In health sciences education, clinical training currently lies at the intersection of two major transformations: the arrival of learners from Generation Z and the implementation of a competency-based medical education reform. The articulation between these dynamics, as well as the convergence of their respective expectations, has received little scholarly attention, despite the central role of clinical supervisors in their operationalization. A critical examination of the representations associated with Generation Z, confronted with existing scientific literature, could help inform the evolution of pedagogical practices in clinical training environments.