DIDACTIC AND METHODOLOGICAL ANALYSIS OF THE CHALLENGES IN TEACHING LATIN TO STUDENTS OF HIGHER MEDICAL EDUCATION
DOI:
https://doi.org/10.11603/m.2414-5998.2025.3.15610Keywords:
terminological competence, Latin language, medical terminology, teaching features, teaching methods, doctors, dentists, pharmacists, paramedics, physical rehabilitation specialists.Abstract
Abstract. The article emphasizes that the teaching of Latin in medical institutions of higher education is essential for the application of medical terminology in future professional practice, as well as for training specialists who are able to competently use the language of their field. In Latin classes, students of higher medical education become familiar with the basics of Latin grammar; however, the main focus is directed toward mastering the lexical minimum and Latin and Greek word-forming elements, which allow them to understand the structure of specialized terms, independently construct anatomical, histological, and clinical terms, and apply the acquired knowledge in the practical use of medical terminology. The study identifies the specific features that distinguish the teaching of Latin from the study of modern foreign languages. For students of higher education, the aim of Latin instruction is not the acquisition of all linguistic competencies but rather the development of terminological competence, taking into account the professional requirements of the medical field. It is noted that the teaching of Latin to students of higher medical education requires an updated methodological framework. It has been established that modern teaching methods should enhance students’ interest in learning professional terminology, promote better assimilation of educational material, and facilitate the formation of terminological competence among future medical professionals. Innovative methods that assist students in acquiring Latin medical terminology are discussed. The teacher’s creative approach to employing diverse teaching strategies ensures the effective learning of both Latin and medical terminology by medical students. It is also emphasized that in each class the instructor should adhere to the principle of interdisciplinarity and draw students’ attention to the influence of Latin on medical terms in both Ukrainian and English.
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