METHODOLOGICAL ASPECTS OF TEACHING ANCIENT GREEK BASICS WITHIN THE "LATIN LANGUAGE AND MEDICAL TERMINOLOGY" COURSE FOR MEDICAL STUDENTS

Abstract

This article provides a comprehensive scholarly analysis of the role and fundamental significance of Ancient Greek in the historical development and contemporary functioning of clinical terminology. The author emphasizes that despite rapid technological advancements, modern medicine continues to rely on classical linguistic foundations. The use of the historically established Greco-Latin terminological system is viewed not merely as a tradition but as a vital integrating factor. This system ensures the unity of scientific and practical reasoning within the global medical community, creating a universal communicative space for specialists worldwide. Particular attention is paid to the genesis of medical nominations. It is demonstrated that the origins of the clinical conceptual apparatus are directly rooted in the Ancient Greek lexical and word-formative fund, which served as the primary source for naming diseases, pathological conditions, and diagnostic and treatment methods. Furthermore, the role of Latin is analyzed in detail as a unique mediator and translator; it enabled Greek terminological elements to be adapted, systematized, and integrated into a unified terminological system that has functioned for centuries. Addressing modern medical education, the author highlights a critical discrepancy between the high requirements for students' terminological competence and the limited teaching hours allocated for classical languages in current curricula. The study notes that under these constraints, students often resort to rote memorization of complex terms without grasping their internal structure or etymology. To address this issue, the article proposes and substantiates an innovative methodological approach: introducing the fundamentals of Ancient Greek directly into the "Latin Language and Medical Terminology" course. The author argues for the logical integration of Greek grammar and vocabulary basics into the initial practical sessions on clinical terminology. This approach enables students to master term-formation algorithms, use Greek doublets consciously, and independently decipher complex multi-component terms. The study concludes that reforming the teaching of linguistic courses in medical higher education institutions by integrating Ancient Greek components is a crucial step. It is essential for fostering a high professional culture, profound erudition, and the linguistic adaptability of future physicians in the face of an ever-evolving global terminological corpus.