INNOVATIVE METHODOLOGICAL SYSTEM FOR TEACHING LATIN AND MEDICAL TERMINOLOGY IN HIGHER MEDICAL EDUCATION INSTITUTIONS: PROBLEMS AND SOLUTIONS

Abstract

This article is devoted to optimizing the process of teaching Latin and medical terminology within the modern system of medical education. The relevance of the study lies in the fact that the traditional grammatical approach is insufficient for developing students’ clinical thinking and terminological competence.

The aim is to develop integrated methodological recommendations aimed at improving students’ professional terminological literacy and to experimentally evaluate their effectiveness.

A total of 120 first-year students participated in the study. They were divided into control (traditional) and experimental (innovative) groups. In the experimental group, the “clinical-terminological model,” mnemonics, and digital gamification methods were applied. Students in the experimental group demonstrated higher performance: 28% improvement in mastering anatomical terms, 32% in applying clinical terminology, and 40% in prescription writing. Minimizing grammar instruction while strengthening etymological analysis and interdisciplinary integration in teaching Latin significantly improves the quality of education.