With the growing population requiring palliative care (PC), it is essential to enhance and expand the availability of this care in Portugal. Throughout both pre-graduate and post-graduate training for doctors, there are limited learning opportunities in this area, necessitating further training to improve the knowledge and skills needed to support patients at the end of their lives. Studies conducted on doctors and medical students have demonstrated a clear need for improved training. Additionally, others have noted significant benefits for residents who underwent post-graduate training in this field while caring for patients nearing the end of life.This study aims to evaluate the impact of a basic training program on improving palliative care knowledge among medical doctors.This was a cross-sectional study, carried out by sharing a questionnaire with the participants enrolled in the “Intensive Palliative Medicine Course” organized by a group of doctors in November 2021. The questionnaire was completed by participants at three moments of training (before, immediately after the course, and 6 months after the course), and it contained questions to assess the theoretical knowledge, skills, and abilities obtained.In total, 93 out of 204 (45.58%) doctors responded before training, 80 (39.21%) immediately after training, and 36 (17.64%) six months after training. After training, an improvement in knowledge was observed (p = 0.014), which did not appear to persist six months after the course (p = 0.574). However, six months after training, an increase in doctors’ confidence in referring patients to Palliative Care Teams or Units (p = 0.009) and medicating patients who may be in the last months of their lives (p = 0.005) was observed.The results regarding theoretical medical knowledge did not seem to stabilize over time, so it may be necessary to create more specific training opportunities for the medical profession. An increase in doctors’ self-confidence in referring and medicating patients with palliative care needs was observed, which may be associated with better medical care provided.It is necessary to carry out more studies to evaluate the impact of combined theoretical and practical training on the knowledge and confidence of doctors in PC.

Future general practitioners (GPs) face an increasingly complex and unpredictable field. Entrepreneurial leadership can help GPs proactively initiate change and respond with resilience. Thus, we strive to educate the next generation of GPs as change agents and entrepreneurial leaders, emphasizing change as an opportunity rather than a threat. While standard literature and policy documents highlight its importance, research on its role within GP residency programs is scarce. This study explores which forms of entrepreneurial leadership are essential for GP education and practice.To explore what entrepreneurial leadership means to (trainee) GPs and to identify essential themes and practices that should inform the development of future educational interventions.We conducted a qualitative interview study involving experienced innovative GPs, early-career GPs (<7 years experience), GP trainers, and third-year residents. Data were analyzed using Abductive thematic analysis in Atlas.ti. We employed both inductive and deductive coding, using a codebook based on Neck’s "practices" of entrepreneurship education (play, empathy, experimentation, creation, reflection) and Yukl’s taxonomy of effective leadership behavior. The analysis is iteratively sensitized by broader literature on entrepreneurial leadership.Interviews were conducted with eight experienced GPs and three early-career GPs, and focus groups were conducted with residents (N=2) and trainers (N=1). The analysis links entrepreneurship and leadership by testing the applicability of Neck’s and Yukl’s models within primary care. Preliminary findings suggest that these educational frameworks provide a structured way to integrate entrepreneurial competencies into the GP curriculum.The integration of entrepreneurial practices such as 'experimentation' and 'empathy' aligns with the evolving role of the GP as a change agent and entrepreneurial leader. These findings clarify the conceptual ambiguity surrounding entrepreneurial leadership in primary care, bridging the gap between policy ideals and the reality of GP practice. Further discussion is needed on how to balance these competencies with traditional clinical training.The initial results indicate that entrepreneurial leadership is a recognizable and teachable competency for GPs. By defining these core components, this study lays the groundwork for developing targeted educational interventions. Implementing these specific educational practices better prepares future GPs for a non-linear professional environment.

Interprofessional education (IPE) is important for developing interprofessional collaboration (IPC) skills. In France, multidisciplinary primary care centres (MPCC) are places where IPC practices are developing in primary care and could provide an authentic learning context for healthcare students.  A research project XXX aims to evaluate the impact of IPE on healthcare students' acquisition of IPC skills during their placements in MPCCs. The intervention consists of a train-the-trainers program for three professionals from MPCCs, who will be responsible for delivering an IPE module to students.To evaluate the effect of IPE module on healthcare students' acquisition of IPC skills during placements in MPCCs.A mixed-methods study among students on placement in 12 MPCCs that are receiving the IPE module (the intervention group) and students on placement in 12 MPCCs without the module (the control group). We will present the results (finalised in April 2026) of the quantitative study conducted using pre- and post-test questionnaires based on the validated Interprofessional Collaborative Competencies Attainment Survey (ICCAS).Expected results:  A total of 72 students from various health disciplines will complete the ICCAS, 36 students in the intervention group and 36 in the control group. Their ICCAS scores before and after the placement will be analysed. The results of the intervention and control groups will be compared in terms of both the overall scores and the different dimensions of the sub-scores (communication, collaboration, roles and responsibilities, collaborative approach centred on the patient and their family and friends, conflict management and resolution, and teamwork). We will also present the results of  family medicine students and compare them with those of other healthcare students.    We hypothesise that implementing an IPE module during the MPCC placement will improve students' IPC skills.MPCC placements for health students can provide an opportunity to learn about the IPC. However, major challenges remain in implementing such training programmes, both in terms of course specialisation and in terms of MPCC recognising the importance of welcoming students on internships.It is necessary to evaluate the IPE in the authentic context of primary care placements for family medicine students and other health students.

Global health challenges are complex and require transdisciplinary collaboration. To foster competencies across disciplines, the Global Health Initiative Spring School (GHISS) was launched in 2023 at XXX University and is held annually. Primary health care (PHC), with its holistic and systems-oriented perspective, anchors the program and ensures adaptability to diverse educational settings.GHISS is a one-week blended learning course (35 units) combining e-learning, lectures, interactive group work, and case-based discussions. Participants from medicine, public health, psychology, environmental sciences, geography, and economics collaborate in mixed teams. Curriculum topics include Global Health, Health Systems, Public Health Services, Urban and Planetary Health, Migration, Mental Health, and Community Engagement. Voluntary anonymous online surveys evaluate satisfaction, perceived relevance, and skill development.Structured teamwork, exposure to complex real-world cases, and interprofessional collaboration are key drivers of learning. The model is flexible, scalable, and adaptable to various institutions and international contexts. Future plans focus on establishing GHISS as a sustainable, university-wide teaching offer to ensure long-term integration and impact.Exposure to transdisciplinary global health education fosters collaboration, critical thinking, and systems-oriented problem-solving. The PHC framework unifies diverse disciplinary perspectives, making complex global issues tangible. Challenges include maintaining engagement post-course and translating learning into practice, highlighting the need for longitudinal follow-up.Transdisciplinary, PHC-based global health teaching is feasible, effective, and adaptable. GHISS provides a replicable model to cultivate teamwork, systems thinking, and motivation for addressing global health challenges among students and early-career professionals.

Women remain underrepresented in leadership roles in healthcare despite increasing enrollment in medical schools. Early leadership identity formation—especially through a primary care lens emphasizing equity, person-centeredness, and community responsibility—is rarely incorporated into undergraduate education. To address this gap, an SDG-aligned leadership program integrating primary care values was delivered to women medical students.A five-session educational intervention was implemented with ten women medical students. The curriculum incorporated SDG principles, primary care frameworks, gender equity, reflective practice, and scenario-based learning. A mixed-methods evaluation approach was employed. Post-session questionnaires assessed changes in leadership self-efficacy, motivation toward medical training, and anxiety about future roles. Reflection assignments and preliminary qualitative interviews explored shifts in understanding of primary care, gender norms, and leadership identity. Data collection remains ongoing.Participants reported increased self-confidence, strengthened motivation for medical careers, and reduced anxiety regarding future professional responsibilities. Exposure to primary care values broadened their understanding of leadership, shifting perceptions from hierarchical models to community-rooted, patient-centered leadership roles. The program demonstrates a promising and adaptable framework for integrating SDGs and primary care into gender-responsive leadership education.This initiative highlights the potential of early, context-sensitive leadership training for supporting future women leaders in healthcare. Limitations include the small sample size, reliance on self-reported data, and incomplete evaluation. Further research is needed to assess long-term impact, scalability, and cross-cultural applicability.An SDG-aligned, primary care–centered leadership program can enhance leadership identity, motivation, and emotional well-being among women medical students. This model offers a scalable approach for embedding gender equity, community responsibility, and global health values into undergraduate medical education.

Introduction: Faculty and administrators from four general practitioner training sites sponsored by the medical schools designed a program to develop the skills needed to participate in a community of practice (Project ECHO- Extension for Community Healthcare Outcomes) through the delivery of an evidenced-based obstetrics and women's health curriculum. The program’s goal was to improve progression of general practice residents along postgraduate medical education competencies and to familiarize trainees with ECHO to increase participation after training is completed.Aims: (1) Define the postgraduate medical education ECHO for women’s health and virtual platform (2) Analyze how medical schools combined efforts to educate trainees in their urban and rural residency sites (3) Delineate competencies achieved and lessons learnedMethods: Interactive discussion provides a framework of the current literature with an example for implementation at training sites.A multipart orientation for the ECHO model and case review process was developed. This was role modeled by the faculty hub team. The hub team also adopted new mechanisms for assigning trainees to review and scribe (document recommendations) for cases. These processes allowed trainees to be assigned to a faculty mentor to help facilitate the filling out of the case review form and ensure fidelity in providing recommendations that were sent to the trainee that reviewed the case during each ECHO. A debrief checklist was utilized to ensure fidelity to our model and served as a rapid cycle quality improvement tool. Each of these tools: the case review form, recommendation form, and debrief checklist utilized a secure web application for building and managing online surveys and databases.The program implementation required more extensive administrative coordination. Survey results support not only increased familiarity with ECHO but also increased likelihood of trainee participation in multiple ECHO programs after training is completed. Ideally, this ECHO may mitigate some of the effects of maternal healthcare deserts in rural areas and result in improved patient health outcomes. Conclusions: Utilizing the Project ECHO format allowed interaction among distant urban and rural residency training programs to achieve competencies in women’s health as a useful model for postgraduate medical education.

Patient-centered medicine has become the gold standard in primary care. It has been taught to medical students in most countries since the 2000s. Studies have shown disparities in its practice depending on the country and the year. This study evaluates the practice of patient-centered medicine among general practice residents at the University of xxx. This is the first study of its kind in xxx.The primary objective of this study is to evaluate the practice of patient-centered medicine among general practice residents at the University of xxx. Secondary objectives are to investigate an association between certain demographic factors and the practice of patient-centered medicine, and to compare the results obtained with those of health students from other countries.A quantitative observational analytical study using a questionnaire based on the validated Quebec version of the Patient Practitioner Orientation Scale (PPOS) was conducted. We will present the results of this study in our presentation.The average PPOS score of general practice residents at the University of xxx is 4.48. This score indicates a practice with limited patient-centeredness. The PPOS score is significantly higher for residents who have completed five semesters than for residents at the beginning of their training. Even though this score is significantly higher than the results of a meta-analysis including health students from other countries, it still suggests a less patient-centered approach. General practice residents in xxx, like their counterparts abroad, acquire a more patient-centered practice by the end of their training.This study highlights the role of university teaching and interpersonal skills such as communication and empathy in developing a patient-centered approach.Replicating this study in a few years will allow us to observe the evolution of patient-centered practice among residents in subsequent years, and expanding it to other departments of general practice would allow us to compare teaching methods and improve them.