TEACHING THE FORMULATION OF THE FINAL PART OF THE EPICRISIS: A COMPARATIVE ANALYSIS OF METHODS FOR TEACHING RFL AND MEDICAL ENGLISH

Abstract

This article explores methods for teaching the formulation of the final part of the epicrisis in Russian and English, emphasizing differences in approaches and methodologies. By comparing instructional strategies and linguistic features, the study aims to optimize medical language education for students requiring bilingual proficiency in medical documentation. The findings contribute to medical language acquisition research and suggest strategies for improving multilingual medical documentation training.