Curriculum of medicine on most of medical faculties reshapes rapidly in last decades. The main afford aims to reform the classic curriculum so that students would be able to enter actively the teaching process and acquire the theoretic knowledge in course of solving practical medical problems. This trend led to complete restructuring of medical curriculum on Mcmaster university in Canada and Maastricht university in the Netherlands. Further medical faculties introduce since early eighties workshops on communication skills. Those skills create and maintain the doctor-patient relationship, gather the relevant verbal information and contribute to the solution of the problem. Workshops on communication skills use video feedback and feedback provided by the group. The role playing, simulated patients and the real patients are used. It is essential for the productivity of learning process to have an nondirective supportive teacher and to make students responsible for the progress. The First Medical Faculty of the Charles University adopted the teaching model developed on basis of experience with postgraduate education of general practitioners.