General practitioners are not only the "starting station" and "hub station" in the patient's medical treatment process, but also the key to implementing graded diagnosis and treatment is to cultivate the job competence of general practitioners. Standardized training for resident general practitioners is the main way to cultivate high-quality general practitioners, and it is also a key link in achieving the transformation from "medical students" to "doctors". The clinical performance of general practitioners in clinical practice requires timely and effective teaching feedback from teachers, in order to understand their own clinical abilities. Reflective learning can promote general practitioners to actively think and summarize their own learning process. Teachers are the facilitators and organizers of reflective learning, and the two complement each other, promoting students to learn on their own and continuously improving their self-learning ability. The First Affiliated Hospital of Zhejiang University School of Medicine's General Practice Training Base has developed the "General Practitioners Feedback and Reflection (GP-FR) Training Model" based on teaching feedback and reflective learning. This article explores the current application of teaching feedback and reflective learning in general practice residency training and provides a systematic introduction to the conceptual framework, core elements, and specific content of the "GP-FR Training Model".