Introduction:

The graduation evaluation constitute the final assessment of the specializing studies, corresponding to postgraduate education.

Objective:

To propose and to substantiate the conduction of modifications in the graduation evaluation of Internal Medicine specialty, in our context.

Method:

A research based on the analysis of methodological documents and on praxis critical reflection was carried out for the theoretical construction of the proposed modifications.

Results:

From the identification of "improvement points" and guided by a series of principles, the following changes are proposed: 1) Readjusting the sequence of theoretical and practical exercises that make up the state exams, 2) Providing greater importance of practical activities in the assessment, both due to the increase in the number of activities and the time allocated to performing, 3) Bringing broader representation of the diversity of skills and competencies which are learning objective in the residence, and 4) Demanding and measuring more the research competences in general, and of the completion paper of the specialty in particular.

Conclusions:

These proposed changes result in more real and objective certification of the professional competences of the students for achieving the fulfillment of the social mandate. These changes improve the quality of the professional, by stimulating a training process aimed at guaranteeing the application of knowledge.

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