AN INTERACTIVE METHOD OF TEACHING MEDICAL TERMINOLOGY

Abstract

Medical terminology is the language through which future physicians read, write and speak about health and disease, yet it is still frequently taught as a long list of words to be memorised. This article examines an interactive method of teaching medical terminology that replaces passive memorisation with active, collaborative and context-based learning. The proposed model combines word-element analysis, problem-based vignettes, cooperative group work, role-play and digital tools in a four-stage cycle: orientation, discovery, practice and reflection. The paper describes the theoretical background of the method, outlines its stages and classroom techniques, proposes criteria for assessment and discusses the conditions under which it works best. The analysis suggests that interactive teaching increases learner motivation, supports long-term retention, develops communication skills and prepares students for clinical practice. The model can be adapted to medical universities and colleges where Latin, Greek and English terminology is taught to first-year students.