The increasing complexity of pharmacotherapy calls for an expanded role for pharmacists in primary care. General practice-based pharmacists can improve care quality, reduce medication errors, and prevent hospital admissions. This evolving role requires further development of clinical, communicative, and interprofessional competencies.A multidisciplinary team of pharmacists, general practitioners (GPs), educational scientists, and a psychologist developed a one-year postgraduate training program for general practice-based pharmacists in the Netherlands. The program is organised around five learning pathways: (1) consultation skills; (2) clinical decision-making; (3) interprofessional collaboration; (4) professional practice and positioning; and (5) quality improvement. The program includes 20 teaching days, combining workplace-based learning in general practice with interactive small-group education, partly delivered with GPs. Educational principles include competency-based and self-directed learning. Participants completed online evaluations after each teaching day.The program was developed in 2024 with active stakeholder involvement. In January 2025, twelve pharmacists working part-time in general practice started the program. A total of 139 evaluations of teaching days and 51 evaluations of joint GP sessions were collected. Teaching quality was rated as excellent or good by 96% of participants, and 96% reported that sessions met expectations. Qualitative feedback indicated increased self-confidence and improved consultation and clinical decision-making skills. The integration of theory and practice, focus on interprofessional collaboration, and structured reflection were perceived as motivating and supportive. For sustainability, embedding the program within formal postgraduate education through collaboration between general practice and pharmacy training institutes is recommendedThis training program supports the implementation of general practice-based pharmacists. By integrating self-directed and interprofessional learning, it bridges the gap between existing pharmaceutical education and the growing demand for patient-centred, multidisciplinary primary care.This training program supports the implementation of general practice-based pharmacists. By integrating self-directed and interprofessional learning, it bridges the gap between existing pharmaceutical education and the growing demand for patient-centred, multidisciplinary primary care.A competency-based postgraduate training program integrating workplace learning and interprofessional education effectively prepares pharmacists for an expanded clinical role in general practice.

In primary care in France, in order to meet the challenge of supporting a growing number of people to self-manage their chronic disease, primary care teams (PCT) are organising themselves to offer self-management intervention (SMI), sometimes supported by a support structure. These SMI are accessible and personalised, but insufficiently developed to face the needs of the population and not based on SMI models.The objective of the research was to describe a comprehensive model of the organisational, psycho-cognitive and educational aspects that favour the design of a SMI, carried out by PCTs in France.We used a mixed explanatory method, consisting of an initial questionnaire survey of regional health agency project managers, which enabled us to describe 127 SMI carried out in PCTs between 2010 and 2022. Based on these SMI, we then conducted a second qualitative phase, consisting of an initial sequence carried out using a template analysis with eight PCT- support structure pairs and a second sequence carried out using grounded theory analysis with 17 members of PCT educational teams.The educational team (composed of healthcare professionals and patient partners) is at the heart of our model, led by leadership and supported by coordination. The educational team works with 1) the PCT, which incubates the dynamic within its organisation, 2) a network of partners, which supports the SMI, 3) a restrictive healthcare system, which influences practices, 4) a coordinated and complex educational action, including the organisational and educational coordination of the SMI. Cross-cutting categories, spanning the other categories, are identified, such as 5) the values of the actors, which are more or less conscious, and 6) SMI practices that transform both the actors and healthcare practices.The model presented demonstrates both the feasibility of designing a SMI in PCTs and describes relevant strategies to support their deployment. A complementary theoretical analysis of the model (particularly educational) will enable an intervention model to be proposed for testing in PCTs.In a context of more and more people presenting chronic disease, our comprehensive model can help the healthcare system to better adapt their care to the real needs of patient.

In France, multiprofessional primary care research remains underdeveloped. Multiprofessional primary care group practices (MSPs) conduct protocols akin to action research, but these are rarely recognised as forms of knowledge production. Little is known about how teams conceptualise research and how a quality improvement dynamic can reshape these conceptions.To explore how acculturation to research through a quality improvement process reshapes an MSP team’s conceptions of research.Exploratory qualitative study using a grounded theory approach, conducted in a single MSP with four health professionals (one general practitioner, two nurses, one physiotherapist) and a patient partner, recruited through purposive sampling. It constituted the third phase of a three-step process: initial exploration of representations of research, implementation of a quality improvement initiative, then acculturation to research by drawing an analogy between the team’s protocol development and a research process, prior to exploring representations a posteriori.Three dynamic processes emerged: (1) the foundations of a learning community (shared leadership, a collective desire for improvement, pragmatic responsiveness); (2) epistemic subjectivation, with an emotionally charged realisation that “we are doing research” and the legitimisation of a stance as producers of knowledge; (3) the emergence of an inductive, situated, multiprofessional research model positioning the MSP as a third space for research, articulating care, training and knowledge production. Structural barriers persist (time, tools and infrastructure, institutional recognition).These findings are consistent with the principles of community-based participatory research and practice-based research networks, showing that knowledge production can be co-constructed from situated forms of knowing. Recognising the epistemic competencies of the professionals and the patient partner may help reduce structural epistemic injustice towards primary care teams and their patients.The quality improvement process, supported by a protected reflexive space, fostered acculturation to research and a shift towards a form of research that is situated, democratic and team-led. These findings suggest that MSPs can become third spaces for primary care research, provided that a safe framework and methodological support are recognised as genuine epistemic requirements.

General practitioners (GPs) increasingly collaborate with nurses to address rising workload pressures, ageing populations and multimorbidity. However, practices vary widely in how collaboration between nurses and general practitioners is organised and supported. Within the XXX-project, the eight participating practices reported challenges in developing the nurse’s role into a complementary function within an interdisciplinary team, highlighting the need for targeted support to strengthen collaborative practice. A multimodal intervention was therefore developed in co-creation to enhance nurse-physician collaboration and strengthen team functioning in GP.To evaluate the impact of a multimodal intervention on (1) quality of chronic care organisation, (2) work system characteristics based on the SEIPS framework, including (3) the role and task profile of the nurses within the GP, and (4) implementation-related variables.The intervention was delivered from June 2025 to May 2026 in 8 general practices with at least one nurse on staff. It consisted of: (1) five workshops for nurse–physician dyads on protocol-based care; (2) four online intervision sessions for nurses to support peer learning; (3) three in-practice coaching sessions tailored to the needs of the GP, and (4) optional learning resources comprising tools on the role of the nurse, vision and mission development, and leadership workshops. A pre–post design was used to assess changes in the quality of chronic care organization, SEIPS work system domains (persons, tasks, tools/technology, organisation, internal and external environment), and implementation outcomes. Data were collected through surveys, structured observations, and focus groups.Final results will be available at the conference. Preliminary feedback suggests improved role clarity, more structured nurse–physician communication and expanding protocol-based care.Early indications show that a multimodal approach combining shared learning, peer reflection, and coaching can meet diverse practice needs in expanding the role of nurses in GP.This study examines a multimodal intervention to strengthen nurse–physician collaboration in GP. Findings are expected to guide future strategies to support collaborative primary care teams.

Healthcare transformation cannot be achieved without acknowledging those who sustain care delivery: professionals. Despite technological and organizational progress, care quality still depends on human factors such as recognition, motivation, participation, and team cohesion. Actively listening to professionals, highlighting strengths, and integrating their perspective in decisions improves the work environment and patient experience. Empowering caregivers is an internal improvement strategy with measurable organizational impact.This study explores how recognizing the individual value of healthcare professionals positively influences motivation, engagement, and performance. It aims to demonstrate that such recognition combined with institutional active listening enhances team well-being, strengthens organizational culture, and contributes to safer, efficient, and patient-centered care models. We emphasize the relevance of supportive work environments where professionals feel valued, respected, and heard, as this directly correlates with care quality.A qualitative approach was conducted using clinical and managerial experience, incorporating interventions focused on internal recognition, multidisciplinary communication, and participatory leadership. Data collection included direct observation, structured interviews, and reflective group sessions, allowing the integration of diverse professional perspectives within healthcare settings.Findings showed improvements in professional satisfaction, inter-team coordination, and commitment. Explicit recognition, opportunity to express ideas and concerns, and valuing individual strengths reinforced ownership and perceived contribution. Indirect improvements included reduction of conflict, lower turnover, and enhanced adaptability to organizational change. Participants reported higher alignment with institutional objectives and greater connection with professional purpose.The organizational interventions implemented have shown a significant impact on professional satisfaction and team coordination. Explicit recognition of well-done work, the creation of safe spaces to express ideas and concerns, as well as the appreciation of individual strengths, have proven to be strategies that strengthen professional commitment and improve patients’ perception of quality.Professionals with a voice strengthen institutional resilience, safety culture, and leadership capacity. Active listening and recognition are fundamental components of quality improvement. Healthcare transformation must begin internally by caring for and valuing those who care, promoting safe communication spaces, and prioritizing human development as a strategic pillar. Supporting empowered teams represents an investment in safer and effective patient care.

Adapted Physical Activity (APA) is recognised in France as an effective non-pharmacological therapy. However, its implementation in primary care remains limited due to insufficient training of general practitioners, low visibility of APA professionals, and weak coordination between health and sport sectors. To address these barriers, a primary care centre and a university faculty jointly developed an interprofessional model integrating APA student internships within routine primary care.In October 2024, the University of XXX Faculty of Health and Sport Sciences partnered with a university-affiliated Maison de Santé Pluriprofessionnelle Universitaire (MSPU) in XXX. The initiative embedded APA Master’s students within the primary care team, alongside general practice trainees, under shared academic supervision. APA students delivered individualised APA programmes and facilitated a supervised walking group. In 2024–2025, two students supported 45 patients. In 2025–2026, five students participated, and by October 2025, 83 patients had joined APA activities.Key lessons include the value of co-location for improving communication, the need for clear supervision roles, and the importance of early integration of APA students into team routines. The experience highlights the potential for replicating such models in other primary care settings, provided that governance, supervision, and referral processes are formalised. Future work will explore patient outcomes, long-term sustainability, and expansion to additional APA modalities.This case suggests that embedding APA within primary care strengthens interprofessional collaboration, enhances preventive practices, and supports experiential learning. However, ongoing evaluation is required to assess long-term impact and ensure scalability.Integrating APA internships into a community-based primary care centre expands patient access to evidence-based physical activity programmes, strengthens interprofessional education, and offers a promising model for enhancing preventive care capacity in primary care.

XXX faces persistent structural challenges in primary care, including fragmented practice organization, limited delegation, high administrative burden, and high hospitalization rates for ambulatory care–sensitive conditions. Although international evidence demonstrates that well-structured, team-based general practice improves access and reduces avoidable hospitalizations, the real-life organizational functioning of XXX general practices has not been systematically evaluated.To examine the organizational structures of XXX general practices—focusing on team composition, patient flow management, and digital care processes—and to contextualize findings within broader patterns described in XXX primary care literature.A mixed-methods descriptive study was conducted in 120 general practices across XXX. Quantitative data were collected through a questionnaire assessing staffing models, division of tasks, appointment organisation, telephone accessibility, acute care pathways and digital tool use. Qualitative data were gathered from semi-structured interviews with family physicians, nurses and administrative staff. In addition, published sources, including policy documents, national reports and peer-reviewed studies on XXX primary care organisation, were reviewed to support contextual interpretation. Quantitative data will undergo descriptive statistical analysis; qualitative material will be thematically analysed and findings integrated using triangulation.Preliminary patterns indicate considerable variability across practices. Many operate with minimal staffing and limited task delegation, contributing to high administrative load. Practices with both a nurse and an administrator involved in patient flow tend to demonstrate shorter waiting times and better accessibility. Acute care organization and telephone management vary widely, with some practices relying on ad hoc arrangements. Digital care is inconsistently implemented: telephone consultations are common, while electronic communication, online booking systems, and protocol-driven remote management remain limited. Thematic analysis is expected to reveal recurring challenges such as documentation overload, fragmented workflows, and insufficient integration of team roles.Early findings suggest that XXX's practice organization differs from structures described in other XXX states, where more standardized workflows, broader team roles, and higher levels of digital integration are commonly reported. These contrasts highlight potential areas for system-level strengthening.This study provides the first multidimensional mapping of organizational structures in XXX general practice, highlighting priority areas for improvement—team expansion, structured patient flow, and consistent digital integration—and offering an evidence-based foundation for strengthening primary care in XXX.