THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF DEVELOPING CLINICAL COMPETENCY IN FUTURE PHYSICIANS THROUGH THE USMLE CURRICULUM
Abstract
This article examines the theoretical and methodological underpinnings of developing clinical competency in future physicians within the context of the United States Medical Licensing Examination (USMLE) curriculum. Drawing on international medical education standards and a comprehensive review of global pedagogical literature, the study identifies critical deficiencies in Uzbekistan's current medical training system and proposes a conceptual framework for reform. The paper analyzes seven core competency dimensions—cognitive-integrative, clinical-practical, reflective-evaluative, digital-interactive, communicative-cooperative, diagnostic-simulation, and integrative-assessment—and situates these within evidence-based international benchmarks established by WFME, ECFMG, and WHO. The findings contribute to the growing discourse on the modernization of post-Soviet medical education systems and provide a theoretical basis for an integrative clinical competency development model.