Abstract:  Objective　To analyze the characteristics of the differences in general practitioners' faculty training needs and explore the correlated factors of participants' participation willingness, providing evidence-based support for optimizing the general practice faculty training system.Methods　This study adopted a cross-sectional study design and conducted a self-administered questionnaire survey among 145 participants attending the 2024 provincial-level teacher training program for standardized residency training of general practitioners in Yunnan Province. A self-designed structured questionnaire was used to collect demographic characteristics and training demand data. Chi-square test was used to compare the differences in training content, methods, and expected outcomes among different groups, and and the multivariate Logistic regression Inthis stndy 145 questionnaires were distributed and 141 questionnaires were recovered, with a recovery roote of 100%. model was applied to analyze the influencing factors of participants' willingness to participate in the training.Results　Training content needs:①Overall demand: "Teaching methods and skills" ranked the highest in demand degree (96.45%); ②Intergroup differences: Clinical faculty exhibited a significantly higher demand for "Educational research and academic writing" compared to community-based faculty (χ²=4.196, P=0.041), whereas community-based faculty showed greater demand for "Community health service management" (χ²=13.790, P<0.001). Faculty with bachelor's degrees had higher demands for "Fundamental theories of general practice" (χ²=6.263, P=0.012) and "Clinical skills" (χ²=5.164, P=0.023) than those with postgraduate degrees. Teachers with senior professional titles demonstrated greater demand for "Educational research and academic writing" (χ²=4.612, P=0.032). Training method preferences:①Male faculty preferred "Traditional lectures" and "Expert seminars" (P<0.05); ②Those with bachelor's degrees showed higher demand for "Traditional lectures" and "Case discussions" (P<0.05).Expected outcomes of the training:①Clinical faculty prioritized "Solving practical problems" (P<0.05); ②Teachers with bachelor's degrees emphasized "Enhancing theoretical knowledge" (P<0.05). Multivariate logistic regression analysis revealed that gender (OR=0.067, 95%CI: 0.007~0.628) and educational background (OR=15.786, 95%CI:1.407~177.139) were significantly correlated with trainees' willingness to participate (P<0.05).Conclusion　Significant group heterogeneity exists in the training needs of general practice faculty. A stratified and categorized training strategy is recommended: ① Set differentiated clinical and primary care training modules according to teacher types; ② Adjust the depth of theoretical knowledge and the proportion of practical training based on educational background and professional titles; ③ Optimize the combination of teaching methods in light of gender differences. This study provides empirical evidence for establishing a targeted training system for general practitioner teachers.