Objective To investigate the current situation and development trend of standardized training for general practitioners in affiliated hospitals of colleges and universities in China. Methods In December 2019, a questionnaire survey was conducted in all 189 clinical medical colleges in China. The content of the questionnaire includes the setting of teaching institutions, teachers, training forms and effects. Descriptive statistics were used to analyze the results. Results In 2010, 2017 and 2019, the numbers of colleges and universities carring out standardized training for general practitioners in mainland China were 35, 68 and 117 respectively, and the numbers of training centers were 42, 88 and 169, respectively. The region with the largest number of colleges and universities developing training centers was the eastern region (35 colleges and universities), with the least being the northwest region (9 colleges and universities). In 2019, 472(24.5%) of the 1 929 teachers in the training centers had participated in the publication of medical education articles, 304(15.8%) had participated in medical education projects, and 543(28.1%) had accumulated more than 3 months of work experience in community health service centers. Among 169 training centers in 2019, 91(53.8%) used lecture-based learning as the only teaching method, and formative assessment was absent in up to 80(47.3%) training centers. Conclusions Although the residency training for general practice in colleges and universities has developed rapidly, there are still many problems and challenges. For example, it has not been popularized in colleges and universities, with unbalanced development of different regions and different types of colleges and universities, as well as college teachers lacking community practice experience, and community teachers lacking teaching and research experience, the absence of formative assessment, etc. In the next stage, the affiliated hospitals of colleges and universities in China should continue to expand the scale of residency training, strengthen faculty development, and constantly enrich teaching evaluation methods, so as to better play a leading role in its academic development.