DEVELOPING ENGLISH TERMINOLOGICAL COMPETENCE IN STUDENTS OF MEDICAL UNIVERSITIES IN THE CONTEXT OF THE FIRST STAGE OF THE UNIFIED STATE QUALIFICATION EXAM

Abstract

The article analyses the specifics of developing English terminological competence in medical students within the framework of professionally oriented language training, implemented through the study of the discipline English for Specific Purposes and elective courses aimed at enhancing and practically applying medical terminology. The role of English terminological competence in medical students’ preparation for the First Stage of the Unified State Qualification Exam (USQE), including the English for Specific Purposes examination and Krok 1 test items requiring the application of professional terminology within a clinically oriented context, has been established. The relevance of the study has been substantiated by the increasing significance of English language proficiency for the practice of future physicians, as well as by the need to use international scientific sources, clinical guidelines, and evidence-based medical information. Contemporary Ukrainian and international scholarly approaches to teaching English for Specific Purposes, developing lexical competence, and preparing students for Krok 1 test items have been summarised. The essence of English terminological competence has been defined as the ability to understand, interpret, and apply professional terminology within an English-language medical context, particularly when analysing clinical information and completing test items. The practical implementation of developing English terminological competence within the educational process of Ivan Horbachevsky Ternopil National Medical University by incorporating compulsory and elective components of educational and professional programmes has been presented. The role of the discipline English for Specific Purposes and elective courses developed and implemented by the Department of Foreign Languages in the gradual development of students’ English terminological competence, the systematisation of professional vocabulary, and its functional use in clinically oriented situations has been characterised. The importance of integrating English terminological training with the content of academic disciplines covered by the First Stage of the Unified State Qualification Exam (USQE) has been emphasised. Such integration promotes an interdisciplinary approach to the educational process and contributes to the development of professional thinking. It has been concluded that the framework for the gradual development of English terminological competence ensures students’ readiness to take the English for Specific Purposes examination, successfully complete Krok 1 test items, and apply English medical terminology in their future professional activities.