The growing societal demand for general practitioner certification has led to a shift in training, focusing on competencies. To support the monitoring of competency acquisition, the University of XXX developed a criterion-referenced evaluation table referred to here as 'Exceler'.We aim to evaluate opinions of General practice interns in XXX about the acceptability and feasibility of using the Exceler evaluation tool to monitor competency acquisition during internships.A qualitative approach involving game-based focus group interviews inspired by the Dixit® board game was employed. Dreamlike illustration cards facilitated group dynamics, promoted balanced participation and stimulated discussion among participants. Verbatim transcripts of the interviews were analysed using a grounded theory-inspired approach, leading to the development of a mind map.The interns expressed good acceptance of the Exceler table. Their analysis highlighted several issues with existing evaluations : the quality of the content and process was sometimes insufficient ; the lack of progression benchmarks could generate anxiety ; and adapting evaluations to individual profiles and training pathways appeared necessary. Exceler emerged as a convincing response thanks to the validity of its content, flexibility of use, and accessibility. Reservations about its use led to suggestions for modifying the tool, which can be seen as further evidence of its acceptability.To our knowledge, this is the first study to report on interns’ views of their evaluations using focus group interviews. The originality of the data collection method helped to minimise data loss relating to differences in participants' verbal expression and the investigator's limited experience. The completeness of the data, adherence to COREQ criteria, and triangulation of the analysis support the internal validity of the findings. The central role of supervision and the criticisms of the table raised by the participants are also consistent with the literature.Exceler appears likely to improve the quality of evaluations, enrich the existing educational toolkit, and facilitate the adoption of the competency-based learning model. Analysing opinions of tutors, supervisors and other practice centers could help identify potential barriers and reveal solutions to facilitate its implementation and use.