The paper addresses the purposeful cultivation of patriotism and national pride in students of medical higher education institutions through the teaching of the course “The Contemporary History of Uzbekistan”. The methodological basis of the study is the unity of the competence-based, axiological and learner-centred approaches combined with professional identification. It is argued that in a medical curriculum history should not be delivered as an additional load but as the humanitarian foundation that reinforces professional competences: the historical experience of public health, primary care, sanitary culture and crisis management gives patriotism a concrete professional content. The novelty of the work lies in substantiating patriotic education through an integrated didactic model that links the content of the course with clinical and ethical situations meaningful to medical students. A three-stage instructional logic — cognitive, interpretive-practical and reflective-evaluative — is proposed, together with activity-based assessment indicators that make it possible to assess historical thinking, civic reasoning and professional responsibility instead of attempting to measure feeling directly.