This paper reports on an interprofessional training initiative for medical students and trainee interpreters. Relying on a mixed-method analysis of 10 video-recorded simulated consultations at Ghent University (Belgium), the paper investigates which factors impact on trainee interpreters' (in)complete rendition of medical students' communicative goals. Our analysis reveals that incomplete renditions can be attributed to (i) long turns including more than one communicative goal; (ii) long turns including large chunks of information; and (iii) a combination of old (i.e. previously given) and new information. Based upon these results, we formulate the following recommendations for the interprofessional training of trainee interpreters: (i) familiarise students with the Calgary Cambridge guide (ii) prepare them for the interpretation of longer turns (iii) teach them how to interrupt a doctor as a safeguard against inaccurate interpretation and (iv) instruct them how to find the right balance between inserting old and new information.