This article examines Latin and medical terminology as an applied component of professional language education for future physicians within the competency-based model of higher education. Using a comparative approach, it analyzes contemporary practices of teaching Latin and medical terminology in medical universities of Europe (within the framework of the Bologna Process and quality assurance culture) and in the Republic of Uzbekistan (taking into account the multilingual educational environment and current methodological trends). The study demonstrates that the effectiveness of terminological education increases when instruction shifts from a traditional grammar–translation model to a morphemic and terminoelement approach (decoding terms through prefixes, roots, and suffixes), interdisciplinary integration (anatomy–propaedeutics–clinical disciplines), and digital learning support (LMS-based drills, spaced repetition, and error analysis).

A structured model of terminological competence for future physicians is substantiated, including lexico-semantic, word-formation, normative, clinical-communicative, and digital components. Practical recommendations are proposed for designing a “Latin-based Medical Terminology” module in medical universities of Uzbekistan based on international research on digital interventions and regional studies on terminological literacy.

Latin language, medical terminology, terminological literacy

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