Features of teaching medical terminology in a foreign language for clinical psychologists

Abstract

The article is devoted to the problem of teaching medical terminology to students who are learning the profession of a clinical psychologist. The relevance of the topic is due to the growing need for specialists who are able to effectively interact with foreign colleagues in the context of internationalization of healthcare. The purpose of the study is to develop and test a methodology for teaching medical terminology that takes into account the specifics of the professional activities of clinical psychologists. The methods of conceptual analysis of scientific literature, questionnaires, testing, and pedagogical experiment were used in the work. The empirical base consisted of 92 2nd year students of the Faculty of Clinical Psychology. It is established that the developed methodology, based on the principles of modularity, professional orientation and interdisciplinary integration, provides a significant increase in the level of terminological competence. The average score in the experimental group increased from 3.24 to 4.60, while in the control group – from 3.31 to 3.94 (p<0.01). The factors influencing the effectiveness of learning are determined: motivation (r=0.62), active methods (n2=0.29), systematic control (n2=0.22). The results of the study deepen scientific understanding of the patterns of professional language formation and open up new opportunities for optimizing the language training of specialists. Prospects for further study of the problem are outlined, taking into account the specifics of different languages and terminology sections.