290
ENGLISH LANGUAGE IN MEDICAL UNIVERSITY.
Abduazizova Sh., 209-group, I-pediatric faculty
Scientific advisor: Nabieva J.R.
TashPMI, department of Foreign languages, pedagogy and psychology
Actuality.
Currently, during the period of globalization and the emergence of a single
information space, knowledge of a foreign language, and first of all English, is becoming an integral
part of the characteristics of a highly qualified specialist. Almost all scientific discoveries made in the
world are subsequently described in English. Therefore, no one doubts that knowledge of the English
language in the modern world is the path to self-improvement, professional growth and international
activity. Any person engaged in scientific activities should be at the center of all the latest
achievements in their field. This is primarily true for medical specialists.
The aim of the study
to identify the readiness of graduates and medical specialists to conduct
written and oral communication in English and to identify the disadvantages of language training
Methods of study.
A review of the literature of various sources has been done
.
Self - study
analysis of students of Tashkent medical Institute was taken into account
.
Discussion.
Considering the requirements for language training of students, the number of
hours for teaching English in a medical university, the question arises: Who makes these
requirements? Why are there so few hours devoted to studying English at a medical university? In
universities of a different profile, the language is studied not only in the first, but also in the second,
and sometimes in senior courses. First-year students do not yet have knowledge of individual branches
of medicine. Therefore, one must rely on those that are studied in the first year. And this is anatomy,
biology, biophysics, chemistry (general and organic) and histology. The main one in this series is
anatomy. Accordingly, the teaching of the English professional language should be based on the
material of anatomical texts. These texts should not duplicate textbooks and lectures delivered at the
relevant department. They should carry additional information, expand the horizons of students in this
subject. You can also include materials on medical topics familiar from everyday life. It can be argued
that the knowledge and skills in the field of foreign languages acquired in the first year of a medical
university and at the postgraduate stage is completely insufficient for a graduate of a medical
university to begin his professional development in real life conditions and in accordance with modern
requirements. And modern requirements are continuous growth, increasing their professional
competence, which is impossible without continuous language development, improving skills in all
aspects of the English language.
Conclusion.
Based on the foregoing and taking into account the modern requirements for
specialists with higher education, it should be concluded that a foreign language should be studied
both at the senior courses of a non-linguistic university, and at the postgraduate stage. I would like to
end this paper with Socrat’s famous phrase: “I know that I know nothing”. It means that knowledge
is never-ending, especially for us, as future doctors.
References:
1.
Шойимова
,
Шохиста
,
Кахрамон Хаитов
, and
Акмал Рахматуллаев
. "
Вопросы эффективности
проектных технологий обучения в медвузах
."
Актуальные проблемы обучения социально
-
гуманитарных наук в медицинском образовании
1.1 (2023): 447-456.
