From linguodidactics of medical terminology to medical thinking

Based on a critical analysis of literary data and our own experience in teaching medical terminology to Russian (Russian-speaking) students, the work presents the features of terminology that determine the basic principles of linguodidactics of this discipline and the success of its mastery. Using the identified features as an example, methodological approaches to describing cognitive processes in the formation of clinical thinking of a future doctor are assessed. The hypothesis about the hierarchical structure of linguistic knowledge and clinical thinking is discussed. It is concluded that it is necessary to integrate scientific data from neurobiological sciences at the present stage of development of didactics in the formation of clinical thinking.

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