Objective To compare the evaluation on the standard residency training from the view of trainees and trainers, so to provide a reference for further improvement of residency training system. Methods This study was a questionnaire survey covering 2 053 trainees and 3 141 trainers. The data was collected and then analyzed with χ² analysis and rank-sum test. Results There were some differences in the evaluation on the standard residency training between the trainees and the trainers. Faculty's evaluation showed paying more attention to individual teaching plans [98.7%(3 099/3 141)vs.85.7%(1 759/2 053)], the function of this plan to meet specific learning needs of each trainee [73.2%(2 298/3 141) vs. 53.6%(1 101/2 053)], strengthening the observe learning [88.9%(2 795/3 141) vs. 60.4%(1 240/2 053)], specialty-specific teaching plans[93.9%(2 951/3 141) vs. 78.0%(1601/2 053)] and evaluation feedback [93.3%(2 931/3 141) vs. 87.5%(1 796/2 053)]. The differences were statistically significant (all P<0.01). The most significant difference in the evaluation of the teaching content was researching skills, with 72.5%(1 489/2 053) of the trainees believing that the teachers lacked research skills, while only 7.1%(222/3 141) of the teachers did think so (χ² =2 408.296, P<0.01). Conclusions The overall evaluation of standard residency training in the survey was good, but there were still differences in the evaluation between trainers and trainees. To reduce such differences, we can start by unifying the specific standards, strengthening the faculty's emphasis on research ability and developing individualized teaching plans,having targeted training programs, and allowing each base to appropriately improve the criterion according to its situation under the premise of guaranteeing the primary criterion of standard residency training.