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Vol. 3 No. 12 (2026)
Philology

Articles

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF TEACHING ENGLISH THROUGH AN INTEGRATED COMPETENCY-BASED APPROACH IN HIGHER MEDICAL EDUCATION INSTITUTIONS

DOI 10.63294/isja/vol3iss12/248 Google Scholar Google Scholar Pages 106-115

Published 2026-09-29

Authors
Аyatov Raximberdi Ibragimovich
Affiliation
Alfraganus University Filologiya fakulteti Tillarni o‘qitish markazi katta o‘qituvchisi
Alfraganus — Vol. 3, Issue 12 (2026), Philology
PDF (Uzbek)

Abstract

This article investigates the theoretical and methodological foundations for developing the professional-linguistic competence of prospective physicians in higher medical education institutions through an integrated competency-based approach. The cognitive limitations of the traditional grammar-translation method are scientifically substantiated, and a novel pedagogical framework synthesising CLIL (Content and Language Integrated Learning) and EMP (English for Medical Purposes) is proposed. The paper systematises the didactic mechanisms of Case-Based Learning (CBL), the international SOAP documentation standard, the Calgary-Cambridge consultation guide, and medical deontology within language pedagogy. The theoretical insights contribute to the conceptual modernisation of medical curricula in alignment with global standards (WFME, EBM).

Keywords

Integrative approach, CLIL theory, English for Medical Purposes (EMP), professional competence, cognitive-linguistic reasoning, Case-Based Learning (CBL), SOAP note, Calgary-Cambridge model, medical deontology, Evidence-Based Medicine (EBM)

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