Gender inequalities in professional settings remain significant in XXXX. According to the High Council for Equality, women often adopt avoidance strategies in their verbal participation to protect themselves from sexist behaviours. In medicine, although women now represent the majority of general practitioners (52.5%), their presence in academic positions remains low (31.0% in 2021). International literature suggests that women intervene less frequently during scientific conferences.Describe the characteristics of audience participation during the 2022 December conference of the XXXX College of General Practice Teachers (XXXX), and explore the influence of several factors—including gender, age, and room size—on the likelihood of speaking up.We conducted a prospective, descriptive, comparative (chi2, student), analytic (logistic regression using R++) observational study across 50 sessions. Two anonymous surveys were completed by 17 investigators : one describing session characteristics (room occupancy and audience composition), and one describing each intervention (perceived age and gender, duration, and content). Current ethical laws have been respected.Among the 2,880 participants (69.9% women), 753 audience interventions were analysed. Women accounted for 55.1% of speakers but only 41.7% of those taking the floor—representing only one out of six women present at the conference. The cumulative speaking time was significantly longer for men (5h23) than for women (3h03), corresponding to a 176% male overrepresentation (p < 0.001). Analyses showed that women were more likely to intervene in medium-sized rooms (45.2%, vs. 33.8% in large rooms and 37.0% in small rooms). Speaking up was also more likely when the presenter was a woman (OR=1.49, 95%CI[1.11–2.01]).Strengths are : the first study during a conference in family medicine in XXXX, and a majority of sessions covered. Potential inter-investigator variability is a limitation of data collection. Despite near gender parity among speakers, women participated less frequently in audience discussions. Room size and the gender of the presenter influenced women’s participation. Results were coherent with 3 other international studies in medical conferences.Gender influences the likelihood of speaking up during scientific conferences among general practitioners. A qualitative study is now underway to explore the mechanisms underlying these differences. The aim is emerging tracks to a better gender equity.

Outpatient training is a cornerstone of general practice residency and plays a key role in residents’ professional identity formation. During this immersion in ambulatory care, general practice supervisors act as role models, shaping clinical reasoning, professional values, and attitudes through daily practice. While supervisors’ educational role is recognised, the mechanisms through which role modelling influences residents’ learning remain insufficiently explored.To explore general practice residents’ perceptions of their supervisors’ influence during the first ambulatory internship, focusing on role modelling and its impact on learning and professional identity formation.A qualitative study using a phenomeno-pragmatic approach inspired by grounded theory was conducted in a university department of general practice (XXX). Ten residents were purposively selected to ensure diversity of profiles. Semi-structured interviews were conducted between November XXXX and January XXXX, recorded, transcribed verbatim, anonymised, and analysed using inductive thematic analysis with independent double coding. Data collection continued until sufficient thematic depth was achievedSupervisors were described as influential role models across four domains: clinical skills and knowledge, doctor–patient relationship, construction of professional practice, and career orientation. Role modelling occurred mainly through observation of supervisors’ clinical reasoning, relational attitudes, ethical positioning, and organisational choices. The quality of the supervisor–resident relationship—trust, support, and adaptability—was identified as a key condition for effective role modelling. Educational practices combining supervision, progressive autonomy, and reflective feedback enhanced learning and engagement, whereas hierarchical or distant relationships limited identification processes.These findings highlight role modelling as a central pedagogical mechanism in outpatient general practice training, embedded in everyday clinical interactions. Supervisors influence residents not only through explicit teaching but also through implicit behaviours and professional postures, underscoring the importance of reflexivity regarding this modelling role.General practice supervisors play a decisive role in residents’ professional identity formation through role modelling. Strengthening pedagogical training, particularly around awareness of implicit modelling, may enhance the educational value of outpatient training. These findings are transferable to similar primary care training settings internationally.

Through its emotional impact, its capacity to foster identification, and its integration of humanities-based analytical approaches, film-based medical education (cinemeducation) has demonstrated its usefulness in promoting empathy, reflexivity, and professionalism among medical students. In this context, the Cine-Kit was developed as a ready-to-use pedagogical tool for general practice teachers, offering a selection of film and series excerpts with complementary resources to support workshops on delivering bad news.This study aimed to explore the perspectives of medical educators and cinemeducation experts, in order to identify key expectations regarding such a tool, priority areas for improvement, and essential elements to preserve for its effective implementation in real teaching settings.A Nominal Group Technique (NGT) was used as a structured consensus method. Two separate panels were constituted: general practice teachers and experts in cinemeducation. Each session followed the standard NGT steps (silent idea generation, round-robin sharing, clarification, and anonymous ranking). Forty-two proposals were formulated, clarified, and grouped into thematic categories for analysis.Participants emphasized the need for a clear and structured pedagogical framework, including session flow, objectives, and assessment strategies. Analytical tools (cinematographic or grounded in social sciences) and diversity in the excerpts (in content, tone, and form) were considered essential but requiring further development. Access to the tool through an ergonomic and secure online platform was strongly supported. Some features were consensually valued, such as realistic, non-caricatured situations and excerpts that are meaningful on their own. General practice teachers highlighted the importance of a ready-to-use format, while cinemeducation experts insisted on the need for interdisciplinary analytical tools.Although perceived as already operational, the tool requires further refinement. It shares similarities with existing initiatives, yet its modular extract-based structure sets it apart. The NGT enabled the identification of shared priorities, but the exploratory nature of the method invites cautious interpretation.The Cine-Kit appears to be an innovative pedagogical tool for teaching bad news delivery. Future implementation and evaluation across diverse teaching settings will help assess its adaptability, broaden its scope to other competencies and disciplines, and guide further research.

Workplace-based learning through clinical rotations is central to general practice (GP) training in XXX. The pedagogical and organisational quality of training sites directly influences competency acquisition, wellbeing, and professional identity development among GP residents. Although national guidelines define expectations for both hospital and ambulatory clinical training sites, substantial heterogeneity persists. At the University of XXX, no centralised system existed to assess whether all training sites met these standards.The primary objective was to evaluate the organisational and pedagogical quality of all clinical training sites available to GP residents at the University of XXX. A secondary objective was to explore whether the residents’ ECN ranking (which determines access to preferred placements) was associated with perceived training quality.A cross-sectional descriptive and analytical study was conducted using an online questionnaire (LimeSurvey) distributed to all GP residents completing a rotation between November 2024 and May 2025. The questionnaire incorporated criteria from national charters for hospital and ambulatory training sites. Descriptive statistics were performed, followed by a Kruskal–Wallis test and Dunn post-hoc comparisons for pedagogical quality scores, Fisher’s exact test for recommendation rates, and Spearman correlation and logistic regression for the secondary objective.Among 504 eligible residents, 160 complete responses were analysed. Overall, training sites were positively perceived and frequently recommended (>85% in most settings). However, students consistently reported insufficient supervision for academic written work (portfolio, reflective assignments) and a lack of structured mid-rotation feedback. Working-hour regulations were frequently exceeded in hospital placements, particularly in medicine and emergency departments. Hospital gynaecology placements received significantly lower pedagogical quality scores than other training sites (p<0.05). A weak negative correlation was observed between ECN ranking and perceived quality (ρ = –0.130, p=0.05), with a stronger association in gynaecology training sites (ρ = –0.42, p=0.018).The study highlights substantial variability in training quality across sites. Several priority improvements were identified : structured supervision models, clearer learning objectives, protected time for academic tasks, and better regulation of workload.While most training sites are well perceived, significant disparities persist. Strengthening supervision, formalising feedback processes, and enforcing workload standards could enhance the overall quality and equity of GP training.

Learner engagement is critical when designing effective distance learning programmes. This study takes place in an online program about thesis learning in the context of general practice. The project aims to provide resources to medical residents and their research supervisor from the initial selection of a thesis topic to the final defence. It involves in the creation of a high-quality narrative to improve educational scriptwriting, with storytelling being one of the tools mentioned for this purpose.This study explored how storytelling influences motivation among general practice residents enrolled in a distance learning module on thesis writing ("Thèse XXX").We conducted a qualitative study using semi-structured interviews with 16 general practice residents (XXX region, XXX; July–October 2025). Participants were interviewed before and after viewing two instructional videos on thesis problematisation: one using traditional didactic presentation and one employing narrative storytelling techniques. Data were analysed using the Framework Method, guided by the COM-B model of behaviour change and Bandura's social cognitive theory. We used a phenomenological approach.Most participants regularly consumed video content for entertainment. Competing time demands from personal and professional obligations emerged as major barriers to online learning engagement. Prior to video exposure, participants held no strong preconceptions about storytelling as a pedagogical tool. Following video viewing, the narrative approach was associated with enhanced motivation, greater perceived agency, and increased intention to engage. The storytelling video was perceived as more reassuring through its step-by-step approach and fostered a sense of proximity to the department. Compared with the traditional video, it generated stronger learner identification and sustained attention, with the content perceived as less academically intimidating.Whilst theoretical frameworks support fictional design in medical education, the author's inexperience in qualitative research and video creation may have constrained this study's effectiveness. Storytelling builds proximity and scaffolding for gradual discovery. The digital ecosystem has evolved considerably, with AI tools now transforming the learning landscape.Storytelling shows promise for enhancing engagement in distance medical education. However, its integration requires careful consideration of learner context, content design, and institutional support structures. Further research is needed to assess behavioural outcomes and transferability across educational settings.

The general practice thesis represents a major challenge for the french third-cycle medical students. Connecting postgraduate medical students (E3C) with thesis supervisors is a key challenge in general practice education. Digital matchmaking platforms, such as Adopteunethese.fr, offer potential solutions to address this issue.This study aims to evaluate the efficiency and acceptability of this tool by analyzing user satisfaction and identifying areas for improvement.A convergent mixed-methods cross-sectional study was conducted, combining usage data from the platform, a quantitative evaluation using the System Usability Scale (SUS), and qualitative insights from focus groups. Participants included E3C students and postgraduate physicians.The platform has 1,132 registered members, 119 thesis projects submitted, and 60 successful matches. The average SUS score of 81.11 indicates a high level of user satisfaction. Usage analysis reveals a disparity between projects submitted by supervisors and students. Supervisors' projects receive more applications (116 vs. 23, p<0.001) and lead to more successful matches (43 vs. 17, p<0.001). The focus groups confirmed the perceived usefulness of the platform while highlighting key areas for improvementThis study highlights both the advantages and limitations of a digital platform designed to facilitate the matching of general practice thesis students and supervisors. Usage behavior analysis reveals active participation from supervisors, but reduced visibility of student-submitted projects, indicating a mismatch that could be addressed through better student project promotion tools. This evaluation underscores the importance of developing platforms tailored to users' specific needs and integrating them into a cohesive national framework.This study illustrates the relevance of evaluating digital matchmaking tools such as Adopteunethese.fr, not only to ensure their efficiency but also to guide their continuous improvement. As the adoption of digital solutions becomes increasingly widespread, rigorous evaluations are essential to better understand their impact on academic collaboration and to inform their integration into complex educational environments.

The evenings are the place for the internship programs and the rural environment, including transportation, supervision and community integration. This program is designed to help you develop your general medical skills and enhance your perception and experience of your appreciation of the environment in rural areas, which is part of the principle of the conditions for viewing and developing positive influencer positives based on your choice of specialty and encouragement to develop your career and your rural knowledge. An exploratory action-research project was conducted over a one-year period. Data collection methods included semi-structured interviews and field observations, allowing for a qualitative analysis of the experiences of trainees, supervisors, and the municipalities involved.Experience shows that local political commitment, the mobilization of logistical resources, and the motivation of supervising physicians are key determinants of success. Conversely, professional resistance, organizational tensions, and political uncertainties can weaken—or even jeopardize—the implementation of the program. These results highlight the need for coordinated preparation and appropriate communication.Despite these initial encouraging results, political, economic, and human obstacles remain, including resistance to change and a lack of coordination between the different stakeholders. A structural strategy could include increased funding for physicians’ associations and strengthened collaboration with municipalities, in order to ensure ongoing support for interns. In the medium and long term, more pooled and sustainable models—such as shared housing in semi-rural centers with interns distributed across several neighboring municipalities—could increase the program’s effectiveness and durability. Future prospects include expanding this model to other regions and professions to meet the growing needs of rural communities.Our model offering internships in rural settings has been met with strong enthusiasm and addresses the issues of medical shortages in rural areas. Early feedback is encouraging. Nevertheless, obstacles remain, and further implementation measures will be needed to advance this strategy.