The article explores the adaptation of foreign language teaching methods for medical students in the context of online education. The authors analyze how digital tools, such as interactive platforms, virtual simulations, and mobile applications, can be used to improve the acquisition of medical terminology, develop communication skills, and maintain student motivation in a distance learning environment. The study is based on a mixed-methods design, combining quantitative and qualitative approaches, and involves 80 students and 10 instructors from two medical universities. The results of the study showed significant improvements in students' knowledge of medical terminology and communication skills after an eight-week online course. The average scores of students increased from 68.2 to 76.9, indicating a large effect size (Cohen's d = 0.94). Additionally, there was an increase in behavioral, cognitive, and emotional engagement among students, confirming the effectiveness of interactive teaching methods, such as role-playing, group discussions, and the use of multimedia materials. However, the study also identified certain challenges, including technological barriers, social isolation, and unequal access to stable internet connections. Some students felt disconnected from their peers and instructors, highlighting the importance of community-building measures in the online environment. The authors suggest using strategies based on cognitive and multimedia learning theories to overcome these difficulties and enhance the effectiveness of online courses. In conclusion, the study emphasizes that well-designed digital strategies can significantly improve foreign language proficiency, motivation, and attitudes of medical students toward technology-driven learning. The integration of authentic clinical scenarios, the use of technology for interactivity, and the support of students' emotional well-being create a dynamic virtual environment that meets the high demands of medical communication.