| Sumario: | Simple Summary: General practitioners are often the first to assess suspicious skin lesions, yet many lack specific training in melanoma detection. This narrative review analyzes 54 studies (1995–2024), comparing in-person and e-learning educational interventions in terms of structure, content, duration, interactivity, and diagnostic outcomes. A key finding is that programs incorporating dermoscopy and interactive elements—particularly asynchronous online formats—can enhance sensitivity, specificity, and diagnostic accuracy. However, few studies evaluated long-term clinical impact. Our review provides novel insights into the strengths and limitations of different training approaches and highlights the potential of hybrid models to improve early melanoma recognition in primary care. Structured and accessible training for general practitioners is essential to ensure timely diagnosis, better patient outcomes, and integration into dermatological care pathways. General practitioners play a crucial role in the early detection and prevention of cutaneous melanoma. However, structured training on skin cancer diagnosis and management is often lacking. This narrative review aims to map the current educational interventions for general practitioners focused on melanoma, assess their methodological approaches and outcomes, and explore the contribution of e-learning and telemedicine in medical education. A comprehensive literature search identified 54 relevant studies published between 1 January 1995 and 31 December 2024. Data were extracted and categorized by topics covered, training methodology, interactivity, and clinical outcomes. Training programs varied widely in duration, delivery, and content. Interventions that integrated dermoscopy and interactive methodologies demonstrated improved diagnostic accuracy and clinical impact. E-learning, particularly asynchronous models, emerged as a flexible and effective modality, although few studies evaluated long-term retention or clinical practice changes. Educational programs tailored to general practitioners and enriched with dermoscopy and telemedicine tools show promise in improving melanoma detection and care. Structured, interactive, and blended/hybrid learning models should be prioritized to support effective primary and secondary prevention.
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