USING CASE-BASED LEARNING TO IMPROVE RUSSIAN LANGUAGE PROFICIENCY AMONG UZBEK MEDICAL STUDENTS

Authors

  • Nurmatova Faiza Irikovna Tashkent Medical Academy Russian language teacher

DOI:

https://doi.org/10.55640/

Keywords:

Case-Based Learning, Russian for Medical Purposes, Language Proficiency, Uzbek-Speaking Medical Students, Medical Communication.

Abstract

This article explores the effectiveness of case-based learning (CBL) in improving Russian language proficiency among Uzbek-speaking medical students. As future doctors, students must acquire not only medical terminology in Russian but also effective communication skills for patient interactions. The study examines how real-life medical cases, role-playing, and simulations can enhance language acquisition, focusing on contextual learning, problem-solving, and professional communication. The findings suggest that CBL fosters critical thinking, enhances vocabulary retention, and improves doctor-patient dialogue skills, making it an effective pedagogical approach in medical language education.

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References

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Published

2025-03-21

Issue

Vol. 4 No. 2 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

USING CASE-BASED LEARNING TO IMPROVE RUSSIAN LANGUAGE PROFICIENCY AMONG UZBEK MEDICAL STUDENTS. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(2), 177-184. https://doi.org/10.55640/

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