Table 5 The categorical relationships formed by the principal axis coding table

GP theoretical training supervisors

Supervisors have a solid theoretical foundation and strong teaching conscientiousness (28)

I was satisfied with the lectures. It is hoped that some courses will be offered to help students to cultivate career professionalism . It is suggested that the theoretical courses should not be completed at once. Supervisors are experienced and responsible, and the combination of large classes, small lectures, and group discussions helps a lot.

GP hospital-based training supervisors

GP concept improvement (52)

Residents are more trained as specialists, and they have to tackle some difficult cases. Supervisors in some departments don’t treat patient via the whole-person concept.

Teaching methods improvement (33)

Supervisors are very willing to teach residents, but their teaching methods are slightly lacking; there is no specific teaching method for GPs; the focus of teaching GPs should be prominent, not just writing history and cases.

I hope that supervisors can be trained every two to three months to meet the needs of general practice. Separate teaching will be more effective. I hope supervisors can give students targeted guidance.

Conscientiousness improvement (51)

Teaching supervisors are quite different, Some supervisors can explain to us the diagnosis and treatment criteria of common and frequently occurring diseases in outpatient clinics and things to which we should pay attention. They can also recommend books for us to go back and see for ourselves, while others just hope that we can help them in their work; their conscientiousness regarding teaching is somewhat weak.

GP community-based training supervisors

Motivation (16)

Community doctors are more responsible. They not only teach various matters that need attention but also provide opportunities for independent medical treatment. At the same time, they also cultivate the awareness of the doctor-patient relationship and help us learn to communicate with patients.

Teaching methods (34)

Teaching supervisors do not have systematic arrangements; sometimes they don’t have sufficient theoretical knowledge, and the opportunity to practice independently is relatively limited.

Clinical theoretical knowledge and practice ability improvement (27)

Community-based training supervisors are more responsible, while some of them do not have perfect pedagogy and standard diagnosis and treatment of diseases.