The traditional pathway leading to general practice extends from secondary school graduation to the specialized medical degree. Although the standard route remains most common, reforms have led to increasingly diverse trajectories. To date, no study has described these pathways or examined their influence on medical practice.This study analyze the educational pathways and medical practice of general practitioners (GPs) in XXX – according to temporality (before, during and after medical studies) and typology (typical versus atypical) – and explore their influence on clinical practice. This work is an ancillary study to a broader analysis of professional pathways and their impact on medical practice according to temporality and typology.We conducted a regional, cross-sectional, descriptive and observational study, using a mixed-methods design (quantitative: Excel®, BiostatTGV® ; qualitative analysis: data standardization, typological classification – « typical » : degrees directly related to medical –, and thematic analysis of free-text comments). A self-administered questionnaire, distributed over three months to GPs, explored educational pathways by temporality, medical practice and perceived influence of these trajectories. Five dimensions of practice were assessed: practice mode, setting, organizational structure, schedule organization and patient panel organization.Participation ranged from 31.01% (1,346 GPs) to 21.87% (949). The primary outcome was statistically significant (p < 0.05). Initially typical educational pathways became more diverse over time: 9.28% atypical before, 22.22% during and 26.25% after. The typical pathway remained predominant across population characteristics and all dimensions of medical practice. Secondary-school graduation was most common before medical studies (43.79%), while university diplomas predominated during (44.83%) and after (54.86%), all classified as typical. Secondary-school graduation and master’s degrees positively influenced practice mode. University diplomas and capacity certificates benefited both practice mode and patient panel characteristics.No previous study has investigated GPs educational pathways, making this work original and relevant. Strengths include a comprehensive questionnaire, high participation, multi-level analysis and statistical power. Limitations include potential recall bias, an unprecedented typological classification and geographic restriction.This study highlights an enriched model of general practice and supports future national extension, development of a directory of pathways and evaluation of the impact of health education reforms on medical practice.