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ISSUES OF PROFESSIONAL NEEDS IN TEACHING COMMUNICATIVE SPEECH
TO MEDICAL STUDENTS
I.A. Matveeva
Andijan State Medical Institute, Uzbekistan
Department of Foreign Languages
Annotation:
Foreign language acquisition has become an integral component of the professional
training of specialists across disciplines. Non-philological higher education institutions have
incorporated specialized, professionally oriented foreign language courses into their curricula.
There is a need for long-term, high-level instruction in professionally oriented English for
medical students. The implementation of innovative forms and methods in foreign language
instruction within medical universities will facilitate language acquisition as well as equip
students for successful professional careers in international contexts.
Key words:
professional challenges, professionally oriented foreign language courses,
experience exchange, academic and professional contexts, communicative approach,
communicative skills, the ability to respond appropriately, demands of the labor market.
The large-scale reforms and updates currently being implemented within the framework of
modernization and optimization of higher education in Uzbekistan are yielding positive
outcomes. Numerous tasks have been assigned to the pedagogical community in the field of
medical education, one of the primary being the training of highly qualified specialists capable of
addressing a wide range of professional challenges under diverse conditions and in various
contexts.
In today’s society, foreign language acquisition has become an integral component of the
professional training of specialists across disciplines. The quality of their language preparation
significantly influences their ability to successfully address professional tasks and to expand
cooperation with international partners. In line with this, non-philological higher education
institutions have incorporated specialized, professionally oriented foreign language courses into
their curricula.
Therefore, universities must ensure that students achieve a certain level of foreign language
proficiency, enabling them to continue language learning independently after graduation. A
number of comprehensive measures and regulations are aimed at achieving these goals. In
particular, the Presidential Decree of the Republic of Uzbekistan No. 4310, "On Measures for the
Further Development of the System of Medical and Pharmaceutical Education and Science,"
dated May 6, 2019 [1], emphasized the expansion of international cooperation with leading
foreign institutions in the fields of medicine and education. This is to be achieved through the
organization of international conferences and seminars, the conduct of joint international
scientific research, the invitation of foreign scholars and educators for master classes and
experience exchange, as well as the implementation of academic exchange programs for medical
students—initiatives that undoubtedly necessitate foreign language proficiency at an academic
level.
The Resolution of the Cabinet of Ministers of the Republic of Uzbekistan No. 312, "On
Measures for the Effective Organization of the Promotion of Foreign Language Learning" [2],
dated May 19, 2021, facilitates the implementation of initiatives aimed at expanding
opportunities for the study and practical application of foreign languages in both academic and
professional contexts. This implies that foreign languages have become an integral part of the
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daily routine of contemporary medical students. In lecture halls, they attend presentations
delivered by invited experts in their respective fields in the international language of science;
they search for supplementary information across global internet resources; they independently
prepare academic reports utilizing digital information tools; and they assist foreign students in
adapting to new environments by engaging in academic and everyday communication.
Furthermore, academically successful students enter the realm of scientific inquiry, publish
abstracts, participate in international Olympiads, and progress through competitive selection
processes for international academic exchange programs. In this context, there is a pressing need
for long-term, high-level instruction in professionally oriented English for medical students.
Such instruction is essential for fulfilling the future healthcare professional’s needs in developing
personal, professional, and scientific potential.
The undergraduate curriculum for medical specialists of all fields includes the discipline
"Foreign Language in Medicine." Within the framework of this course, future physicians not
only acquire knowledge of medical terminology, grammar, and general vocabulary, but also
develop practical communication skills. These include the ability to ask relevant questions,
express thoughts clearly and concisely, and participate in discussions and presentations. These
competencies enable effective communication in English and other languages, which is
particularly significant in today’s globalized world. Proficiency in a foreign language in the field
of medicine is not merely an advantage, but rather a prerequisite for the professional
development and career advancement of a specialist. [3]
In contemporary language education, the focus has shifted from a linguistic paradigm to a
communicative approach. The primary objective of teaching university students today is the
development of communicative competence, which encompasses a set of speech behaviors
oriented toward the ability to adapt to various communicative contexts. The main goal of
language instruction from a communicative perspective is to cultivate oral and written language
skills in diverse forms and modes of expression. The mechanisms for addressing communicative
tasks define the content of the academic discipline, including the integration and interaction of
both linguistic and speech components. The development of communicative skills is particularly
crucial for healthcare professionals, as effective interpersonal communication significantly
enhances the quality of medical care. Numerous studies have highlighted the importance of
communication within healthcare settings. For instance, M. Stewart et al. [4] (2000) and S.
Greenberg et al. [5] (2009) conducted meta-analyses demonstrating a direct correlation between
physician–patient communication and patients' adherence to effective treatment regimens, owing
to the establishment of trust-based relationships. Conversely, communication gaps and language
barriers negatively affect doctor–patient relationships, fostering feelings of isolation and mistrust.
L. Kadagidze states that "the inability to communicate effectively between patients and
healthcare professionals due to language barriers threatens both the quality of medical care and
patient safety" [6]. Similarly, Jonathan McFarland emphasizes that "strong communication skills
are an integral component of medicine and other healthcare fields. Communication is important
not only for the interaction between professional and patient, but also within the medical team"
[7].
Training in communicative skills within English language classes contributes significantly to the
success and effectiveness of future medical professionals. The aspect of professional needs in
teaching communicative speech to students of medical disciplines has been addressed in the
works of Y.A. Neprokina [7], who pays particular attention to medical discourse; in the
dissertation of T.D. Bashkueva [8], which investigates the formation of professionally
communicative competence among medical students; and in the research of Zh.I. Zherebtsova
[9], who outlines methodological foundations for the development of communicative
competence among international medical students within academic-professional contexts.
Z.K. Temirgazina and Zh.K. Temirgazina conclude that "the ultimate goal of professionally
oriented language instruction is the acquisition of foundational communicative competence by
future medical professionals" [10]. Aligning with the views of many researchers, they argue that
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the purpose of communicative competence in medical education includes the following: the
ability to integrate acquired knowledge and construct monologic discourse on professional topics,
expressing thoughts and ideas in a coherent and logical manner; the capacity to respond
appropriately to interlocutor speech behavior, establishing a communicative atmosphere and
sustaining professional dialogue; adherence to norms of speech etiquette in professional
interactions with colleagues and patients, and the ability to respond appropriately to a range of
communicative situations; active participation in conversation, the ability to express one’s
position and substantiate one’s viewpoints; the ability to adequately comprehend and respond to
the interlocutor’s arguments; the competence to conduct professional dialogues and formulate
pertinent questions for resolving medical issues; mastery of communicative contexts in
professional environments, enabling effective interactions with colleagues and patients using
specialized medical terminology and discourse.
Today, higher education institutions in Uzbekistan are setting the objective of integrating new
methodologies into updated language curricula aimed at developing the communicative abilities
of future medical professionals in ways that closely reflect real-world professional contexts. The
competency-based approach [11], [12] to this issue emphasizes not only the retention of
information but also the development of problem-solving skills. Accordingly, technologies for
fostering professional competence should be practice-oriented and contribute to students’ ability
to address professional challenges effectively. Foreign language competence can be viewed as
the development of the ability to perform effectively within a specific domain of professional
activity, involving the application of specialized knowledge, skills, cognitive strategies, and a
sense of responsibility for one’s actions—actions that are directed toward the organization and
implementation of creative potential in the professional sphere. The process of communication
[13], in its diverse forms, plays a key role in the realization of the functional properties of both
professional and personal competence, particularly in integrating the development of creative
abilities.
Communicative skills encompass a specific set of verbal and non-verbal methods of
constructive interaction essential for physicians in particular clinical and professional scenarios.
Speech is only one of many modes of message transmission that have been employed in human
society since ancient times.
The professional needs associated with teaching communicative speech to medical students have
been extensively addressed by both domestic and international scholars, including S.Kh.
Sagantaeva [14], T.V. Kolomiyets [15], G.A. Belenkova [16], M.K. Baitakova, A.K. Derbisalina
[17], I.Z. Azizova, V.V. Akindinov, S.A. Batashev [18], O.O. Aivazyan [19], S.T. Saleh Ahmed,
S.V. Pawar [20], and N.J. Jalolova [21].
We align ourselves with their perspectives regarding the theoretical and practical dimensions of
teaching communication skills to healthcare professionals and medical students. In our view, the
current context necessitates that the foreign language education system in medical universities be
adapted to the real needs of students and the demands of the labor market. In this regard, we
propose several directions that may contribute to the improvement of this system:
1.Mandatory Integration of Language and Profession: Language instruction must be explicitly
aligned with specific areas of medical specialization. For example, courses should incorporate
discipline-specific medical vocabulary, terminology, and real-life scenarios that students are
likely to encounter in their future professional practice.
2.Utilization of Modern Technologies: The adoption of online platforms, mobile applications,
and interactive tools can significantly enhance accessibility and engagement in the learning
process. Virtual reality (VR) and artificial reality (AR) technologies can create immersive
language environments—
immersion
referring to a perceptual mode that evokes a sense of
presence within an artificially created environment.
3.Project-Based Learning: Students may engage in authentic projects that necessitate the use of a
foreign language. Such projects could include collaboration with international organizations or
participation in global competitions. In the medical education context, this most directly entails
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the study of specialized medical subjects delivered in English (EMI – English as a Medium of
Instruction).
4.Communicative Approach: Emphasis should be placed on developing communication skills
rather than focusing exclusively on grammar and vocabulary. This may include role-plays,
debates, and discussions on current issues within the academic setting. In order to effectively
achieve instructional objectives, each instructor must apply relevant methodologies and
pedagogical strategies.
5.Cross-Cultural Programs: Organizing academic exchanges and internships abroad enables
students not only to improve their language proficiency but also to acquire cultural awareness—
an essential competency for working in international environments. Agreements signed by
Andijan State Medical Institute with leading universities in Germany, Slovakia, India, South
Korea, the Russian Federation, and Belarus provide for academic exchanges involving
undergraduate students, clinical residents, and graduate students.
6.Individualization and Personalization of Learning: Accounting for diverse learning styles,
paces, and student interests allows the creation of a more effective educational environment—
one in which students are empowered to realize their individual potential and personal learning
objectives.
7.Feedback and Assessment: Regular evaluation of student progress through formative
assessment methods—a continuous process of gathering information on student achievements to
adjust instruction and guide learners toward educational goals—enables timely and effective
adjustments in the learning process.
Thus, the implementation of innovative forms and methods in foreign language instruction
within medical universities will not only facilitate language acquisition but also equip students
for successful professional careers in international contexts.
References:
1.
Presidential Decree of the Republic of Uzbekistan No. PP-4306
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On Measures for
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Resolution of the Cabinet of Ministers of the Republic of Uzbekistan No. 312
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On
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