Abstract
This article examines the role of a multidisciplinary and context-based teaching model in developing medical-technical thinking in practical English classes. In modern higher education, English language instruction is no longer limited to general linguistic competence; it increasingly requires the integration of professional knowledge, subject-specific terminology, clinical reasoning, and technical literacy. This need is especially important for medical students, who must be able to understand, interpret, and communicate information related to medical devices, diagnostic procedures, patient care, and technological innovations in healthcare. The proposed teaching model combines English for Specific Purposes, medical terminology, technical vocabulary, clinical scenarios, problem-based learning, and simulation-based tasks. It encourages students to use English not only as a means of communication but also as a tool for professional analysis and decision-making. The article argues that context-based activities, such as role-plays, case studies, device-description tasks, and clinical problem-solving situations, help students connect language learning with real professional practice. As a result, learners develop the ability to analyze medical-technical information, explain the function of medical equipment, participate in professional dialogue, and apply English in authentic healthcare contexts.
The study emphasizes that a multidisciplinary approach increases students’ motivation, strengthens their professional vocabulary, and supports the formation of critical and analytical thinking. The findings suggest that practical English classes designed around medical and technical contexts can contribute to the development of both communicative competence and medical-technical thinking. Therefore, the model may be considered an effective pedagogical framework for improving ESP-oriented English instruction in medical higher education.