Self-Efficacy Through the Use of AI-Video Simulations and Video Feedback (GOREACT) for Medical Interpreting Training

Author

• Ricardo Tienda-Pérez, Utah State University

Date of Award

5-2026

Degree Type

Thesis

Degree Name

Departmental Honors

Department

Management

Abstract

In today’s diverse and modern healthcare systems, medical interpreters play a critical role in clinical safety and quality care. However, a pedagogical gap exists between classroom vocabulary mastery and the self-advocacy skills required in real-world clinical settings. This research evaluates the impact of AI-generated video simulations and GoReact’s time-coded feedback on the self-efficacy and self-advocacy of student interpreters enrolled in the Spanish Medical Interpreting Training course (SPAN 4081) at Utah State University’s Logan campus – as part of the Spanish Medical Interpretation & Translation certificate program during the Spring 2026 semester. By utilizing a mixed-methods research design, this study collected both quantitative and qualitative data through a 20-item Likert scale and open-ended questions.

Quantitative results indicated an overall high level of self-efficacy among the interpreting student cohort, with the strongest confidence reported in ethical practice, and more variation seen in technology-mediated self-assessment. The qualitative thematic coding revealed that AI-generated simulations provide interpreting students with a safe space for failure without the real-world pressures of potential clinical harm. And, that time-coded video feedback through GoReact’s learning platform facilitated a metacognitive shift from emotional self-critique to analytical observation to further develop competent professionals.

Triangulation of the research data confirms that these technological interventions serve as effective medication instruments, further fostering the internal conviction necessary for students to transition from a mere passive interpreter, to active and self-advocating professionals. Overall, these findings strongly suggest that integrating AI and video-based feedback into interpreter curricula substantially enhances interpreting students’ professional readiness and patient safety.

Recommended Citation

Tienda-Pérez, Ricardo, "Self-Efficacy Through the Use of AI-Video Simulations and Video Feedback (GOREACT) for Medical Interpreting Training" (2026). Undergraduate Honors Capstone Projects. 1102.
https://digitalcommons.usu.edu/honors/1102