Medical terminology teaching in multicultural learning environment in the era of digitalisation

The article considers the problem of the influence of the multicultural environment on the dialogical interaction of teachers and students. The concept of educational bilingualism in the context of the educational process is disclosed. The need to implement educational bilingualism of students during Latin language classes is proved. The traditional model (paradigm) of teaching medical terminology based on a detailed study of Latin grammar is now, in our opinion, significantly outdated. In the context of digitalization of a modern Russian medical university, in addition to the usual, already established model of teaching the Latin language based on a grammatical approach, a completely different model should come, aimed at practical-oriented training and professional medical discourse, including institutional, i.e. containing “living” medical terminology. In order to achieve this goal, it is necessary, first of all, to revise the curricula, calendar and thematic plans; To conduct a thorough selection of educational material according to the specialty received. The grammatical paradigm of teaching Latin is only an auxiliary tool for the formation of key competencies: terminological, communicative and sociolinguistic. Such a question became especially relevant when switching to hybrid training, when the Latin teacher has to work in different modes (face to face/remotely), in different languages (Russian/English) and a completely heterogeneous educational audience. All of the above is a primary solution to the problems of linguo-didactics in the context of the educational process of a modern Russian medical university. Training in Latin medical terminology should, first of all, reflect a “living” professional medical language, which, in turn, is based on Greek-Latin doublet designations of organs/systems and is focused on the discourse of the future specialist.

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