scholarly journals Peculiarities of Phonetic and Orthographic Adaptation of Latin Terms in English Clinical Terminology: On the Issue of Latin Terminological Competence Formation of Foreign Medical Students

2021 ◽  
Vol 19 (1) ◽  
pp. 173-202
Author(s):  
Olesia Lazer-Pankiv ◽  
Iuliia Pysmenna

Summary The article deals with the phonetic and orthographic adaptation of Latin terms in English clinical terminology in the context of Latin terminological competence formation of foreign medical students with English as the language of instruction. About 8,000 of the most common clinical terms selected from various lexicographic English sources have been studied on the basis of etymological and comparative approaches to demonstrate the grade of inconsistency in the reflection of Latin terms in modern English medical terminology. The quantitative analysis allowed us to determine and classify the main tendencies in the process of phonetic and orthographic development of Latin terms: (1) imitation of classical Latin spelling; (2) ‘simplification’ of classical Latin spelling; (3) syncretism of the first and second tendencies (parallel use of classical Latin and ‘simplified’ variants as synonyms). The analysis has also identified in some cases the phenomenon of ‘hypercorrectness’. The lack of a unified norm is reflected in all the analyzed reference sources, complicating the lexicographic description of medical terms as well as the process of teaching / learning the medical terminology. The proposed solution is to develop and implement some unified criteria for phonetic and orthographic adaptation of Latin terms in English. The possible ways to solve the problem are either to adhere to the etymological principle, returning ad fontes of medical terminology, and to use only non-monophthongized and non-simplified forms or to use monophthongized and phonetically and graphically simplified forms following the norms of modern English. Consistent adherence to one system of rules for the development of Latin terms is a needed requirement for the proper formation of terminological competence in medical students and correct use of terminology in their further professional activity.

Author(s):  
Elena Zinovyeva

We consider the issues of studying medical terminology in the lessons of the Russian language with a foreign audience. Medical terminology is a macroterminosystem consisting of subsystems (anatomical and histological, clinical, pharmaceutical), each of which has its own characteristics. This phenomenon must be considered in creating a system of tasks and exercises for teaching Russian as a foreign language to medical students. We analyze the methods of semanticization of medical terms, describe the principles of planning the program of the Russian language course for foreign medical students, suggest methods for developing the skills of dialogical speech at different stages of the lesson. We review and group the most productive methods of language aspects teaching, their use in writing and speaking; we present the criteria for the selection of educational material aimed at the formation and improvement of phonetic, lexical, grammatical, morphological and syntactic skills. Listening is a mandatory component of any Russian as a foreign language lesson. We present the possible topics and options for working with anatomical and clinical terminology. We conclude that teaching the language of the specialty for medical stu-dents should be diverse, multidisciplinary and include work to realize three main aims: teaching, developing and educational.


Fachsprache ◽  
2017 ◽  
Vol 34 (3-4) ◽  
pp. 125-145
Author(s):  
Ortrun Kliche

In this contribution I will analyse how medical students in their 5th year explain medical terms to simulated patients (SP) and which functions fulfil their inserted descriptionsin the explanation process. Two simulated doctor-patient conversations selected from a corpus of 273 conversations constitute the object of my study. They were videotaped in the training module Translating medical terminology in everyday language, constituting part of a simulation training (PJ-STArT-Block) for medical students at Cologne University. The analysing tools employed are the functional pragmatic approach to discourse and, more specifically, the speech action patterns “explaining” and “describing” as well as aspects fromconversation analysis regarding the role of the hearer. First, I will discuss how and to what extent the students’ and the SP’s general speech mode is influenced by the simulation itself.Then, I will analyse two exemplary transcribed excerpts of the exchanges, focussing primarily on the speaker. I will demonstrate that the addressees of the descriptions that introduce or interrupt an explanation are not primarily the hearers but actually the speakers themselves who need this communication phase to activate, to structure and to phrase their knowledge. In the conclusion I will recommend further linguistic research particularly on SP’s speech in simulated consultations.


2019 ◽  
Vol 8 (6) ◽  
pp. 138
Author(s):  
Hasan Mohsen Al-Wadi ◽  
Yusuf Sayed Sharaf Alkhabbaz

Comprehending English medical terms represents a major obstacle for medical students, especially the none-native English speaking learners that might lead some of them to failure sometimes. This study was intended to examine the usefulness of a “pre-lecture medical terminology guide” in improving those students’ academic achievement and class participation during their study of a physiotherapy course. A two-cycle approach of intervention was followed implementing a written pre-lecture guide in the first cycle, and a written pre-lecture guide with a 5-minute explanatory lecture in the second cycle. The obtained results showed a slight improvement in students’ scoring in the first cycle, but a significant one during the second cycle. In addition, the findings revealed students’ preference of pre-lecture medical terminology guide with a 5-minute explanatory lecture as an effective teaching method for them to understand the medical terms in English. The students also showed a positive feedback towards the pre-lecture guide and felt it helped them understand and memorize difficult medical vocabulary more easily. They also believed that the same technique should be used with other physiotherapy classes. 


Author(s):  
Nijolė Litevkienė ◽  

Medical terminology has an extensive and rich history in Latin and Greek languages. When Romans conquered Greece, the knowledge and language of both cultures merged, resulting in new medical concepts regarding disease treatment and containment. Medical records were chronicled by hand, creating medical terms and books. Although medical terms have been drawn from many languages, a large majority originate from Greek and Latin. Terms of Greek origin occur mainly in clinical terminology, while Latin terms make up the majority of anatomical terminology. Another reason for a large number of Greek medical terms is that the Greek language is quite suitable for building compound words. The article discusses the current state of anatomical terminology in Lithuania. The history of the Lithuanian nomenclature of anatomy dates back several centuries, during which the most frequently used Lithuanian anatomical terms were gradually developed. Every time, writing and publishing textbooks, methodological aids, and other anatomy books in the Lithuanian language, the authors interpreted various Latin anatomy terms in their own way and introduced new equivalents in the Lithuanian language. However, they often did not agree on the translation of various Latin terms into Lithuanian and their application to define various structures. The development and perfection of medical terminology is a long process. The most significant contribution in regulating Lithuanian anatomical terminology was made by Jurgis Žilinskas. The terms that we currently use can be found in his textbooks “Osteologija ir syndesmologija” (“Osteology and syndesmology”) (1932) and “Splanchnologija” (“Splanchnology”) (1934) (Litevkiene, Korosteliova 2012, 208). He initiated term regulation in his first textbook, “Lectures of Neurology” (1923), containing only Latin terms, well-formed according to Baseler’s nomenclature. The nomenclature of anatomy compiled by him was applied in other anatomy textbooks and the Dictionary of Medical Terms.


2014 ◽  
Vol 38 (1) ◽  
pp. 56-61 ◽  
Author(s):  
Ayman M. Awad ◽  
Abdulhadi A. AlAmodi ◽  
Mohammad A. Shareef ◽  
Ammar J. Alsheikh ◽  
Asim I. Mahmod ◽  
...  

The freshman academic year is one of the most difficult years that a medical student experiences in his/her academic life at a medical school. Freshmen are frequently faced with several challenges, such as adaptation to a new academic environment and its associated different methods of teaching, learning, skills, and assessment. The aim of this study was to describe a 4-wk innovative summer premedical program developed by senior medical students at the College of Medicine, Alfaisal University, in an attempt to improve/smooth the experience(s) of prospective freshmen. This report describes the objectives/strategies/methodologies used to tackle the top three identified freshman challenges, namely, 1) advancement of the academic/scholastic/educational background, 2) the development of college-required skills to succeed and excel in the freshman year, and 3) adaption to the college environment. At the end of the program, a survey was conducted to evaluate the effectiveness of the summer premedical program. Seventy-two students attended this program over the past three summers from 2010 to 2012, and twenty-nine students answered the survey with a response rate of 74.7%. Overall, >90% of the survey respondents reported an improvement in their understanding of basic medical science, integration, presentation skills, medical terminology, and junior-senior relationships. Furthermore, the survey highlighted the need for more focus on skills such as time management, participation in large-group discussions, and use of electronic resources, as >50% of respondents reported no improvement in these areas. In conclusion, this is the first report, to our knowledge, that describes a program developed by senior medical students to improve the experience of freshmen.


Author(s):  
Nazarova Mukaddas Yuldashbaevna

The article describes the importance of the lexicon component in teaching medical terms for English for specific purposes (ESP) students who study medicine. It deals with some problems in the process of teaching English as a foreign language (EFL) for medical students. This article discusses the methodology of teaching EFL effectively in the Karakalpak classroom. The present paper traces the evolvement of the significance of vocabulary in foreign language learning, and offers a look at several approaches, related to foreign language vocabulary knowledge development, that can be included as part of our classroom practices for the benefit of our learners. As a result of discussion and analysis we concluded that it is pivotal to make use of different methods in the process of teaching EFL for ESP students. KEY WORDS: English as a foreign language (EFL), English for specific purposes (ESP), medical terminology, teaching, learning, medicine.


2020 ◽  
pp. 148-152
Author(s):  
І. І. Vorona ◽  
O. D. Kolodnytska

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.


2015 ◽  
Vol 2 ◽  
pp. 110-121
Author(s):  
María Shcherbakova

В течение последних нескольких десятилетий проблемы терминологии привлекли внимание многих исследователей и ученых, что может объясняться растущей важностью науки в жизни людей. Развитие медицинской терминологии началось много веков назад и продолжается по сей день. Основная цель этой работы заключается в рассмотрении терминологического глоссария сердечно-сосудистой системы, созданного на основе  Nomina Anatomical 2001 года, а также в комплексном анализе перевода специализированной терминологии. Наряду с разработкой испано-русского двуязычного глоссария, мы также обратили внимание на анализ собранных данных и комментарии, которые могут предотвратить ошибки и путаницу среди переводчиков и получателей переведенной информации. Для достижения целей мы прибегли к методу анализа параллельных текстов на выбранную тему в испанском и русском языках, а также к методу визуализации, что позволило нам перевести термины из списка и гарантировать высокий уровень точности, объективности, корректности, эквивалентности и адекватности. Основной гипотезой данной статьи является то, что, несмотря на греческое и латинское происхождение большинства выбранных терминов на испанском и значительной их части в русском языке, дословный перевод представляет собой наиболее серьезную и наиболее распространенную ошибку, которую совершают переводчики медицинских текстов, что объясняется особенностями развития медицинских систем в русском и испанском языках, где каждая отрасль терминологии сосредоточилась на своих собственных эволюционных принципах.Resumen: En las últimas décadas, los problemas de la terminología han llamado la atención de muchos investigadores y científicos, lo cual se explica por la creciente importancia que adquiere la ciencia en la vida de las personas. La terminología médica empezó su formación hace siglos y sigue desarrollándose hasta el momento. El objetivo de nuestro trabajo es dar cuenta de la creación de un glosario de la terminología del sistema cardiovascular basada en la Nómina Anatómica del año 2001 y un análisis exhaustivo de la traducción de términos realizada. Además de la elaboración de un glosario bilingüe español-ruso también nos hemos centrado en el análisis de datos recogidos y comentarios que pueden prevenir errores y confusiones para los traductores y otros destinatarios. Para conseguir los objetivos propuestos hemos optado principalmente por el método de análisis de textos paralelos acerca del tema elegido en español y en ruso, así como el de la metodología de visualización, lo que nos ha permitido traducir los términos de la lista representada garantizando el máximo nivel de fidelidad, objetividad, precisión, equivalencia y adecuación. La hipótesis principal del presente artículo consiste en que, a pesar del origen griego y latín de la mayoría de los términos seleccionados en castellano y una gran parte de los términos en ruso, la traducción literal de éstos representa el error más grave y más frecuente de los traductores de los textos médicos ya que debido a las peculiaridades del desarrollo de los sistemas de lenguajes médicos en español y en ruso, la terminología de cada idioma ha seguido sus propias pautas de evolución.Abstract: During the last few decades the problems of terminology have caught the attention of many researchers and scientists which can be explained by the growing importance of science in the lives of people. Medical terminology formation began centuries ago and keeps developing nowadays. The main objective of this paper is to discuss the terminological glossary of the cardiovascular system created based on the Nomina Anatomical 2001 as well as the comprehensive analysis of specialized terminology translation. Apart from the development of the Spanish-Russian bilingual glossary, I have also focused on the analysis of data collected and comments that can prevent errors and confusion among translators and recipients of the translated information. To achieve the objectives the method of analysis of parallel texts on the subject chosen has been used in Spanish and in Russian, as well as that of visualization, which allowed us to translate the terms from the list and guarantee the highest level of fidelity, objectivity, accuracy, equivalence and adequacy. The main hypothesis of this article is that, despite the Greek and Latin origin of most of the terms selected in Spanish and a large part of the terms in Russian, their literal translation represents the most serious and most common mistake that translators in healthcare setting make due to the peculiarities of the development of medical systems in Spanish and Russian languages, where each language terminology has followed its own guidelines of evolution.  


Author(s):  
TATIANA V. LUKOYANOVA ◽  
◽  
LYUBOV M. KASIMTSEVA ◽  

He problem of interaction between language and society is more and more relevant in the modern world. Changes of the world have influenced the discourse in various spheres of communication. Moreover the progress of medicine has led to changes in the system of medical terms, and, consequently, to difficulties in understanding of terms in the ordinary consciousness. A person always wants to understand other people and to be understood by them. So it is the main goal of communication. The article deals with the issue of the functioning of medical terms in the minds of first-year French-speaking students. First-year stu- dents have the ordinary consciousness. Medical terms, which are studied by them (first-year students), function in the ordinary consciousness in incorrect form. It's because they are based on associations, feelings which the person has during the process of cognition, and, therefore, they must be interpreted. During the process of learning, there is a need to clarify the personal meanings that medical students have in regarding to special terms. In this article the author gives the results of the research concerning the French-speaking students' knowledge of medical terminology. The author gives examples of the perception and rethinking of medical terms based on common knowledge and examines the formation of scientific knowledge to develop the language of medicine in the consciousness of students and its competent use in the future.


2021 ◽  
Vol 12 (1) ◽  
pp. 22-31
Author(s):  
Fatiha Tasmin Jeenia ◽  
Afroza Hoque ◽  
Mehrunnissa Khanom ◽  
Selim Md Jahangir ◽  
Rozina Hoque ◽  
...  

Background: Bangladesh, A country with scintillating beauty of nature burdened with a dense population. Along with infectious diseases, tropical diseases are also prevalent here with a higher trend of non- communicable diseases as a result of industrialization. Practicing and prescribing as a doctor is a quite challenging profession here particularly when to deal with vast rural populations in a low resource facility. Medical education system is well developed in Bangladesh which follows traditional curriculum of teaching learning. Students are not accustomed with problem-based learning as it does not exist in curriculum. In order to confront with diverse disease pattern and overloaded population in this arduous backdrop of Bangladesh, problem- based learning can be a very effective tool for preparing medical students as an efficient, self- directed and insightful prescriber. This study was a primary step to introduce problem- based learning (PBL) to medical students of Bangladesh to evaluate the effectiveness of PBL in context of Bangladesh. Methods: Around 117 students of 4th year from 6 different medical colleges were randomly assigned for this study. Among them, half of the students attended PBL session for three days on a topic of Pharmacology and other students participated traditional lecture class. Following classes, odds ratio of performance was determined. MCQ, SAQ and total scores of assessment were compared. Comparison of scores was also done between male and female students of PBL group. Results: PBL students performed better than the LBL students. Odds ratio of their assessment performance was 252.08; with 95% confidence interval and lower range 53.89 and upper range 1179.28. The odds ratio showed strong association between PBL and student performance in Bangladesh context. Mean of total score was 30.7 ± 4.3 in PBL group and 17.2 ± 4.8 in LBL group. Total score was significantly higher (p= 0.000) in PBL group. Mean SAQ score in PBL and LBL group was 17.2 ± 2.2 and 5.3 ± 1.9 respectively which was extremely significant (p= 0.000). MCQ score mean was 13.4 ± 3.4 in PBL group versus 11.8 ± 3.7 in LBL group which was significantly higher in PBL group (p= 0.02). Among PBL group, total score and SAQ score was significantly higher in female students over male students. Conclusion: Significant findings of this study revealed PBL as an effective tool in Bangladesh context. Thereby, it is recommended from this study to take approaches for further study and initiative to incorporate PBL in curriculum as well. Bangladesh Journal of Medical Education Vol.12(1) 2021: 22-31


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