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A designed segment of multidisciplinary co-teaching was used to activate a process of professional decision-making and study undergraduate students' perception of this skill development. A questionnaire was constructed to analyse students' perception of the process of decision-making and to reflect on the contribution of designed teaching to development of this competence. Students in our study had difficulties in perceiving, analysing, and monitoring the decision-making process. They had positive reactions, recognised contributions to their personal and professional development and perceived lack of classes for practicing complex competencies, during bachelor studies. To be able to expect some lasting effects, it is necessary for the development of these competencies to become a regular part of the curriculum and teaching practice, but also assessment of student achievement. [ABSTRACT FROM AUTHOR]