南大的翻碩筆譯課上就有校對/審校練習，每節課老師會給定材料，點幾位同學到講臺上匯報自己的審校情況。多看別人的錯誤，很多時候是能夠提醒自己不犯同樣錯誤的。
什麼是審校？
校對或者審校有時候是一樣的，有時候又相差很大。普通的校對可能只能看出來單詞拼寫和是否有一般性的錯譯漏譯這樣的問題，更好的審校是能夠保證用詞和表達的專業性，甚至是潤色讓行文更加流暢。
審校練習要注意什麼？
1.需要通過客觀、權威、有效的證據指出原譯的不妥之處，並給出自己認為合適的譯法。要避免「我覺得」這樣的完全主觀判斷，不能隨便說別人的翻譯是錯誤的。因為每個人的知識和認識都有局限，可能是我們自己的想法不對。
2.在實際工作中，審校一般不會修改原譯的表達風格。翻譯具有一定的主觀性，每個人都會有自己偏好的用詞和行文風格，在非學術研究情況下，將行文從一種風格修改到另一種風格，很多情況下會徒增勞動量。當然，影響到行文流暢和地道性以及語法規範的除外。
練習中建議以 《醫學翻譯中常見錯例及分析(1) 》的形式進行。
審校練習材料
1. 患者於 2016 年診斷冠心病、糖尿病、高血壓、心肌梗塞、心房纖顫病史。
譯文：The patient had a history of coronary heart disease (first diagnosed in 2016), diabetes, hypertension, myocardial infarction, arterial fibrillation, and transient ischemic attack.
2. 無心悸、胸悶，無胸痛、咳嗽、發熱等伴隨症狀，納食可，夜眠欠佳，二便調。
譯文：No concomitant symptoms including palpitation, chest tightness, chest pain, cough or fever. Normal diet. Poor night sleep. Normal defecation and urination.
3. 無冶遊史。
譯文：Denied having more than 1 sexual partner.
4. 該產品針對敏感和乾燥肌膚……（打斷）
譯文：This product is for sensitive and dry skin……(interrupted)
5. 患者訴腰部疼痛、活動受限，無昏迷、頭痛、胸悶，無咳嗽咳痰，無噁心、嘔吐，腹部無壓痛和反跳痛。
譯文：The patient complained of lower back pain, limited movement, he was not unconscious, did not have headache, chest tightness, cough and expectoration, nausea, vomiting and his abdomen did not have tenderness and rebound tenderness.
6. 患者因「間斷胸悶、氣短5年，加重1月」於2018年12月8日入院，入院後完善檢查，心內科給予強心、利尿、抗感染等治療，患者氣短仍明顯，水腫明顯，不能平臥，遂轉入重症醫學科，給予抗感染，高流量吸氧，並化痰、利尿、強心、擴冠等治療。
譯文：Patient admitted on 08-Dec-2018 for "intermittent chest tightness and shortness of breath for 5 years, exacerbated for 1 months," examinations were completed after admission, the Department of Cardiology provided heart-strengthening, diuretic, and anti-infective treatments, the patient's shortness of breath remained significant, significant edema, unable to lie supine, subsequently transferred to Department of Critical Care Medicine, the Department of Critical Care Medicine provided anti-infective, high-flow oxygen, mucolytic, diuretic, heart-strengthening, and coronary-dilating treatments.