Abstract:
The development of professional communication skills has become a central
objective of Medical English instruction in contemporary international medical
education. One of the most effective ways to bridge the gap between general
language proficiency and professional medical communication is the integration of
authentic clinical discourse into language teaching. This article explores the
pedagogical potential of clinical case reports as a tool for developing professional
English competence among medical students. Drawing on teaching practice at
Tashkent State Medical University, the study examines how clinical narratives
support terminology acquisition, discourse organization, and clinical reasoning in
English-medium instruction. Clinical case reports expose students to authentic
patterns of medical communication, including patient history presentation, symptom
description, diagnostic interpretation, and treatment explanation. The findings
indicate that systematic engagement with case-based texts enhances students’ ability
to interpret medical information, structure professional speech, and participate
confidently in academic and clinical discussions. The study argues that clinical case
reports function not only as reading materials but also as models of professional
thinking and communication, facilitating the transition from language learning to
professional practice in medical education.
