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Training according to the competency-based approach requires the use of adapted learning strategies and evaluation tools. This is the case of the portfolio, which contains the traces of the medical student's learning during the internship. It is a pedagogical strategy of indirect clinical supervision that allows the learner to become the main actor of his or her learning. The portfolio is made up of a set of significant works or products chosen by the learner accompanied by reflective practice and comments from the supervisor. In fact, the portfolio allows the learner to write down the traces of learning that he or she has accumulated thanks to his or her experiences during the internship. It is therefore an experiential learning process that will be lived again with distancing when the learner writes it down, which leads him/her to live a reflective process. Thus, the portfolio allows the learner to develop his reflective practice which is considered as the key to empowerment towards the acquisition of competences.