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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).
To strengthen training, the HUG pharmacy came up with the idea of setting up a fictitious patient bedroom containing errors related to the preparation and administration of injectable drugs. At the same time, an e-learning module was developed based on research.
Training is one of the HUG's three key missions, alongside research and care. They make it a point of honor to contribute to the emergence of new professionals, not only in the field of healthcare but across all of the various activities that the hospitals represent.
To attract and retain talent, every employee needs to feel fulfilled at work. This means recognising and enhancing their individual skills, creating a motivating environment, and providing a strong incentive to make progress in their career or to progress within the HUG, as well as paying special attention to achieving work-life balance.
The Joli-Mont Rehabilitation and Internal Medicine Division is involved in the postgraduate training of residents at the General Internal Medicine Division (SMIG) and at the Trois-Chêne Hospital, which is carried out as part of their four-month rotation in rehabilitation.
During their rotation, the organization of the Division offers residents the opportunity to attend postgraduate training symposiums organized by the SMIG, in parallel with training symposiums organized on site.
The Division is a category A training location for in-depth training in diagnostic and invasive neuroradiology.
Pre-Graduate - The Division is involved in teaching at the University of Geneva Faculty of Medicine and the HES-SO Geneva.
Bachelor's - Electives: the Division currently offers two electives, one in diagnostic neuroradiology (headed by: Dr. S. Haller) and one in interventional neuroradiology (headed by: Dr. Z. Kulcsar).
APP - The Division participates in Prof. J. Kiss' anatomy classes.