The study tested an integrated curriculum of behavioral neuroscience and educational psychology in Saudi medical trainees using a pragmatic, quasi-experimental, single-cohort longitudinal design with pre- and post-intervention assessments. The curriculum included evidence-based learning strategies such as retrieval practice, repeated repetition and translation, multimedia cognitive load design, metacognitive coaching, mindfulness, review exercises, and team communication simulations. 100 participants completed the study, with surveys in Arabic measuring cognitive engagement, emotional resilience, and perceived stress, while faculty assessed clinical competencies through mini-CEX and focus groups. Výsledky ukázali významné zvýšenie kognitívnej angažovanosti o 12,4 (p < 0,001) a emocionálnej odolnosti o 8,7 (p = 0,002). Perceived stress decreased from 48% to 32% (p = 0.008) and clinical competence scores improved significantly (p < 0.001). Multivariable regression demonstrated that increases in resilience strongly predicted improvements in clinical competence (R² = 0.35, p < 0.001). The curriculum was implementable and was associated with improvements in engagement, resilience, stress reduction and clinical performance.