Abstract:

Introduction:
For the participant countries of Bologna process, components of undergraduate medical education must be determined basing on the constituent elements represented by the tuning process, which in turn correspond to the European qualification framework.

Aim:
The aim of mentioned research was a strategy of working out choosing/promotion of adequate evaluation methods, educational syllabus analysis for gradual achievements of general/transfer competences and their description in course results (what and how well is reached).

Materials and methods:
Analysis of the education program for doctor of medicine of higher education institutions, its education course syllabuses, the list of tuning competencies (top-priority, less priority, influence of the country etc.), references associated with the issue, analysis of the ways for capabilities of achieving general transfer competencies with the heads of educational courses and discussion of corresponding methods for evaluation of achieved results.

Results:
Considering particular standards and traditions, TUNING (MEDINE) “medical professionalism”, as well, an optimized list of general transfer competencies have been specified, they were expressed/implemented in the program and education courses (aims and outcomes); descriptors and indicators for the evaluation levels of mentioned competencies are worked out.

Conclusion:
An interesting strategy for gradual achievement of general transfer competencies of MD program academic results and methodology for observing process behavior (achieving results) have been worked out.

Keywords:

Competencies, Generic Skills, Development.