INTERDISCIPLINARY APPROACHES TO ENGLISH FOR SPECIFIC PURPOSES IN MEDICAL EDUCATION: A THEORETICAL FRAMEWORK FOR COMPETENCY DEVELOPMENT

Abstract

This article examines the theoretical foundations and pedagogical significance of interdisciplinary connections in the training of future medical professionals within higher medical education institutions. It emphasizes the ongoing shift from a traditional knowledge-based paradigm to a competency-based model of education, in which the integration of disciplinary content is considered a fundamental prerequisite for developing comprehensive professional competence in medical students. Medical practice today requires not only solid grounding in basic and clinical sciences, but also the ability to communicate effectively in interprofessional and international environments, engage with evidence-based resources, and participate in the global scientific community, where English serves as the primary medium of professional communication. The study analyzes key contemporary frameworks. These approaches collectively provide a conceptual basis for integrating language and subject-matter learning in medical education. Within this framework, English for Specific Purposes is viewed not merely as an isolated academic subject, but as a functional instrument for acquiring professional knowledge, developing clinical reasoning, analyzing medical cases, and accessing international research outputs. Particular attention is given to the role of authentic learning materials and interdisciplinary instructional design in enhancing the quality of medical training. The synthesis of current scholarly literature demonstrates that interdisciplinary integration contributes to the formation of a coherent system of professional competencies, strengthens knowledge retention, and facilitates the transfer of theoretical learning into clinical practice. It also promotes critical thinking and improves students’ readiness for complex decision-making in real healthcare contexts.