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The mission of the Institute of Primary Care Medicine, created in 2011, is to coordinate undergraduate and postgraduate training in the field of primary care medicine and to ensure quality, to increase the attractiveness of this discipline among students and residents, and to ensure that they are exposed to populations representative of future practice locations.
It brings together the departments of children and adolescents, obstetrics and gynecology, community medicine, primary care and emergency medicine, internal medicine, rehabilitation and geriatrics, and mental health and psychiatry.
Since 2015, it has had the mission of ensuring the training of supervisors (senior residents and associate physicians) in the field of clinical supervision in connection with multidisciplinary skills (clinical reasoning, communication, interprofessional cooperation professionalism, etc.). It also focuses on promoting the support and assistance of physicians-in-training.
The clinical environment is the place of learning for physicians-in-training. Part of the knowledge, skills, and attitudes is acquired personally and autonomously; other parts are developed through structured training activities; finally, the majority is acquired through contact with their supervisors. However, this learning is often described as unstructured, opportunistic, and involuntary.
In order to maximize this learning, it is essential that supervisors be able to guide residents appropriately and have effective pedagogical skills even though they themselves are subject to different constraints and priorities within their division.
This is all the more important because the workplace assessment (EMiT) of residents in training is an integral part of the Regulation for postgraduate training and postgraduate training programs (figure 5). These EMiT make it possible to observe, in a structured manner, the practical medical skills of the residents in daily clinical work and to evaluate them through a self-assessment and trainer feedback with various instruments such as the Mini-Clinical Evaluation Exercise (Mini-CEX) and the Direct Observation of Procedural Skills (DOPS).