Abstract
The role of the principle of self-sufficiency in providing cognitive properties of educational terminological dictionaries and narrow-profile dictionaries representing microterminosystems of medicine and biology is analyzed. The most general features of dictionaries that hinder the cognitive process and make it difficult to master the terminological system as a whole are considered. These include the use of terms that have not been defined in the dictionary, the lack of attention to the presentation of synonyms, and the use of a cluster arrangement of terms in an educational dictionary. The main reasons for the departure from self-sufficiency and measures to comply with it are discussed.
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