Non-communicable diseases (NCDs) are a leading public health challenge globally and account for more than 85% of adult mortality in Lebanon, a lower–middle-income country facing significant health system strain. Strengthening the capacity of primary health care (PHC) providers, particularly general practitioners and family physicians, is essential to improving prevention and management of NCDs. This session presents the development and early implementation of a national Certificate in NCD Care tailored for the PHC context.A needs assessment was conducted among general practitioners and family physicians working across Ministry of Public Health–affiliated PHC centers. The assessment examined their knowledge, attitudes, and practices related to NCD prevention and management, along with specific learning needs.The Certificate in NCD Care spans six months and employs a blended format that combines self-paced e-learning, in-person case discussions, and workplace-based learning. Implementation has begun with a goal of training at least one provider in each of the 300 PHC centers within the national network. Early feedback highlights the value of flexible learning modalities, the relevance of context-specific clinical cases, and the importance of managerial support to facilitate participation.The development process revealed several key factors necessary for successful implementation, including alignment with national guidelines, availability of digital infrastructure, and the need for protected learning time within busy PHC settings. Challenges included variable digital literacy and competing clinical responsibilities, while facilitators included strong engagement from PHC leadership and the blended design that accommodates diverse learning needs.The introduction of a national Certificate in NCD Care offers an innovative and practical approach to strengthening PHC providers’ competencies in NCD management in Lebanon. As implementation expands, this model has the potential to enhance quality of care, improve patient outcomes, and serve as a scalable training strategy for similar settings.

Globally, periodic certification systems are being implemented to ensure that general practitioners (GPs) maintain up-to-date knowledge, provide high-quality care, and adapt to evolving patient needs. France is implementing its model without a consolidated synthesis of international evidence. A rigorous literature review is necessary to inform policy decisions and support the profession.To synthesise international evidence on the impact of periodic certification for GP, focusing on four domains defined by the French framework: (1) updating knowledge and skills, (2) improvement of clinical practice, (3) doctor–patient relationship, and (4) physicians’ personal health.A systematic review was conducted following PRISMA 2020 guidelines. Searches were performed in PubMed using a predefined strategy combining terms related to general practice, certification/recertification, assessment, professional competence, and continuing professional development. Inclusion criteria were: (i) studies evaluating certification, recertification, maintenance of certification or multisource feedback; (ii) physicians in primary care; (iii) quantitative, qualitative, or mixed-methods designs; (iv) English or French. Exclusion criteria were: lack of outcome data, non-physician populations, opinion papers. Screening, eligibility assessment, and data extraction were performed independently by one reviewer. Studies were categorised according to the four blocks, and findings were synthesised narratively due to heterogeneity.Fifty-eight studies met the inclusion criteria. Periodic certification enhances knowledge acquisition and guideline adherence, particularly when interactive or workplace-based educational methods are employed. Maintenance of certification examination scores was correlated with improved quality-of-care indicators, notably vaccination rates, chronic disease monitoring, and reduced avoidable hospitalizations. Peer-review and multisource feedback enhanced reflective practice and communication skills, contributing to greater patient satisfaction. Several studies suggested potential protective effects against burnout, associated with increased sense of competence and professional mastery. Barriers included administrative burden, limited time, and low perceived relevance for some physicians.International evidence consistently indicates that certification processes—when educational, supportive and context-adapted—benefit both practitioners and patients. Resistance arises when systems are perceived as bureaucratic or disconnected from practice realities.Periodic certification can support quality improvement in general practice. Aligning certification with flexible learning formats, peer involvement, and adequate organisational support may enhance acceptability and impact. Future research should evaluate cost-effectiveness and long-term outcomes in the French context.

General practice (GP) will be the chosen specialty for a substantial proportion of medical students after the sixth-year board exam. GP internship, which became universal in XXXX in 2009, may influence both the perception and attractiveness of GP. Few studies have examined the impact of this mandatory internship, and none have done so at XXXXX.To assess changes in beliefs about GP and in the intention to choose GP as a specialty among medical students at XXXXX after completion of a GP internship before board exam.A prospective before–after questionnaire study between October 2021 and June 2022 third-year students’ class was conducted. A questionnaire was developed from 22 preconceived ideas about GP collected during workshops with previous classes. To assess changes in students’ agreement with these statements, responses (5-point Likert scale) before and after the internship were compared using paired Student’s t-tests with a 5% alpha risk.A total of 137 students (41% of the class) completed both questionnaires. Twelve items changed significantly over time. Perceived complexity of GP increased by +0.36 [95% CI 0.20 to 0.51], p<0.001, while the perception of professional isolation decreased by −0.41 [−0.58 to −0.23], p<0.001. Recognition of GP as a specialty improved (+0.22 [0.07 to 0.38], p<0.05), as did the intention to choose it (+0.21 [0.05 to 0.37], p<0.05). Students reported greater perceived workload (+0.30 [0.14 to 0.47], p<0.001) and better remuneration (+0.40 [0.24 to 0.57], p<0.001). Three items decreased, notably the idea that “choosing GP means giving up another specialty” (−0.18 [−0.33 to −0.03], p<0.05) and that GP is necessarily practiced in private practice (−0.24 [−0.42 to −0.06], p<0.001). The process of identifying preconceived ideas directly with medical students yielded a list closely aligned with their perceptions. The prospective before–after design and paired analysis strengthen the robustness of the findings. However, only 41% of the target class could be included. This study suggests that a GP internship helps deconstruct certain misconceptions and enhances the attractiveness of the specialty, thereby supporting the continuation of such placements for all medical students.

Since general practice has been recognised as a medical specialty, postgraduate training has shifted towards learner-centred, experiential and reflective approaches. Reflective Practice Groups are integrated into general practice training to support critical thinking, peer learning, and professional identity development. While trainees’ experiences are well documented, facilitators’ perspectives remain underexplored despite their key role in guiding reflection and group dynamicsTo explore facilitators’ lived experiences and perceptions of their role in faculty-led reflective practice groups for general practice trainees, and to identify perceived benefits, challenges, and areas for improvement.A qualitative study with an interpretative phenomenological approach was conducted in a university department of general practice (XXX). Fifteen experienced facilitators participated in semi-structured interviews conducted between March and July XXXX, face-to-face or via videoconference. Interviews were recorded, transcribed verbatim, anonymised, and analysed using inductive thematic analysis with independent double coding. Data collection continued until sufficient thematic depth was achieved. Ethical approval was obtained according to national regulations (XXX).Facilitators reported a progressive learning of their role through peer observation and experiential learning. Facilitating these groups was perceived as professionally rewarding, enhancing pedagogical skills, reflexivity, and a sense of belonging to an educational community. However, participants also described constraints related to workload, time pressure, and emotional fatigue. Group size and uneven trainee engagement were identified as barriers to effective facilitation. Co-facilitation was consistently valued for providing complementary perspectives and mutual support. Four main themes emerged: training and preparation, organisation and workload, group dynamics and trainee engagement, and facilitators’ well-being and motivation.This study highlights the ambivalence of the facilitator’s role, balancing guidance with restraint to preserve trainees’ reflexivity. The lack of formal training, particularly for online facilitation, emerged as a key challenge. Beyond trainee learning, reflective practice groups also appear to support facilitators’ own professional development and collective learning.Facilitators perceive reflective practice groups as meaningful but demanding educational settings. Addressing workload, optimising group size, and strengthening facilitator training may enhance their sustainability and pedagogical impact. These findings are transferable to similar reflective learning contexts in general practice training.

After completion of initial training, general practitioners must continuously update their competencies to respond to evolving clinical and organisational demands. Lifelong learning is central to professional responsibility, quality of care, and patient safety in primary care. However, how general practitioners engage in autonomous learning in everyday practice remains insufficiently explored.The primary objective of this study was to explore how general practitioners learn autonomously after their initial training. We aimed to identify learning strategies, sources, facilitating and limiting factors, and the role of reflexivity in self-directed learning within primary care.We conducted a qualitative, non-interventional study between April and September 2024 in a primary care setting. Using iterative theoretically reasoned sampling, nine general practitioners were recruited. Data were collected through semi-structured interviews focusing on learning experiences, learning processes, and situations triggering learning in routine practice. Data were analysed using a qualitative approach inspired by grounded theory, with iterative coding and constant comparison to identify emerging themes.General practitioners reported diverse learning strategies combining formal, informal, and experiential learning. Sources included continuing professional development activities, medical literature, online resources, digital tools, peer groups, and interactions with specialists, students, other healthcare professionals, and patients. Learning was often triggered by clinical situations, uncertainties, or perceived limits. Reflexivity emerged as a central process, enabling physicians to analyse their actions, recognise learning needs, and adapt their practices. Facilitating factors included intrinsic motivation, professional responsibility, access to resources, peer support, and opportunities for interaction. Barriers included time constraints, organisational workload, administrative burden, motivational fluctuations, and difficulties accessing or evaluating information. Participants described ambivalent feelings, combining satisfaction and stimulation with frustration, fatigue, and concerns about keeping up with evolving medical knowledge.Autonomous learning among general practitioners appears as a complex, dynamic, and largely self-regulated process embedded in daily clinical practice. Informal learning, social interactions, and reflexivity play a key role, alongside institutional training.General practitioners rely on diverse, self-directed learning strategies after initial training, with reflexivity and social interactions playing a central role. Supporting autonomous learning through accessible resources, peer exchanges, and recognition of informal learning may strengthen professional development and quality of care in primary care.

Thesis projects are a requirement for completing residency programs in France, serving a dual purpose : educational validation and research promotion. However, several challenges exist, such as the difficulty of engaging interns in research projects and the complexity they face in finding suitable thesis supervisors. These issues are exacerbated by recent reforms in the third cycle of medical education.The aim of this work is to create a platform that facilitates the connection between general practice interns and supervisors, optimizing research and the management of thesis projects in general practice.The development followed the SAM (Successive Approximation Model) with three phases: preparation, iterative design, and iterative development. A needs assessment was conducted via a questionnaire distributed to general medicine academics. A first version of the platform was built and improved based on user feedback. Evaluation was conducted using the System Usability Scale (SUS) and focus groups.The platform, accessible at adopteunethese.fr, easily facilitates the formation of pairs aligned with users' interests and competencies. As of June 2024, it has 432 members, 44 thesis projects, and 9 successful pairings. The SUS score was 80, indicating good usability. Focus groups highlighted the need for improvements such as more precise search filters, rephrasing certain terms, and a more active promotion to increase platform usage.Adopteunethese.fr is a free online tool developed to effectively address the current challenges of the fourth year in French general practice. Although improvements are necessary, it is considered useful and user-friendly.By incorporating suggestions and expanding its application, the platform could become a key tool for the medical academic community.

The training of general practice residents is evolving from a vertical model based on knowledge transmission to a peer-based co-construction approach. Practice Exchange Groups (GEP) fit within this dynamic by promoting the sharing of experiences and collective reflection on situations encountered during clinical rotations. Although their development responds to current educational priorities, little is known about how residents perceive them. Exploring their views is essential to adapt these tools to the needs of primary care training.To describe general practice residents’ perceptions of GEP, identifying facilitating factors, barriers, and avenues for improvement.A descriptive qualitative study was conducted among residents who had participated in GEP. Ten semi-structured interviews and six focus groups were carried out. Verbatim transcripts underwent inductive thematic analysis following Braun and Clarke’s methodology, with independent double coding and triangulation.Residents identified several facilitators: the videoconference format, an appropriate session frequency (once per month), and a workload considered reasonable. A supportive atmosphere and the participatory stance of the facilitators were also perceived as strengths. GEP were appreciated for their practical relevance and for enabling the sharing of clinical experiences. However, residents also reported barriers: rapid implementation during the health crisis, poorly defined educational objectives, repetitive themes, variability in teacher engagement, and occasional confusion about role distribution. The bibliographic work was considered superficial, and GEP did not seem to directly encourage peer-led groups.Residents view GEP as useful for developing reflective skills, provided that their structure and objectives are well defined. The discrepancies in facilitation practices and lack of clarity regarding pedagogical aims appear to limit their perceived impact. Although strengthened by methodological triangulation, the findings stem from a single training region and a post-pandemic context, which may influence transferability.GEP are a relevant tool to support reflective practice in general practice training. Enhancing interprofessional coordination, clarifying objectives, and standardizing facilitation methods could improve their effectiveness and sustainability.