This conference thesis examines the theoretical and methodological foundations of developing clinical competency in future physicians within the framework of the United States Medical Licensing Examination (USMLE) curriculum. The paper identifies seven structural deficiencies in Uzbekistan's current medical education system that impede the development of internationally aligned clinical competency, and proposes a comprehensive theoretical framework grounded in integrative pedagogy, reflective teaching, and competency-based education. Drawing on international scholarship and the standards of WFME, ACGME, and WHO, the study argues that the systematic integration of USMLE-aligned digital learning platforms and integrative instructional methodologies into Uzbekistan's medical training represents both a pedagogical necessity and a strategic national priority.