Journal of the American Pharmacists Association : JAPhA · 2026
Hispanic pharmacy students' perspectives on institutional policies requiring certified Spanish interpreters: A qualitative study.
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Gavaza Paul, Familia Emely
Аннотация
BACKGROUND: Despite increasing reliance on interpreter services, little is known about how bilingual pharmacy trainees experience interpreter-only policies.
OBJECTIVE: This study explored Hispanic pharmacy students' experiences and perspectives regarding institutional policies that require the exclusive use of certified interpreters when communicating with Spanish-speaking patients.
METHODS: This qualitative study used one-on-one, semi-structured interviews with Hispanic pharmacy students who self-identified as native Spanish speakers. Participants were recruited through convenience and snowball sampling at a U.S. school of pharmacy. Interviews were audio-recorded, transcribed verbatim, and analyzed using inductive thematic analysis with constant comparison until thematic saturation was achieved.
RESULTS: Ten pharmacy students most of whom were in third-year of pharmacy school (70.0%) participated. Eight themes emerged: (1) language concordance as relational and culturally situated care; (2) interpreter use as both a safety tool and a barrier to natural communication; (3) workflow and efficiency costs of interpreter-mediated encounters; (4) certification requirements perceived as structurally misaligned with native proficiency; (5) bilingual identity, professional fulfillment, and moral distress; (6) cultural brokerage beyond literal interpretation; (7) perceived hierarchies of language authority and interpreter policies as hidden curriculum; and (8) proposed pathways toward equity-informed policy reform. Participants described language concordance as central to trust, engagement, and culturally responsive care, while interpreter-only policies were perceived as introducing workflow challenges and limiting professional agency for bilingual students.
CONCLUSION: Hispanic pharmacy students who are native Spanish speakers viewed language concordance as integral to equitable, patient-centered pharmacy practice. Although certified interpreters remain critical for patient safety, rigid interpreter-only policies may unintentionally constrain communication quality, workflow efficiency, and professional identity development when bilingual providers are available. Pharmacy educators and health systems should consider competency-informed, equity-focused approaches that better integrate bilingual skills into pharmacy education and practice.
OBJECTIVE: This study explored Hispanic pharmacy students' experiences and perspectives regarding institutional policies that require the exclusive use of certified interpreters when communicating with Spanish-speaking patients.
METHODS: This qualitative study used one-on-one, semi-structured interviews with Hispanic pharmacy students who self-identified as native Spanish speakers. Participants were recruited through convenience and snowball sampling at a U.S. school of pharmacy. Interviews were audio-recorded, transcribed verbatim, and analyzed using inductive thematic analysis with constant comparison until thematic saturation was achieved.
RESULTS: Ten pharmacy students most of whom were in third-year of pharmacy school (70.0%) participated. Eight themes emerged: (1) language concordance as relational and culturally situated care; (2) interpreter use as both a safety tool and a barrier to natural communication; (3) workflow and efficiency costs of interpreter-mediated encounters; (4) certification requirements perceived as structurally misaligned with native proficiency; (5) bilingual identity, professional fulfillment, and moral distress; (6) cultural brokerage beyond literal interpretation; (7) perceived hierarchies of language authority and interpreter policies as hidden curriculum; and (8) proposed pathways toward equity-informed policy reform. Participants described language concordance as central to trust, engagement, and culturally responsive care, while interpreter-only policies were perceived as introducing workflow challenges and limiting professional agency for bilingual students.
CONCLUSION: Hispanic pharmacy students who are native Spanish speakers viewed language concordance as integral to equitable, patient-centered pharmacy practice. Although certified interpreters remain critical for patient safety, rigid interpreter-only policies may unintentionally constrain communication quality, workflow efficiency, and professional identity development when bilingual providers are available. Pharmacy educators and health systems should consider competency-informed, equity-focused approaches that better integrate bilingual skills into pharmacy education and practice.