Latin has traditionally served as the linguistic foundation of medical science, providing precision, consistency, and universality in professional communication. Medical terminology is largely based on Latin and Greek lexical elements, among which suffixes play a crucial role in the formation and semantic structuring of terms. This article examines the functional and semantic classification of Latin suffixes used in medical terminology and analyzes their role in the formation of nouns and adjectives that denote pathological processes, physiological actions, clinical outcomes, qualitative characteristics, and diminutive meanings. The study also focuses on methodological approaches to teaching Latin suffixes in medical education. Systematization and classification, comparative linguistic analysis, contextual learning, digital and game-based technologies, spaced repetition, and the CLIL (Content and Language Integrated Learning) approach are examined as effective strategies for improving terminological competence. The findings demonstrate that suffix-oriented instruction enhances students’ ability to analyze, understand, memorize, and accurately use medical terms in both academic and clinical contexts. The results of this study may be applied in the development of medical curricula, teaching materials, and instructional methodologies aimed at optimizing the acquisition of medical terminology in higher medical education.

Latin language; medical terminology; suffixation; word formation; linguistic competence; medical education; CLIL approach; teaching methodology

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