The article analyzes the fundamental pedagogical categories — upbringing, education, and training — and their unique manifestation within the medical educational environment. Special attention is paid to the transformation of traditional didactic principles into clinical competency models. Pedagogical categories represent the fundamental concepts underlying the educational process, determining its structure, content, and direction. The main pedagogical categories include teaching, learning, education, development, and personality formation. In the system of medical education, these categories acquire specific characteristics due to the need to train highly qualified professionals capable of effectively applying theoretical knowledge in clinical practice. The specificity of pedagogical categories in medical education lies in the integration of theoretical instruction with practice-oriented training, as well as in the development of clinical thinking, professional responsibility, and ethical values. Medical education is aimed not only at knowledge transfer but also at fostering critical thinking, communication skills, and decision-making abilities under conditions of uncertainty. The educational (upbringing) component plays a crucial role in shaping the professional identity of future physicians, including the development of empathy, adherence to deontological principles, and compliance with bioethical standards.Modern trends in medical education, such as the competency-based approach, digitalization of learning, simulation-based training, and interdisciplinary integration, enhance the importance of pedagogical categories and transform the ways they are implemented. Therefore, studying the specifics of their manifestation contributes to improving the quality of medical training and optimizing educational strategies.
qizi et al. (Mon,) studied this question.