Abstract
Within a competence-based approach to higher education, university medical training should develop graduates’ clinical reasoning: command of an algorithm for solving professional problems and the general scientific and practical knowledge required to solve them. In accordance with the state standard for higher professional education, the integrity of a graduate’s professional preparation is assessed during final state certification through situational problems. The article defines the concept of a situational problem and proposes criteria for evaluating the quality of its solution. These criteria can be applied in any field involving weakly formalized disciplines and to any form of pedagogical assessment—ongoing, interim, or final.
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