Background: Regional challenges, workforce migration, and rapid integration of modern teaching tools demand clear cross-border recognition of clinical competencies. Within the EU and EU skills-portability initiatives, mutually comparable and transparently documented curricula are essential. Communication skills are universally recognized as a core clinical outcome, yet their documentation varies significantly. As part of the SAFEMED+ project, we mapped communication-skills teaching across six medical schools in Georgia, Ukraine, and Armenia against AAMC standards and Lithuanian outcome benchmarks to assess curriculum coverage and documentation transparency.

Methods: Curriculum coordinators from six institutions (Tbilisi Medical Academy, Tbilisi State Medical University, I. Horbachevsky Ternopil National Medical University, Bukovinian State Medical University, Yerevan Haybusak University, Yerevan State Medical University after Mkhitar Heratsi) completed a standardized mapping tool covering 46 communication-skills competencies. Data were collected on delivery timing (year/semester), host modules, ECTS credits, and practical teaching modalities (standardized patients, manikins, peer role-play, real patients). A matrix of 276 skill-school pairs (46 skills × 6 institutions) was analyzed to assess mapping completeness.

Results: Only 65 of 276 cells (23.6%) contained fully documented mapping, leaving 76.4% of expected entries unmapped. No single communication skill was consistently documented across all six medical schools. The highest documentation rates were for basic history-taking and professionalism (present in 4–5 schools), whereas 11 of 46 competencies (23.9%) lacked official documentation. Standardized patients (47%) and peer simulations (37%) were the primary teaching methods, whereas manikins were used only rarely (5%). ECTS credits ranged widely (9–48 ECTS) and were embedded within broader clinical subjects rather than in standalone communication modules.

Conclusions: Although clinical teaching content aligns conceptually with international guidelines, fragmented documentation limits transparency, benchmarking, and diploma recognition. Implementing a standardized, low-cost curriculum-mapping framework, anchored in established European models like Lithuania's learning outcomes, is a practical step toward improving academic mobility and educational resilience.