AN INTEGRATED CLINICAL TERMINOLOGICAL MODEL FOR OPTIMIZING LATIN LANGUAGE TEACHING IN MEDICAL EDUCATION
Abstract
The article examines contemporary directions for improving Latin language teaching methodology in medical universities within the context of modern professional medical education. The study substantiates the need to move from the traditional grammar-translation model toward a clinically oriented, terminological, and interdisciplinary approach aimed at forming professional terminological competence in future physicians. Particular attention is paid to the integration of Latin with anatomy, histology, pathological anatomy, and clinical disciplines; the use of morphostructural analysis of medical terms; situational-task-based learning; digital and multimedia technologies; and modular course organization. The results of a pedagogical experiment confirm that the integrated model significantly improves students’ terminological competence, analytical thinking, and professional communication skills.
Keywords
Latin language, medical education, terminological competence, clinical orientation, interdisciplinary integration, professional communication, digital educational technologies.
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