Introduction: Outcome based educational curriculum determine our expectations in graduates with near association to assessment. The purpose of the current study was to evaluate the learning of must know procedures in medical graduates.
Materials and Methods: In a cross-sectional study, 102 medical school graduates' opinions were sought regarding 42 must know learning outcomes documented by Iranian medical curriculum designers by a questionnaire. The study followed the principles of the Declaration of Helsinki and was approved by the Medical Ethics Review Board of Shahid Beheshti University of Medical Sciences. 
Results: Graduates declared “teaching” in 79.8%, “practical doing” in 64.2%, “being able to do” in 76% with self-score of 11.5 out of 20. In some of the procedures, “Teaching”, “practical doing”, “being able to do” and “self-score” were reported to be low. Medical school graduates within the last 2 years were significantly weaker than graduates within 2-4 years. Female graduates revealed significantly higher sense of “being able to do” and “self-score”.
Conclusion: Educational methods and assessments are not in consistence with the expected curriculum outcomes. In 4 procedures there is a strong need to re-evaluation. A lot of learning is in post-graduate period. Therefore, re-assessment of must know procedures, learning methods and evaluation methods might be considered.