PSYCHOPEDAGOGICAL FRAMEWORK FOR DEVELOPING CLINICAL REASONING THROUGH INTEGRATED LEARNING OF LATIN MEDICAL TERMINOLOGY AND ENGLISH FOR SPECIFIC PURPOSES

The article aims to develop a psychological and pedagogical framework that explains the mechanisms underlying the development of clinical reasoning and cognitive flexibility through the integrated study of Latin medical terminology and English for Specific Purposes among medical students. Methods. The study is based on a theoretical analysis of scholarly literature in medical education, cognitive psychology, and pedagogy, combined with a conceptual synthesis of the principles of Dual Coding Theory, Conceptual Metaphor Theory, Cognitive Flexibility Theory, the Content and Language Integrated Learning approach, and contemporary models of clinical reasoning. Results. The psychological mechanisms underlying the development of professional thinking within an integrated language and discipline-specific learning environment are examined. A multilevel psychological and pedagogical framework integrating cognitivesemantic, cognitive-integrative, and communicative-application dimensions is proposed. It is substantiated that the development of clinical reasoning is facilitated through the sequential interaction of imagery-based encoding, conceptualisation, cognitive integration, knowledge transfer to professional practice, and the reflective restructuring of conceptual knowledge. Latin medical terminology is shown to perform a cognitive-semantic function by facilitating the formation and structuring of professional concepts, whereas English for Specific Purposes provides a communicative environment for their practical application in clinical case analysis, professional interaction, and diagnostic decision-making. Scientific novelty. The scientific novelty of the study lies in the development of a multilevel psychological and pedagogical framework that theoretically substantiates the interaction between the cognitive-semantic functions of Latin medical terminology and the communicativeapplication potential of English for Specific Purposes in the development of clinical reasoning and cognitive flexibility among medical students. Practical significance. The developed model may serve as a theoretical basis for designing and implementing integrated courses in Latin medical terminology and English for Specific Purposes, as well as for developing learning activities aimed at fostering clinical reasoning, cognitive flexibility, and the transfer of professional knowledge from the preclinical stage of medical education. Conclusion. The proposed framework extends the current theoretical understanding of the relationship between cognitive processes, language education, and clinical reasoning and demonstrates the potential of integrated language and discipline-specific learning for supporting the development of professional thinking among medical students.