A Model For Developing Latin Terminological Competence In Medical Students

Abstract

Latin continues to function as a reference language for medical terminology, most clearly in standardized anatomical nomenclature and in stable term patterns used across education and professional communication. The persistence of Latin forms is not merely historical: it supports precision, international interoperability, and the ability to decode and produce structured terms. This article proposes a competency-oriented model for developing Latin terminological competence in medical students. Using a design-and-argument methodology, the model is constructed by aligning (1) the requirements of contemporary anatomical standardization, where Terminologia Anatomica serves as a key international reference; (2) evidence that Latin terminological units remain active in modern medical writing; and (3) outcome-based curriculum design principles from competency-based medical education and constructive alignment. The results of the modeling process are presented as an integrated framework consisting of goal, content, process, and assessment components, organized developmentally from foundational grammatical literacy to clinically situated terminological performance. The discussion explains how the model can reduce common errors (incorrect agreement, misreading of genitives, and unstable plural usage), strengthen interdisciplinary integration with anatomy and clinical documentation, and provide reliable assessment through transparent performance indicators. The article concludes that Latin terminological competence is best developed as a staged, practice-based competence supported by standard terminology resources and aligned assessment rather than as isolated memorization of word lists.