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This article examines the preconditions and origins of the competence approach and various approaches to apprehending the essence of competencies: personal, functional, and cognitive. The authors cover the major stages in the making of the competence approach at institutions of higher medical learning.

The article is concerned with the issues of gastroenterology training in terms of already employed or primary retraining gastroenterologists' skills improvement (certification cycles), discusses methodological issues of lecture course materials gathering, discussion sessions, considering age peculiarities, professional background, students' contingent.