A MODEL FOR USING INTERACTIVE METHODS IN THE PROCESS OF TEACHING PHARMACEUTICAL TERMINOLOGY

Abstract

This paper presents a comprehensive model that integrates interactive teaching methods into the teaching of pharmaceutical terminology and chemical nomenclature in Latin-language classrooms.

The relevance of the study is determined by the increasing demands on the quality of professional training of future pharmacists, where proficiency in pharmaceutical terminology and chemical nomenclature in Latin is a key element of professional competence.

The novelty of the work lies in the development and substantiation of a comprehensive model for the integration of interactive teaching methods into the process of studying Latin in pharmaceutical education. The model represents a consistent system from the analysis of students’ needs to the final assessment of results, aimed at improving the professional readiness of students.

The aim of the study is to create and describe a methodological model aimed at improving the effectiveness of teaching pharmaceutical terminology and chemical nomenclature through the use of interactive technologies.

The research methods used included analysis of scientific literature on pedagogy and pharmaceutical education, structural and functional modeling, systematization of interactive technologies, as well as pedagogical observation and assessment of students' academic achievements.

As a result, a multi-stage model was developed, including a motivational block, communication of the topic and expected results, provision of necessary information, completion of interactive tasks, summing up and reflection. It has been established that reflection is an important component of the model, allowing students to understand ways to achieve educational goals, and the teacher to objectively assess the level of professional terminological competence.

The theoretical value of the study lies in clarifying the essence of the concept of “interactive” in the context of professionally oriented language education and in substantiating the structural elements of an interactive educational model. The practical value lies in the possibility of using the proposed model when conducting Latin language classes in pharmaceutical universities.