a practical training ground for nurturing MTI talent and as a platform for transforming and disseminating current health information.
Objectives
This study investigates MTI students' identification with their roles as translators within the context of the Cochrane Simplified Chinese Project, integrated into the MTI program at the authors’ institution. We aim to assess (1) the evolution of their translation competence specific to Cochrane materials, and (2) their development and perception of their translator identity.
Methods
This analysis focused on a single MTI student, incorporating her translation drafts, logs, and interviews as research data. We (1) evaluated changes in her linguistic, professional, and cognitive abilities through quantitative analysis of her translation drafts; (2) explored the development of her professional and tool-use competencies via translation logs and group discussions; and (3) qualitatively compared these findings with her post-translation interviews to offer a comprehensive explanation of her identification process.
Results
The student’s translation competence, as evidenced by her drafts, demonstrated significant improvement, particularly in specialized knowledge and instrumental competence. The interviews highlighted her enhanced instrumental skills and heightened sense of responsibility as a translator. Confronted with expert medical opinions, she maintained her judgment, proactively and independently sought out information, identified resources, and formulated solutions. She engaged in active self-reflection and adeptly identified and addressed translation challenges.
Conclusions
Over the past six years, our team has produced more than 300 pieces of Cochrane content translated into Simplified Chinese, benefitting both MTI students and supervisors. The integration of the Cochrane translation project into MTI programs exemplifies an effective approach to MTI pedagogy and talent cultivation in China. It also serves as a relevant case for enhancing health awareness and disseminating evidence-based medicine (EBM) health information among the Chinese readers.
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Background
Our team, primarily composed of Master of Translation and Interpreting (MTI) supervisors and students from Chinese mainland and lacking a medical background, has been engaged in the Cochrane Simplified Chinese Project for over six years. This translation project serves both as a practical training ground for nurturing MTI talent and as a platform for transforming and disseminating current health information.
Objectives
This study investigates MTI students' identification with their roles as translators within the context of the Cochrane Simplified Chinese Project, integrated into the MTI program at the authors’ institution. We aim to assess (1) the evolution of their translation competence specific to Cochrane materials, and (2) their development and perception of their translator identity.
Methods
This analysis focused on a single MTI student, incorporating her translation drafts, logs, and interviews as research data. We (1) evaluated changes in her linguistic, professional, and cognitive abilities through quantitative analysis of her translation drafts; (2) explored the development of her professional and tool-use competencies via translation logs and group discussions; and (3) qualitatively compared these findings with her post-translation interviews to offer a comprehensive explanation of her identification process.
Results
The student’s translation competence, as evidenced by her drafts, demonstrated significant improvement, particularly in specialized knowledge and instrumental competence. The interviews highlighted her enhanced instrumental skills and heightened sense of responsibility as a translator. Confronted with expert medical opinions, she maintained her judgment, proactively and independently sought out information, identified resources, and formulated solutions. She engaged in active self-reflection and adeptly identified and addressed translation challenges.
Conclusions
Over the past six years, our team has produced more than 300 pieces of Cochrane content translated into Simplified Chinese, benefitting both MTI students and supervisors. The integration of the Cochrane translation project into MTI programs exemplifies an effective approach to MTI pedagogy and talent cultivation in China. It also serves as a relevant case for enhancing health awareness and disseminating evidence-based medicine (EBM) health information among the Chinese readers.
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