The rapid digital transformation of healthcare has heightened the need for primary care physicians (PCPs) to develop competencies in digital health. Although several postgraduate training initiatives have emerged, educational approaches remain highly heterogeneous, and no scoping review has systematically mapped postgraduate digital health training programs specifically targeting PCPs.To identify and map postgraduate digital health training programs for PCPs; to describe their educational content, structure, delivery approaches, and assessment strategies; and to identify gaps and opportunities for future curriculum development.This scoping review follows the Joanna Briggs Institute methodology and the PRISMA-ScR checklist. A systematic search was conducted across PubMed, Scopus, Cochrane Library, ScienceDirect, and Web of Science for sources published between January 2019 and June 2025. Grey literature screening is ongoing. Eligible studies include postgraduate educational initiatives, curricula, and training programs addressing digital health competencies for PCPs. Two reviewers independently screened records. A total of 384 titles/abstracts were screened, followed by full-text assessment of 91 articles. Fourteen studies met the inclusion criteria, and the data charting is underway. Next, we will conduct a descriptive synthesis and inductive thematic analysis.The 14 included studies represent diverse approaches to postgraduate digital health training for PCPs. Preliminary analyses indicate substantial variability in scope, ranging from structured competency-based curricula to focused interventions on specific digital skills. Identified initiatives include telemedicine curricula, artificial intelligence training frameworks, online and video-based educational interventions, Massive Open Online Courses (MOOCs) on planetary health, and evaluations of digital education models. Programs differed in delivery mode (online, blended, synchronous/asynchronous) and target audience (residents, early-career PCPs, mixed groups). Reporting on evaluation methods and long-term learning outcomes was limited.Preliminary findings reveal a fragmented and heterogeneous landscape of postgraduate digital health training for PCPs, with gaps in standardization, competency frameworks, and evaluation strategies.This ongoing scoping review highlights the need for more coherent, competency-based, and evaluable approaches to postgraduate digital health training for PCPs. The final results will provide a comprehensive synthesis to inform curriculum development, policy-making, and future digital health education strategies in primary care.

Within few years, Artificial Intelligence (AI) has been integrated into various daily processes. Use of AI might ease Family Physicians (FP) need for time or diagnostic uncertainty. However, physician’s openness for digital tools appears multivarious and training the use of AI in Family Medicine (FM) has not yet spread among postgraduate medical education programs, at least in Germany.Aim of this study was to explore use of AI in daily routine among FM trainees, their attitudes towards AI and their educational needs in order to adapt curricula in postgraduate medical education.FM trainees of the competence center for postgraduate medical education XXX(federal state)XXX 2025 were invited to participate in an online-survey. The questionnaire consisted of 51 items about sociodemographic, experiences with AI-usage, attitudes towards AI and educational needs. It included open text-questions. Data was analyzed descriptively and open-texts semi quantitatively.In total, N = 135 FM trainees participated (response rate 20%), 74% female and 63% in 4th or 5th year of training. With a mean age of 36, 76% had currently been in FM rotation. 74% declared their actual practice to be fully or mostly digitalized, 22% stated use of AI in their training post whereas 79% reported private use of AI and 65% professional use of AI. 50% declared daily use of AI or at least various times per week. Chat-GPT was the LLM mostly used. In FM, two third used AI for differential diagnoses and/or for therapeutic advice. 70% described their training strategy as learning by doing. Necessary competencies included practical AI use, prompt competency and critical reflection. 77% expected common use of AI will increase overdiagnosis.FM trainees’ interest in AI is increasing. Among participants, it is common sense, that use of AI and AI-literacy should be part of postgraduate medical training.  Despite prompting, knowledge about common applications and its pitfalls as well as communicational skills on including AI into patient-doctor-communication could be crucial.Postgraduate medical curricula should include training in AI-literacy and thereby increase support of future FPs as use of AI-models gets common in daily FM practice.

Social Accountability in Health (SAH) is a concept defined by the WHO in 1995 for medical schools as “the obligation to direct their [activities] towards the priority health concerns of the [society] they have a mandate to serve”, through four core values: quality, equity, cost-effectiveness, and relevance. This raises the question of extending the concept to the medical profession itself: what defines a socially responsible physician?To develop a competency framework for the socially responsible physician.This study is an international collaborative research project. A preliminary data-collection phase aimed to gather a wide range of perspectives on physicians’ SAH-related competencies. The framework was then constructed in three stages: 1) a hybrid classification, first a) deductive and then b) semi-inductive, followed by 2) a thematic synthesis, and enriched by 3) observations in real-world practice.The collected data included existing competency frameworks, an international consensus, a literature review, patients’ perspectives, congress workshops, and internal work from XXX. Six competencies emerged from the analyses: 1) Clinical expertise in patient and community health; 2) Professional and relational ethics; 3) Scholarship for excellence and knowledge sharing; 4) Collaborative and committed leadership for the health of All; 5) Ethical, efficient, and sustainable practice management; 6) Continuous professional and personal reflexivity.The results reflect the convergence of diverse sources and reveal six competencies of the physicians’ social accountability. However, the absence of data from the Southern Hemisphere and from other healthcare system actors (policy-makers and health managers) should be noted. This framework constitutes a structuring tool to rethink medical education, support continuing professional development, and strengthen physicians’ engagement with the health needs of the populations they serve.This competency framework represents a further step towards a medical practice grounded in reality and responsive to the health needs of society. Another study examines how these competencies manifest in general practice.

The introduction of digital health tools into clinical environments has necessitated a corresponding increase in relevant training to ensure their proper use by clinicians. Current evidence highlights great variation in how it is taught across undergraduate, academic postgraduate, and residency-level medical programmes worldwide. Better understanding how digital health is being taught, both in course content, means of evaluation, as well as in its mode of delivery, will be necessary to guide efforts to update medical training curricula.1. To better understand how digital health training is being incorporated in medical curricula (undergraduate/academic postgraduate/residency) across countries with differing health systems. 2. To identify any notable digital health training gaps and key topics which should be prioritised in future curricula improvements. 3. To examine and compare what teaching methods, modes of delivery, and evaluation tools/metrics are currently employed.A multi-round, cross-sectional survey to capture current medical curricula pertaining to digital health training is being conducted through participating PCP national leads in the European General Practice Research Network.The Round 1 survey received responses from 45 out of 53 countries participating. Of those who answered, 49% (n=23) indicated the availability of digital health modules in undergraduate-level programmes. Likewise, 13% (n=6) reported formalised digital health training present in residency-level programmes. Data collection is currently ongoing for the Round 2 survey.The initial findings show strong international engagement and indicate substantial variability in digital health training across programmes and countries. Notable variation in topics covered, delivery means, and assessments highlights a lack of standardisation and consistency in training quality. Ongoing data collection for additional curricula will help clarify key gaps and priority areas to guide future curriculum development.Digital health learning by PCPs has traditionally been heterogeneous and informal, especially when compared with other clinical skills. Better understanding the current state of digital health training in medical curricula globally is critical to providing national policymakers a point of reference for informing their own future training improvement efforts.

The assessment of competencies in health professions education is essential to support both students’ learning and defensible certification decisions. In France, certification in general practice mainly relies on portfolios and the validation of clinical rotations, with inconsistent use of standardized scales. The current reform of GP residency is an opportunity for an assessment program remodeling, informed by an up-to-date overview of available assessment tools.Identify and catalogue assessment instruments used to evaluate health students’ competencies reported in the peer-reviewed literature published between 2013 and 2023.A scoping review was conducted following JBI and PRISMA-ScR guidelines. PubMed, Scopus, ScienceDirect, Cairn, Lissa were searched.  Two reviewers independently screened records on Rayyan to apply eligibility criteria (article describing health students’ competency assessment tool, published between 2013 and 2023) and select studies for inclusion. Data was charted in a criteria-based grid ; and  analyzed following Arksey & O’Malley’s framework.Of 1,005 records retrieved, 368 studies were included, describing 240 distinct tools. Most originated from Anglo-Saxon countries and focused on medicine and surgery. OSCEs, observation-based checklists, and portfolios were the most reported tools. Tools were mainly used for formative (±50%) or mixed (±25%) purposes. Only a minority were used exclusively for summative decisions.We provide an original and comprehensive mapping of competencies assessment tools, grounded in a rigorous methodology. It combines a systematic approach with descriptive analysis to support pedagogical decision-making. Publication bias, maybe enhanced by not exploring grey literature, could explain the overrepresentation of Anglo-Saxon context and underrepresentation of non-medical curricula. This highlights the need for context analysis before implementing tools in a non anglo-saxon setting, as transferability of tools could be questioned. Digital tools were rarely reported, and the absence of study quality appraisal limits inferences about validity.This scoping review mapped 240 competency assessment tools between 2013 and 2023. It can inform the design of programmatic assessment programs. Further research should focus on providing stronger validity evidence and better coverage of non-medical and digital tools.

In the past years, Family Medicine has changed significantly. Due to increasing demands placed on general practitioners (GPs), appropriate training throughout Europe is vital. A unified European postgraduate curriculum in Family Medicine requires consensus on the discipline’s core professional activities. Existing WONCA Europe and EURACT frameworks outline competencies but do not define an agreed set of practice-based activities.As a collaboration between EYFDM and EURACT, this study aims to identify essential professional activities of European Family Medicine and establish common ground for their acceptance across Europe.Professional activities were gathered during a townhall workshop with GPs from fifteen European countries at the 2025 WONCA World Conference and are being analysed using Mayring’s qualitative content analysis. A two-step Delphi-informed process involving practising GPs and young GPs will then determine the level of agreement across Europe.Analysis is ongoing. The study will deliver a consensus-based list of essential activities that represent routine Family Medicine across Europe. Final results will be available at the conference.While the emerging consensus is only one aspect of the long journey to a European curriculum, this study may inform the structure and practical implications of future training standards. The more practicing GPs are involved, the more realistic will be its implementation in European primary care.The work will help build a practice-based European postgraduate curriculum and lay the groundwork for a future European specialty standard in Family Medicine.

XXX University Faculty of Medicine and Health Sciences in Khankendi was established with a mandate to integrate Family Medicine(FM) and Public Health(PH) within community-oriented primary care(COPC) models, aligning with global calls to strengthen collaboration between these fields including the joint advocacy of  WONCA and the WFPHA.A  multidisciplinary faculty team designed an integrated FM-PH-Interprofessional Education(IPE) curriculum, guided by Kern’s curriculum development model, competency-based medical education princiles, and the ADDIE instructional design.Competencies were mapped to CanMEDS roles and WFME standards. A longitudinal Community-Based Education(CBE) pillar was established: Year 1-Contextual understanding: students explore social determinants and health system structures through community mapping and reflective journaling. Year 2-Integration of practice and knowledge: students carry out micro-level community diagnosis and implement targeted intervention projects. Year 3-Leadership for system change: students engage in policy dialogue, advocacy activities, and the design of health promotion activities. Key limitations include the challenge of being a newly established institution in a post conflict area with limited baseline indicators and the need to build sustainable long-term partnerships.Nonetheless, early indicators suggest increased learner motivation and a deeper understanding of community health needs.Key lessons include the value of early and repeated community immersion, the importance of deliberately structured interprofessional teamwork, and the need for flexible governance mechanisms that can adapt to evolving context.Future priorities include development of more robust longitudinal assessment strategies and strengthening partnership with community stakeholders.Ongoing faculty development and systematic program evaluation will be essential to sustain and refine the model.This experience illustrates how FM and PH competencies can be developed in tandem through experiential, reflective, community-centred education.The XXX University model demonstrates a scalable, context-responsive approach to integrating FM and PH through community based and interprofessional education.It offers practical insights for PC educators, particularly in settings undergoing health system rebuilding or transformation.