Many medical terms have been replaced by descriptive names taken from everyday vocabulary, ancient mythology, etc. due to the lack of an appropriate term reflecting a body organ or a disease in ancient times. Knowing the etymology of the medical terms contributes to their deeper and better understanding, memorizing and practical use by highly qualified future physicians. All of these issues prompted us to write the article. Latin was the international language of medicine until the 18th century. Greek terms were created at the times of Hippocrates, Galen and their precursors. Aul Cornelius Celsus established the basis of Latin medical terminology as well as Latin terms were created in the Middle Ages. Most of the Greek terms were Latinized. Modern European languages vocabulary gradually penetrated into medical terminology only in the 19th century. Much of the medical vocabulary consists of the names due to metaphorization phenomenon of common names, and the names of household items. Such names can be subdivided into three groups according to a theory of nomination. The first group includes lexe­mes according to the association in appearance, e.g., membrana arachnoidea (derives from Geek αραχνη (arachne, es f–a “spider”)) has English equivalent the “arachnoid membrane” of the brain. The second group covers terms due to functional similarity, e.g., incus, ūdis f denoting an “anvil” or “incus” (one of the auditory ossicles contained in the tympanic cavity) resembling the anvil used in black­smithing. Both terms according to the association in appearance and functional similarity belong to the third group, e.g., pelvis, is f denotes a “basin” or “container” in colloquial language and it means a “pelvis” in anatomy, e.g, pelvis minor – the “lesser or true pelvis”, pelvis maior – the “greater pelvis”. The prospects of further research are in the study of mythonyms and eponyms according to the great importance of developing future physicians’ terminological competence and clinical thinking.

The article points out the specifics of future nurses’ terminological competence development by using Latin medical terms. Mastering Latin medical terminology is obligatory for intercultural communication particularly in the nurses’ professional activity. The course “Latin and the Basis of Medical Terminology” contributes to the future nurses’ development of linguistic and terminological culture during professional training. Modern requirements include mastering the professional language (terminology) for specialists in different fields of knowledge. Understanding between colleagues and the qualified treatment often depend on the ability to formulate correctly special information orally or in written form, and the ability to be able to communicate professionally with co-workers more fluently and more confidently. Knowledge of professional terminology helps to gain a deeper understanding of specialized literature and to develop professional erudition. Nowadays, it is necessary to use methods allowing to optimize the educational process due to the most effective use of allotted time for the nurses’ terminological competence development. The nurses’ terminological competence is developed during the study of the course “Latin and the Basis of Medical Terminology”. It will help nurses master Professionally Oriented Study Programmes: Anatomy, Histology, Therapy, Clinical Courses, Chemistry, Pharmacology, Pharmacognosy, etc.

The article reveals the role and importance of the project method of Latin teaching; to represent the sample of the project “Latin and Greek medical terminology and their corresponding national equivalents in English”. The basic terminology competence of medical students is formed in Latin lessons because Latin vocabulary is used in Anatomy, Histology, Chemistry, Biology, as well as further clinical disciplines. Thus, the principle of close interdisciplinary integration helps students better understand the nature of the anatomical, histological, pharmaceutical, and clinical terms. Project-based learning to teach Latin and Greek medical terminology contributes training in logical thinking, boosting cognitive processes essential for medicine, and causes the development of research and creative skills of medical students, the ability to independently construct their knowledge, navigate the information space and think critically. It has been found that the use of project learning combined with all necessary elements of co-operating training of future medical workers greatly facilitates their creative training, development of communicative skills and contributes to independent decision-making. The efficient using project-based learning to teach Latin and Greek medical terminology in higher medical educational institutions in combination with conventional teaching and technical support provides the highest quality of the educational process.

The article summarizes the experience of learning Latin aphorisms, quotes, sayings and proverbs at Latin lessons by medical students, and represents their samples, and their corresponding national equivalents in English and Ukrainian. Nowadays, it is difficult to name the branch of human activity where Latin phrases would not sound. Latin as a unifying link between antiquity and modern European culture promotes the formation of “homo moralis” (pure morality). Latin aphorisms absorbed the most valuable experience gained from the knowledge of man, natural phenomena, customs of the people, cultural life or history. They develop the intellectual level of the person, his/her outlook and give the opportunity to distinguish good from evil, unmistakably feel the truth and falsehood. Many biblical sayings (the Bible was translated into Latin in the IV century AD) are used in modern Ukrainian, English, French, Russian and other European languages. Wise and concise Latin proverbs (which express the precepts for descendants about interpersonal relationships), apt and witty aphorisms have taken the place of honor in the international multilingual phraseological foundation. This is certainly due to the great historical importance of Latin in the development of European civilization, science, culture, and education. In Latin lessons, we encourage medical students to study aphorisms on a variety of topics, including those that promote healthy lifestyles and condemn habits adversely affecting human health, such as alcohol abuse. The efficient implementation of Latin aphorisms as a component of socio-cultural training in medical schools provides the highest quality of the educational process.

Мета роботи – з’ясувати особливості формування позитивної мотивації до вивчення англійської мови (за професійним спрямуванням) у студентів медичних ВНЗ за допомогою інтерактивних технологій і методів навчання. Основна частина. У статті обґрунтовано ефективність застосування інтерактивних технологій і методів навчання у поєднанні з традиційними в процесі формування позитивної мотивації до вивчення англійської мови (за професійним спрямуванням) у студентів медичних ВНЗ. З’ясовано рівень сформованості позитивної мотивації до вивчення англійської мови (за професійним спрямуванням) у студентів-медиків за допомогою інтерактивних технологій і методів навчання. Висновок. Вміле використання інтерактивних методів і технологій у поєднанні з традиційними сприяє формуванню позитивної мотивації до вивчення англійської мови (за професійним спрямуванням) студентами медичних ВНЗ, їхній якісній фаховій іншомовній підготовці, розвиває професійні уміння на навички, активізує творчий потенціал, підвищує зацікавленість навчальною дисципліною.