<![CDATA[Latin is one of the subjects of particular importance in medical education. A significant part of medical terminology has been formed on the basis of Latin and Greek, and these languages are used to express anatomical structures, diseases, clinical conditions, medicines, and medical procedures accurately. Therefore, the study of Latin in higher medical education institutions is an important component of the professional training of future physicians. One of the main functions of Latin in medicine is to establish a unified and precise system of international medical terminology. Although physicians in different countries communicate in different languages, knowledge of the Latin foundations of anatomical and many clinical terms enables them to understand and correctly use professional medical information. For example, terms such as cor — heart, pulmo — lung, ren — kidney, and hepar — liver constitute an essential part of the vocabulary of medical knowledge. Teaching medical terminology should not be limited to memorizing words. Students need to understand the lexical meaning of a term, its grammatical form, word formation, the functions of prefixes and suffixes, and its clinical meaning. For example, by dividing the term gastritis into gastr- — stomach and -itis — inflammation, students can independently determine its meaning. Such an approach develops students’ ability to analyze and understand unfamiliar medical terms. The purpose of this study is to identify effective methods for teaching Latin and medical terminology and to demonstrate how the integration of different teaching approaches can improve students’ understanding, acquisition, and long-term retention of medical terminology.]]>
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