Abstract: 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 General Practice Base of the First Affiliated Hospital of Zhejiang University School of Medicine adopts a GP-FR model based on teaching feedback and reflective learning, aiming to combine the current standardized training characteristics of general practice resident physicians in China, cultivate the initiative and lifelong learning ability of resident physicians, and improve the quality of medical services.

Key words: General practitioner, Standardized training for resident physicians, Teaching feedback, Reflective learning

摘要： 全科医生既是患者就诊过程中的“始发站”，也是“枢纽站”，全科医生的岗位胜任力培养是实施分级诊疗的一个关键。全科住院医师规范化培训是培养高素质全科医师的主要途径，也是实现“医学生”向“医生”转变的关键环节。全科医生在临床实践过程中的临床表现需要带教师资及时有效的教学反馈，才能了解自身的临床能力，而反思性学习则可促进全科住院医师主动思考和总结自身的学习过程，带教师资是反思性学习的促进者、组织者，两者相辅相成，促进学生自己去学习，不断提高其自主学习能力。浙江大学医学院附属第一医院（以下简称“浙大一院”）全科基地基于教学反馈和反思性学习创建的GP-FR（General Practitioners-Feedback-Reflection）模式，旨在结合我国目前的全科住院医师规范化培训特征，培养住院医师主动性、终身学习的能力，提高医疗服务质量。

关键词: 全科医生, 住院医师规范化培训, 教学反馈, 反思性学习