Teaching objectives are the soul and pillar of teaching activity and closely related to class teaching effects. Currently, the cognition and formulation of faculty teaching objectives in standardized training for residency practitioners (abbreviated as general practice residency) has been rarely reported at present.

To understand the cognition, formulation basis, construction and writing of teaching objectives among outstanding teachers of general practice in China, so as to discuss the approaches of teachers to better promote teaching through teaching objectives in the general practice residency during the process of developing general practice residency, which is highly specialized, focused on post competency development, and different from institutional education.

The outstanding general practice teachers with the title of associate chief physician and above and related teaching honors on a college level or above, who have been teaching in general practice residency for 5 years or more and are still involved in teaching visits and developing teaching objectives in their teaching activities were selected as research subjects from the general practice departments of national general practice residency base in the hospitals affiliated with well-known medical colleges located in the regions with high development level of general practice. One-to-one semi-structured in-depth interview was conducted by online video conference from February to June 2022. The thematic framework analysis was used to organize and analyze the data and to refine the interview themes through NVivo 12 software.

A total of 8 general practice teachers were enrolled. Through the analysis of the interview data, a total of 3 themes and 4 sub-themes were extracted, including that general practice teachers can better grasp the establishment principles of teaching objectives; there is a lack of institutional guarantees in the construction of teaching objectives, involving 2 sub-themes of the lack of theoretical foundation and normative environment for the construction of teaching objectives; general practice teachers have insufficient cognition of the role of teaching objectives in the development of post competency, involving 2 sub-themes of cognitive deficiencies in teaching objectives, little significance of teaching objectives in guiding teaching activities.

There are still problems in the recognition and formulation of teaching objectives even among the outstanding general practice teachers, which may affect the teaching effects. It is necessary to focus on and ensure the effective formulation of teaching objectives and enhance relevant theoretical training. The teaching objectives should be taken as a starting point to promote the homogeneous development and construction of general practice teachers, so as to train more qualified general practitioners.

教学目标是教学活动的灵魂和支柱，与课堂教学效果密切相关。目前针对全科住院医师规范化培训（简称住培）中师资对教学目标认知及制定方面的研究较少。

了解国内优秀全科医学师资对教学目标的认知情况、制定教学目标的依据及对教学目标的建构与撰写情况等方面内容，探讨在开展与院校教育不同、专业性强、重在岗位胜任力培养的全科住培工作的过程中全科医学师资如何通过教学目标更好地促进教学。

采用典型抽样法，选取所在地区全科医学发展水平高、工作单位为国内知名医学院附属医院全科医学科、所在科室为国家级全科住培基地，且从事全科住培带教工作5年及以上、职称为副主任医师及以上、曾获得院级及以上教学荣誉、目前仍参与教学查房并在教学活动中制定教学目标的优秀全科医学师资为研究对象，于2022年2—6月，通过线上视频会议对其进行"一对一"的半结构化深度访谈。应用NVivo 12软件并采用主题框架分析法对资料进行整理、分析，并提炼访谈主题。

共纳入8名全科医学师资。通过对访谈资料进行分析，共提炼出3个主题和4个子主题：全科医学师资能较好掌握教学目标的制定原则；教学目标制定缺乏制度保障（包括2个子主题：缺乏理论基础、缺乏规范制定教学目标的环境）；全科医学师资对教学目标在岗位胜任力培养中的作用认知不足（包括2个子主题：对教学目标的认知存在缺陷、制定的教学目标对教学活动指导意义不大）。

即使是优秀的全科医学师资，在对教学目标的认知和制定上仍存在问题，一定程度上影响了教学效果。应重视和保障教学目标的有效制定，加强相关理论培训，以教学目标为"抓手"促进全科医学师资队伍同质化发展和建设，进而培养出更多合格的全科医生。