PEDAGOGICAL APPROACHES TO TEACHING LATIN IN MEDICAL HIGHER EDUCATION AND THE DEVELOPMENT OF TERMINOLOGICAL COMPETENCE

Abstract

The teaching of Latin in medical higher education remains a fundamental component of professional training, as it provides the linguistic foundation for understanding medical terminology. In contemporary educational contexts, however, traditional grammar-focused approaches are increasingly being reconsidered in favor of pedagogical models that support the development of terminological competence and its practical application in clinical communication. This study aims to explore effective pedagogical approaches to teaching Latin in medical universities and to analyze their role in the formation of students’ terminological competence. The research is based on a linguodidactic framework and integrates theoretical analysis with observations of instructional practice in medical education. Particular attention is given to the relationship between Latin-based terminology and the acquisition of professional medical vocabulary in English and other languages. The study examines instructional strategies such as contextualization of terms, semantic grouping, morphological analysis, and the use of interdisciplinary connections between Latin and clinical subjects. The findings suggest that the effectiveness of Latin instruction depends on its integration into a professionally oriented learning environment, where terminology is taught not as an isolated system, but as a functional tool for medical communication. The use of applied and context-driven teaching methods enhances students’ ability to recognize, interpret, and accurately use medical terms in academic and clinical settings.