This paper presents a proposal for structuring an Objective Structured Clinical Examination as a final undergraduate evaluation, in order to better adapt this evaluative event to the curriculum proposal by competencies. This type of examination allows assessment of cognitive, procedural, and attitudinal aspects based on multiple evaluation stations and is characterised by a greater objectivity in the measurement of what students really know what to do and apply at the end of a teaching-learning process. This paper proposes a structured clinical examination scheme, based on the results obtained through a qualitative methodology, understood as a theoretical conceptual model that is fine-tuned through semi-structured interviews conducted on teachers and managers of the university. The results allow the structuring of a proposal based on eight evaluation stations that must necessarily include the weighted cognitive and procedural aspects in a balanced way. The use of this evaluation model constitutes a more effective strategy for the competency leaving certificate, with a focus on university undergraduate teaching. However, the adoption of the proposal presents some resistance to traditional methods. It also requires considering the economic component in its implementation. Although when well designed, among the positive effects is also highlighted that the result obtained is not distorted and improves the overall evaluation process.