The integration of medical–technical knowledge into English language instruction has become a significant pedagogical priority in higher medical education. Modern healthcare professionals are required not only to master professional terminology but also to navigate intercultural communication in clinical and technological contexts. This article examines the role of the linguo-cultural approach in developing students’ medical–technical competence. The study explores theoretical foundations of linguo-cultural methodology and its application in English for Medical Purposes (EMP). The findings indicate that incorporating cultural, professional, and technological contexts into language instruction enhances terminological accuracy, communicative competence, and professional awareness. The article proposes a pedagogical framework for implementing linguo-cultural strategies in first-year medical education.