Effectiveness of the CLIL Approach in Developing Professional English Competence of Medical Students

In the context of modern globalization, the expansion of international scientific collaboration in the field of medicine, the predominance of medical information presented in English, and the necessity for future doctors to operate in a global professional environment significantly increase the relevance of developing professional English competence in medical higher education institutions. Furthermore, in contemporary medical education, processes such as clinical decisionmaking, rapid analysis of scientific information, and the assimilation of international experience are largely carried out in English, which further enhances the importance of this competence. In this regard, the need to teach English to medical students not through traditional methods, but in an integrated professional context, necessitates the application of innovative pedagogical approaches, particularly the CLIL (Content and Language Integrated Learning) approach.
The main objective of this study is to determine the theoretical foundations, linguodidactic mechanisms, and practical effectiveness of the CLIL approach in developing the professional English competence of future medical specialists. To achieve this goal, the concept of professional competence in the context of medical education was analyzed, the specific features of teaching English within the framework of English for Medical Purposes (EMP) were identified, and the core principles of the soft CLIL approach were examined. Its effectiveness was evaluated through experimental research.
The study employed both theoretical methods (analysis, comparison, generalization) and empirical methods (questionnaires, tests, pedagogical experiment). The experimental research was conducted among first-year students at three medical higher education institutions, with participants divided into control and experimental groups. Students’ professional English competence was assessed through pretest and post-test results in vocabulary, reading, and writing skills.
The findings indicate that the soft CLILbased instructional approach demonstrates higher effectiveness compared to traditional methods in developing students’ professional English competence. Significant improvements were observed in terminological knowledge, comprehension of professional texts, writing skills, and elements of clinical thinking.
In conclusion, the CLIL approach serves as an effective pedagogical tool in medical education, facilitating the integrated development of students’ communicative, terminological, and cognitive competences, and preparing them for successful participation in the global professional environment.