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Background: The April 8, 2013 decree sets out the general objectives of undergraduate medical training emphasizing the need to develop so-called generic competencies (clinician, communicator, multi-professional health team member, scientific, ethical responsibility and reflective). The learning competency paradigm is widely described in science education, but the implementation methods in undergraduate medical studies remain hypothetical. Objective: To show how a new teaching structure based on Exchange and Practical Analysis Groups (EPAG) used during clerkships rotations in general medicine contributes to the development of theses competencies. Methods: The qualitative study, based on filmed recordings and direct observation, included 32 students and 2 teachers divided into 2 groups. The results stemmed from the thematic and exploratory analysis of the observation notes and the recording transcriptions using an evaluation grid. Results: The EPAG helped decontextualize the learning acquired during training sessions: taking into account mental suffering, confronting one’s knowledge with the primary-care context, considering ethical reflectiveness issues and experiencing the effects the physician–patient relationship. Group interactions improved peer reflexiveness. Teachers enhanced learning by sharing their views and outlook. Conclusion: This unique teaching model in graduate medical studies helps contextualize the learning achieved in general medicine internships. The recontextualization issue remains and represents a challenge with respect to its transferability in other care settings. [ABSTRACT FROM AUTHOR]