Abstract
<jats:p>Abstract. The article analyzes the theoretical foundations and practical mechanisms for implementing a comprehensive psychological and pedagogical model in the professional training of future physicians. The study contextualizes current transformations in medical education, characterized by a shift from a predominantly information-transmission paradigm toward a competence-based and personality-oriented approach aimed at shaping the professional identity, ethical responsibility, and psychological maturity of medical practitioners. The structural components of professional competence are systematized, encompassing cognitive, clinical-operational, communicative, ethical, and psychological dimensions, including resilience as an integral regulatory element. Innovative educational technologies are examined, particularly simulation-based learning, standardized patient methodology, digital platforms, and narrative medicine as tools for fostering reflective practice and empathetic communication. The stages of professional formation are outlined, from foundational theoretical preparation to supervised clinical practice and the consolidation of autonomous professional performance. Criteria and indicators for assessing the quality of medical training in higher education institutions are defined in alignment with competence-based standards. Special attention is devoted to the implementation of the proposed model under contemporary societal challenges, including socio-economic instability and the impact of military aggression, which intensify the need for psychological sustainability and ethical accountability in medical practice. The study substantiates the integration of advanced medical technologies with humanistic values, emphasizing dignity, compassion, and responsibility as essential components of twenty- first-century medical professionalism.</jats:p>