The article is devoted to relevant issues of the implementation of an integrative approach while teaching Russian to foreign students of medical universities as illustrated by their professional training. Following the didactic task of forming  an integral professional and communicative competence of a future doctor, the possibilities of creating a single speech space at the junction of Russian as a  foreign language, Latin, biomedical, and clinical disciplines are characterized. Competence-oriented tasks for development of speech and language  skills are reviewed. Special attention is paid to linguistic and didactic  hurdles that arise while teaching foreign students a specialized medical language. It stresses that success of the integrative approach depends on the collaboration  between different university departments. The results of the work serve as a basis  for modeling integrative learning in professional communication at a medical  university.