國際醫療翻譯學程學生透過醫療場域親身經驗，檢視自我學習狀況，將成為專業人才。本文針對學生的見習/實習經驗，探索專業知識與專業意識的形成過程本次見習。實習的目標包括：（1）瞭解就診程序，探討譯者的角色與策略：（2）觀察醫病關係，思考問題解決方式：（3）配合口筆譯需求;（4）建立語料庫。本研究根據Kolb（1984）等研究，依據經驗學習模型（Experiental Learning）理論觀察國際醫療口譯實習生的見習/實習紀錄表與課堂討論紀錄，分析學生如何運用課堂知識分析醫療場域上的問題，釐清學生重新建構知識的過程與問題，闡明實習生如何建立專業知識與專業意識，最後，經由深入探討，提出國際醫療翻譯課程中，應為理想的實習課程內容及實施模式，及其持續追蹤與改善方法等。
Through gaining experience in a clinical environment, students of the International Medical Interpreter Training Programs examine their own learning outcome and develop proficiencies of a professional medical interpreter. This paper addresses the students’ experience in practicum programs and explores the process of acquiring professional knowledge as well as developing professional awareness. Objectives of the practicum program mentioned in this paper include (1) understanding medical processes and procedures and discussing the roles and strategies of the interpreter; (2) observing the doctor-patient relationship and formulating possible solutions; (3) fulfilling demands for translation and interpretation; (4) establishing relevant corpus. Based on the studies of Kolb (1984), this paper uses the Experiential Learning theory to observe the Practicum reports compiled by students in International Medical Interpreter Training Programs and analyze how students utilize knowledge acquired in class in a clinical environment. This paper also describes how the students construct new knowledge, comb through the issues occurred in the process, and observe how students acquire professional knowledge and develop professional awareness. Lastly, after deliberation, this paper proposes suggestions on the ideal materials, practices, follow-up methods and ways of improvement for practicum programs in International Medical Interpreter Training Programs.