| Europe |
| Dotchin et al. (2010) | United Kingdom | Global health modules in curriculum can enhance medical students' awareness of international health disparities and prepare them for global healthcare challenges |
| Vrdoljak (2012) | Croatia | Emphasis on structured teaching of Evidence Based Medicine and its practical application in family medicine is critical |
| Willcocks et al. (2013) | United Kingdom | There is a need for structured leadership training in general practice through the Medical Leadership Competency Framework in general practice |
| Lee et al. (2014) | United Kingdom | Integrating community experiences early in undergraduate curricula for contextual learning is beneficial |
| Bartlett et al. (2016) | United Kingdom | Rural general practice has shown positive outcomes including increased student interest in rural practice and community engagement |
| Royal College of General Practitioners (2018) | United Kingdom | Curricula should be based on core principles like patient-centred care and continuity |
| Royal College of General Practitioners (2019) | United Kingdom | Defined core general practice competencies with emphasis on Generalism and relational care |
| Simmenroth et al. (2020) | Europe | Defined core undergraduate curriculum elements for general practice across Europe |
| Murray et al. (2020) | Bosnia and Herzegovina | Innovative EBM teaching can be implemented using collaborative, digital platforms |
| Kennedy et al. (2021) | United Kingdom | There should be an alignment of medical education with health system needs and interdisciplinary learning |
| Kötter et al. (2023) | Germany | Students support integrating climate and health; advocate longitudinal inclusion in curriculum |
| Kulkarni and Dua (2023) | United Kingdom | Early clinical exposure through pre-clinical hospital visits program boosts motivation and professional development |
| Ottenheijm et al. (2008) | Netherlands | Early exposure (student-patient contact in general practice) improves communication and empathy; strengthens learning integration |
| Global Consortium on Climate and Health Education (2024) | Europe | Climate and health education network setup in collaboration with schools to promote planetary health and sustainability in curricula |
| Kirtchuk and Markless (2024) | United Kingdom | Longitudinal placements foster communities of practice, continuity of care, and professional identity development |
| Ravichandran et al. (2025) | Ireland | Structured UG research promotes academic interest and critical thinking in general practice |
| North America |
| Curran et al. (2007) | Canada | Rural placements improve student preparedness and influence rural practice intentions |
| The College of Family Physicians of Canada (2008) | Canada | Emphasis on family medicine values and practical, community-based learning is vital |
| Zink et al. (2008) | United States | Longitudinal rural immersion namely Rural Physician Associate program improves continuity and clinical skills |
| Bilodeau et al. (2010) | Canada | Collaborative models enhance understanding of roles and patient-centred teamwork highlighting the efficiency of interpersonal communication |
| Hamui-Sutton et al. (2017) | Mexico | Proposed EPAs framework for clinical readiness in UG internships |
| Keegan et al. (2017) | Canada | Achieved national consensus on UG FM training goals and competencies |
| The College of Family Physicians of Canada (2019) | Canada | Codified essential skills for UG FM education aligned with CanMEDS |
| Parson et al. (2019) | Canada | Structured approach to integrate competencies in CPD is beneficial |
| College of Family Physicians of Canada (2020) | Canada | Addressed national challenges in Generalism and primary care exposure |
| Theobald et al. (2022) | United States | Shortage in clinical placements |
| Tenny and Varacallo (2024) | United States | EBM is critical for informed decision-making and clinical quality |
| Australia (Oceania) |
| Newbury et al. (2005) | Australia | Rural week programme shaped attitudes toward Indigenous and underserved communities |
| Maley et al. (2009) | Australia | Demonstrated immersive rural teaching fosters contextual, generalist training |
| Poole et al. (2010) | New Zealand | Effective year-long rural training (Pūkawakaw) strengthened clinical and community competence |
| Hudson et al. (2011) | Australia | Shortages and barriers to clinical placements – less training sites, more medical students, GP burnout |
| Shelker et al. (2014) | New Zealand | Rural background and exposure influence postgraduate practice location |
| Students learning medicine in general (2016) | Canada and Australia | General practice placements enhance interest and preparedness for primary care careers |
| Mayer and Renouf (2016) | New Zealand | Confirmed strong infrastructure for rural medical education in New Zealand |
| Royal Australian College of General Practitioners (2024) | Australia | Guideline on health professional education meeting the needs of the indigenous communities |
| Royal Australian College of General Practitioners (2022) | Australia | Prioritised rural, migrant, and Indigenous health in structured learning pathways in RACGP |
| An Australian Government Initiative (2022) | Australia | Prioritised migrant, refugee and asylum seekers in structured learning in curriculum |
| Asia |
| Al-Dabbagh and Al-Taee (2005) | Iraq | Task based community settings such as community-oriented models boost relevance and student engagement |
| Benbassat and Baumal (2012) | Israel | Early commitment of students to specialities streamlines training and addresses workforce gaps |
| Malaysian Medical Council (2020) | Malaysia | Set benchmarks for clinical placements, EBM, and community exposure |
| Sulaiman et al. (2024) | United Arab Emirates | Development of an integrated FM curriculum adapted to UAE context |
| Africa |
| Malan et al. (2024) | Namibia | Electronic portfolios and virtual learning are beneficial in skills training and assessments in low-resource settings |