AN INTEGRATED CLINICAL TERMINOLOGICAL MODEL FOR OPTIMIZING LATIN LANGUAGE TEACHING IN MEDICAL EDUCATION
DOI:
https://doi.org/10.55640/Keywords:
Latin language, medical education, terminological competence, clinical orientation, interdisciplinary integration, professional communication, digital educational technologies.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.
Downloads
References
1.Bondarenko, N. V. (2020). Meditsinskaya terminologiya v professional'noy podgotovke vracha. GEOTAR-Media.
2.Gusev, A. I. (2019). Latinskiy yazyk i osnovy meditsinskoy terminologii. SpetsLit.
3.Harden, R. M., & Laidlaw, J. M. (2017). Essential skills for a medical teacher: An introduction to teaching and learning in medicine (2nd ed.). Elsevier.
4.Swanwick, T. (Ed.). (2018). Understanding medical education: Evidence, theory and practice (3rd ed.). Wiley-Blackwell.
5.Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., & Zurayk, H. (2010). Health professionals for a new century: Transforming education to strengthen health systems. The Lancet, 376(9756), 1923–1958. Serikov, V. V. (2019). Kompetentnostnyy podkhod v professional'nom obrazovanii. Peremena.
6.Lurie, S. P. (2021). Yazyk meditsiny i professional'naya kommunikatsiya vracha. Meditsina.
7.Cook, D. A., & Steinert, Y. (2013). Online learning for faculty development: A review of the literature. Medical Teacher, 35(11), 930–937.
8.Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: A review of the literature. Advances in Health Sciences Education, 21(5), 1087–111
9.Zimnyaya, I. A. (2018). Klyuchevye kompetentsii kak rezul'tativno-tselevaya osnova obrazovaniya. Issledovatel'skiy tsentr problem kachestva podgotovki spetsialistov.
Downloads
Published
Issue
Section
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.
