Simulation-based clinical situations in the process of teaching English for professional purposes

Abstract

The article investigates the effectiveness of simulation-based clinical scenarios in teaching English for Professional Purposes (EPP) to medical students. The study aims to theoretically substantiate and empirically verify the pedagogical effectiveness of simulation technologies in the development of professional communicative competence among future healthcare professionals. The research was conducted as a quasi-experimental study involving 60 second- and third-year medical students divided into control and experimental groups. The experimental group participated in simulation-based communicative activities integrated into EPP classes, whereas the control group studied according to traditional instructional methods. Data collection methods included pre-test and post-test assessment, analytical evaluation rubrics, classroom observation, student reflection forms, and statistical analysis using Student’s t-test and Cohen’s d coefficient. The results demonstrate statistically significant improvements in communicative activity, medical terminology acquisition, clinical interaction skills, and stress resistance among students exposed to simulation-based instruction. The study confirms that simulation-based learning creates authentic communicative environments that facilitate contextual vocabulary acquisition, spontaneous speech production, critical thinking, and interdisciplinary interaction. The article discusses pedagogical implications, methodological limitations, and future perspectives of integrating digital technologies, virtual simulations, and artificial intelligence into EPP instruction.