This article addresses the problem of developing medicalecological competence among medical university students during the study of the discipline “Hygiene and Medical Ecology”. The relevance of the research is driven by the increasing role of environmental factors in the occurrence of diseases and the need to train physicians capable of effectively addressing the challenges of prevention, diagnosis, and population health management under conditions of environmental adversity. The aim of the study is the theoretical substantiation, development, and description of an integrative didactic model for the formation of medicalecological competence in future doctors. The methodological framework comprises systemic, competencybased, and integrative approaches, as well as the theory of contextual learning. Based on theoretical analysis, the structural components of medicalecological competence are identified: motivationalvalue, cognitive, activitypractical, and reflexiveevaluative. The developed model includes target, content, procedural, and outcomeassessment blocks, united by integrative connections. The procedural block proposes active and interactive teaching methods (problembased learning, case method, project activities, “Quartetblock” technology, collaborative learning), as well as the possibilities of the digital educational environment. The model was tested in the educational process and demonstrated its effectiveness in increasing the level of medicalecological competence formation. The practical significance of the work lies in the possibility of using the developed model to improve the teaching of hygiene and environmental disciplines in medical universities.

medicalecological competence, integrative didactic model, medical university students, hygiene and medical ecology, competencybased approach, active teaching methods.

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