INTERCULTURAL ASPECT OF TEACHING MEDICAL ENGLISH IN THE CONTEXT OF GLOBALIZED EDUCATION

The article considers the theoretical and methodological foundations of integrating the intercultural aspect into teaching medical English in the context of globalized education. It is emphasized that proficiency in English in the medical field goes beyond mastering lexical and grammatical skills and requires the development of intercultural competence in students, ensuring effective interaction in multilingual and multicultural professional teams. The methodological basis of the study includes the analysis of domestic and foreign scientific works on intercultural communication (Byram, Kramsch, Deardorff, etc.), a comparative study of the curricula of medical universities in different countries, as well as modeling of pedagogical situations reflecting the peculiarities of communication between a doctor and patients of different cultural traditions. The study revealed three key dimensions of the intercultural aspect: linguistic-pragmatic, ethical and pedagogical. It was found that medical terms and concepts often have culturally conditioned differences, which leads to the need for their additional explanation in the learning process; the doctor's communicative strategies vary depending on the cultural context; Multinational environment in classrooms promotes tolerance and development of intercultural skills in students.