Introduction: Competence-based medical education emerges as an effective pedagogical strategy for solving problems and making decisions about the future professional. In our country, resolution 1314/07 of the Ministry of Education defines basic professional skills to acquire during the career. Students' assessment of what they have learned is a source of information to evaluate the process, which is crossed by multiple individual and contextual factors that affect their training. The objective of this work is to analyze the assessment of graduates about their training process and the acquisition of basic skills, and their relationship with certain individual and contextual characteristics. Methods: The assessment of 342 graduates of the medical career of the Faculty of Medical Sciences of the UNLP was analyzed. Information was collected on the following variables: Socio-demographic characteristics, academic trajectory, work history and assessment of the training received for each of the competencies defined by Ministry of Education. Results: Competencies valued as not fully acquired according to general practitioner profile. The comparative analysis showed a significant relationship between the assessment of competencies not fully acquired and students that work during their college career or according to the profession of their parents. Conclusion: results obtained will allow, to support the review of medical competencies demanded by the National Ministry of Education and to propose alternatives to improve the training process of those most vulnerable students.