DIDACTIC POTENTIAL OF CLINICAL CASE-BASED TASKS IN TEACHING MEDICAL ENGLISH

Abstract

This article examines the didactic potential of using clinical scenario-based tasks in teaching Medical English at higher medical education institutions. In the context of contemporary medical education, future physicians are expected not only to possess proficiency in a foreign language but also to apply it effectively in their professional practice. From this perspective, clinical scenario- based tasks serve as an effective didactic tool for developing students' professional communicative competence, promoting the active use of medical terminology, fostering clinical reasoning skills, and preparing learners for authentic professional communication. The article discusses the educational advantages of these tasks, the principles of their design, and the possibilities for their practical implementation in the teaching and learning process.