THE ROLE OF THE LINGUOCULTURAL APPROACH IN DEVELOPING MEDICAL-TECHNICAL THINKING AMONG MEDICAL STUDENTS

Abstract

This article provides an in-depth analysis of the theoretical and practical foundations of the intercultural approach in the process of developing medical-technical thinking among medical students. At the modern stage of medical English teaching, the linguo-cultural approach is considered an important methodological concept that ensures the interrelationship between language, culture, and cognition. This approach requires consideration not only of lexical-semantic factors but also cognitive-pragmatic and cultural-connotative aspects when mastering medical terminology. Integrating cultural codes, national medical values, ethical principles, and professional communication norms in language teaching contributes to developing students’ professional speech competence.

When medical terms and metaphorical units are analyzed from the perspective of cross-cultural differences, students gain a deeper understanding of the semantic and associative layers of terminological systems. The research examines the effectiveness of studying medical terminology through cultural semantic networks, analyzing pragmatic units in medical discourse (such as discourse markers, modality indicators, euphemisms), and applying interactive methods—role plays, case studies, and simulation classes. These methods help shape students as culturally sensitive specialists who can communicate confidently in medical settings while maintaining a balanced understanding of language and culture.

The findings show that the linguocultural approach serves as an effective didactic model integrating cognitive, communicative, and cultural competencies in medical education. It teaches students not only medical terminology but also prepares them to understand cultural diversity in the global healthcare environment. As a result, students develop a harmonious blend of medical-technical reasoning, empathy, and intercultural communication skills.