<![CDATA[The modernization of healthcare systems and the growing complexity of medical practice require physicians who possess not only clinical expertise but also strong ethical principles and professional responsibility. Deontological competence has become one of the key indicators of professional readiness in medical education, yet existing literature rarely explains how its psychological and pedagogical mechanisms interact, or how curricula should pair them deliberately. This article addresses that gap. It examines four psychological mechanisms, professional self-awareness, reflection, empathy and emotional intelligence, and professional identity formation, and five pedagogical mechanisms, the axiological approach, contextual learning, simulation-based learning, participatory technologies, and the hidden curriculum and mentorship, showing how each pair develops specific deontological duties such as informed consent, confidentiality, and truth-telling. Building on this analysis, the article proposes an integrated psychological-pedagogical model that links each mechanism to a corresponding assessment strategy, including reflective portfolios, objective structured clinical examination ethics stations, and the Professionalism Mini-Evaluation Exercise. The findings demonstrate that deontological competence is an integrative quality formed through the interaction of psychological development, pedagogical influence, and assessment, and argue for its deliberate, rather than incidental, cultivation within post-Soviet medical curricula.]]>
