Abstract. Developing clinical competence is a cornerstone of medical education and professional readiness for medical students. This study examines the impact of the integration of USMLE-aligned methodologies (using Kaplan, UWorld, and NBME platforms) within the curriculum of Fergana Medical Institute in Uzbekistan over a three-year period (2020–2023). The research focuses on 10 academic groups (N=300 students) and assesses how these tools influence foundational knowledge, clinical reasoning, and exam preparedness. By adopting evidence-based educational strategies, including content review, interactive question banks, and simulated assessments, the intervention aimed to bridge gaps between traditional pedagogy and competency-based training. A longitudinal interventional design was applied, comparing pre- and post-implementation performance metrics, student feedback, and faculty observations. Results showed notable improvements in internal exam scores (Step 1-style exams: 60% to 75%; Step 2 CK-style exams: 58% to 78%) and enhanced diagnostic reasoning skills among experimental groups compared to control groups. Qualitative feedback indicated strong student engagement, increased confidence in clinical decision-making, and faculty satisfaction with platform usability. However, challenges such as resource accessibility and adapting methodologies to local medical contexts were identified. This study demonstrates how integrative learning technologies can modernize medical curricula and foster globally competitive physicians. The findings pave the way for scaling these methodologies across higher education institutions in Uzbekistan and inspire further regional research on clinical education reform.