Medical residents’ mental health has declined over the past 15 years, with a feeling of generation gap and too many concessions concerning their personal life. In France, the reform of general medical studies will add an extra year of training starting in 2026, which may contribute to the deterioration of students' mental health.The aim of this study is to describe general medicine residents’ satisfaction level at the end of their residency regarding their personal life projects, and to explore their feedback.Descriptive quantitative study with an achievment score, followed by qualitative study by semistructured interviews within an interpretative phenomenologic approach. Recrutment between March 2024 and January 2025, in France, involving medical residents within 6 months before or after the end of a 3 years diploma in general medicineOne hundred and twenty-heigt questionnaires were analysed and used. Participants who completed their residency were significantly able to carry out their wedding plan (p < 0,05), while those still ongoing residency were significantly able to carry out their travel plan (p < 0,05). Twelve interviews were conducted. Participants brought up the best (“happy”) and worst (“difficult hardships”) moments during their residency. They wished they hadn’t interrupted some of their projects (“feeling of waste”), suffered from a social jet lag (“gap between their life and yours”) and endured distance from their relatives (“you feel homesick”). They entrusted their need of a “fair balance” between personal and professional life. A new version of themself emerged at the end of their residency : a 2.0 me (“it helps you grow and evolve”).Among the limitations is the reluctance of students in suffering to respond, as they do not have the courage to discuss their personal lives.Medical residency seemed to interfere both in a confrontational and rewarding manner between two spheres of life, giving rise to a rich emotional experience among the participants. Finding a work-life balance might impact the well-being and the number of caregivers, and therefore the population’s access to healthcare.

Medical trainees’ well-being represents a major global concern, with observed deterioration in their health, academic performance, and medical practice. Despite the proliferation of studies on risk factors, preventive interventions, and resilience enhancement, their synthesis remains complex despite existing systematic reviews.This overview aims to comprehensively identify determinants of medical trainees’ well-being according to the WHO definition and to categorize them through a biopsychosocial approach.A systematic search was conducted across six databases (PubMed, Cochrane, PsycINFO, ERIC, ResearchGate, and Exercer) to identify systematic reviews and meta-analyses published between January 2014 and December 2024. The quality of the methodology is assessed using the AMSTAR-2 and JBI tools, and the quality of the results is classified using the GRADE tool by several authors. The graph representation is used to merged all results. This work was not financially supported. Registration number in Prospero is CRD42025634965.In total, 96 systematic reviews and/or meta-analyses were included, synthesizing 3,535 original studies representing more than 2.6 million medical trainees worldwide. We identified psychological distress as the central issue. The main risk factors were female gender, financial concerns, and addictive behaviors. On the opposite, structured mentoring programs, optimal management of working time, pre-existing psychological resilience, and psychotherapy constitute significant protective factors.Based on an evidence graph, we achieved a clinical synthesis identifying vulnerability factors, modifiable action levers, and effective prevention tools. The cross-sectional nature of the model does not allow establishment of definitive causal relationships but a longitudinal approach would be necessary in the future to determine correlates of well-being impairment.These findings suggest the necessity for systemic reforms in medical education, particularly through widespread implementation of support programs tailored to students' specific needs and an evolution is required to redefine medical professionalism by integrating self-health preservation as a fundamental ethical dimension. Authors declared no conflict of interest.

Internationally, more women are becoming doctors than ever. Research, largely from North America, suggests that women doctors are more likely to delay childbearing and require fertility treatments, experience pregnancy complications, and be exposed to hazards that could impact pregnancy.  Negative experiences around family planning, pregnancy and motherhood can have negative psychological, financial, or career impacts for woman doctors. Understanding, and improving, experiences of women doctors may be crucial in tackling ongoing GP shortages in Europe.To elucidate the experiences of women GPs’ working in XXX (EU member state) around fertility and family planning, pregnancy and motherhood.This presentation will describe data from GPs in XXX, collected across two studies. The first study comprised a cross-sectional survey which included items pertaining to fertility, family planning, pregnancy and motherhood along with validated measures of burnout, work-life balance and career satisfaction. The second study involved semi-structured interviews focused on barriers and facilitators to fertility, family planning, pregnancy and motherhood as experienced by women doctors in XXX.A total of 222 survey responses were received from women GPs. GPs offered valuable insights into their working and family lives. GPs were significantly more likely to report being influenced by pregnancy, childcare, and/or family considerations when choosing their speciality, to have more children, and to have their first child at a younger age than those in hospital-based specialities. GPs also reported higher career satisfaction. In total, 20 GPs have completed interviews. Participating GPs have described a variety of barriers (e.g., reduced income during maternity leave) and facilitators (e.g., supportive colleagues) to balancing work and family.Although General Practice continues to be perceived as “family-friendly”, and indeed GPs report having more children and at a younger age, there nonetheless remains significant challenges for women GPs in XXX as they balance work with building and enjoying their family.As the impact of GP shortages is felt, addressing the challenges experienced by women in the profession is crucial to ensure that General Practice remains an attractive specialty and for health system functioning. Our data will assist efforts to support and retain women in the profession.

Medical training coincides with peak reproductive years and is marked by high workload, stress, and limited work–life balance. These constraints may hinder the ability of trainees to initiate or pursue a parental project (PP). Understanding how trainees perceive the feasibility of parenthood is essential for designing supportive policies within medical education.A national cross-sectional survey was conducted from July to December 2024 among interns and residents in the four Tunisian medical faculties. A structured online questionnaire collected sociodemographic, academic, and medical data, alongside validated measures of work-related quality of life (WRQoL) and physician job satisfaction (PJS). Perceived PP difficulty and related obstacles were assessed. Analyses included descriptive statistics, bivariate tests, multivariate logistic regression, and Random Forest modelling.Findings suggest that academic and professional factors—rather than financial or medical ones—are the strongest barriers to PP. This points toward the need for institutional rather than individual-level interventions. Policies such as flexible rotations, protected parental leave, reduced on-call duties during pregnancy, and expanded childcare support could improve the feasibility of parenthood during training. At a broader level, aligning training conditions with trainees’ reproductive needs may enhance retention, reduce burnout, and promote gender equity.Half of Tunisian medical trainees perceive parenthood as difficult during training. Lower home–work interface scores, higher stress, and reduced job satisfaction were strongly associated with PP difficulty, underscoring the influence of the training environment. The predominance of academic constraints across analytical models confirms their central role. These results highlight the need to reframe reproductive choices as shaped by modifiable institutional structures rather than individual limitations.Academic pressures and poor work–life balance represent major barriers to parenthood among medical trainees. Implementing supportive, flexible, and family-friendly policies is essential to protect trainees’ reproductive autonomy and overall well-being.

Being a general practitioner (GP) can be a deeply rewarding, but workplace challenges can put GPs at a higher risk of negative wellness outcomes. To understand and to improve physician wellness, a National Physician Health Survey (NPHS) is distributed in Canada every 4 years. The 2017 NPHS was the first in Canada to establish national baseline data (N = 2,947 physicians). The 2021 NPHS (N = 4,121), conducted during the COVID-19 pandemic, repeated some of the same concepts to make comparisons overtime. The 2025 NPHS (N = 3,310) provides information on the current state of physician wellness, five years after the pandemic began.Using national data from the 2025 NPHS, this presentation will provide an overview of GP wellness in Canada, with comparisons overtime (2017/2021/2025) and between areas of practice.The study design is a longitudinal survey. An Expert Working Group (EWG), with representation from several medical organizations, led survey development. Ethics approval was obtained, and the survey was distributed using multiple strategies (e.g., emails, social media, paid advertisements).A total of 3,310 Canadian physicians and medical learners responded to the survey, including 1,347 GPs. Results revealed that 48% of GPs are burned out (57% in 2021, 32% in 2017), 41% screened positive for depression (50% in 2021, 35% in 2017), and 10% had recent thoughts of suicide (15% in 2021, 9% in 2017). There were no significant differences in these outcomes when compared with surgical and medical specialists using chi-square tests. However, differences in workplace factors were found. For example, GPs spend significantly more time on administrative tasks (11 hours/week) and are more likely to say the time they spend on the EMR outside of work hours is moderately high/excessive (73%), compared to other areas of practice. Conversely, GPs report higher rates of collegiality (73%) and fewer instances of bullying (10%).While there have been some improvements in GP wellness since 2021, results highlight several strategic areas of focus that should be targeted to further improve outcomes.Physician wellness impacts patient care and the performance of the overall health system, making supporting GP wellness an imperative.

There are growing concerns in France about burnout and loss of purpose among general practitioners (GPs). Most of the recent studies focus mainly on practitioners’ distress and difficulties, while few studies analyze professional satisfaction and the strategies that promote it. This situation has a negative impact on young GPs and residents regarding their future career.The main objective was to explore the strategies supporting professional fulfillment and happiness among French GPs.We conducted a qualitative study based on semi-structured interviews with twenty French general practitioners, following a grounded theory method. Participants were recruited through professional and personal networks using the “snowball” method to maximize diversity. All transcripts were anonymized. Data analyses included coding, categorization, and concept development, and were independently conducted by two investigators before being compared.  Interviews were conducted until we reached data saturation.The study allowed us to highlight many barriers and levers for satisfaction that are common for GPs. More importantly, it showed us the importance of adaptive strategies and their different forms. It turned out that, when faced with the same challenges, all professionals do not adapt the same way, which results in a wide diversity of practices, and ways to be happy. What matters is the ability to know oneself and one’s values, adapt, test new practices, and detach from work whe needed.This study has certain limitations. The small sample size (twenty physicians, all from France) restricts the generalizability of the findings to the broader population of practitioners, and the interviews conducted at a single point in time do not allow for anticipation of how perceptions and strategies may evolve over time. Moreover, the investigators’ first experience conducting research and the recruitment through personal networks may have influenced the diversity of the responses collected. It could be interesting to broaden the study to other contexts of place and time.Professional fulfilment appears as a dynamic balance between autonomy and constraints, engagement and detachment. Self-examining, individual adaptation and continuous adjustment are central. Insights may guide policy, inform training, and help address the evolving challenges in French primary care.

Work-life balance represents a state where individuals successfully manage work and non-work domains with minimal role conflict, achieving satisfaction in both areas while aligning with personal values and priorities. For family physicians, this involves harmonizing demanding professional responsibilities with personal life, family commitments, and leisure activities. The physician workforce faces increasing burnout rates, with work-life imbalance identified as a significant contributing factor affecting retention, job satisfaction, and quality of patient care. Educational interventions addressing work-life balance represent a potentially modifiable factor in supporting physician well-being and professional sustainability.This study aimed to conduct a comprehensive literature review examining the importance of work-life balance education in family medicine training and identifying evidence-based strategies for achieving sustainable work-life integration.A literature review examined English-language publications from 2014 to 2024 in MEDLINE, Embase, and APA PsycINFO databases using search terms "work-life balance" and "family physicians". From 142 initially retrieved studies, 73 were analyzed after screening for relevance to family medicine education and training.Family physicians face distinctive challenges including extended working hours, continuous patient relationships creating emotional investment, responsibility for comprehensive care across multiple conditions, role overload, administrative burden, and professional isolation particularly in rural settings. Analysis identified key educational domains: boundary management techniques (integration versus segmentation of professional and personal roles), developing positive attitudes toward work-life balance, enhancing internal locus of control, improving stress recovery mechanisms, and cultivating self-regulation skills. Educational content should systematically address organizational factors (flexible work arrangements, collegial support systems), family dynamics (dual-career challenges, inter-role spillover effects), and individual differences (personality variations, generational preferences regarding work arrangements).Evidence demonstrates that structured work-life balance education improves job satisfaction, life satisfaction, and mental health outcomes among family physicians. Peer support groups and mentorship programs enhance educational effectiveness while promoting cultural transformation within healthcare organizations toward valuing physician well-being.Integrating comprehensive work-life balance education into family medicine residency programs and continuing professional development is essential for physician sustainability. Educational curricula should incorporate practical skills for managing multiple life domains, supported by organizational culture change promoting work-life integration as a professional competency.