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Transfer of training through institutional partnership: outcomes from a faculty development program in China
Jonathan Lio1, Helen Barrett Fromme2, Yue Li3
1Department of Medicine, University of Chicago Pritzker School of Medicine, Chicago, USA. jlio@uchicago.edu.
BMC Medical Education
|July 10, 2026
Summary
The International Medical Educators Program (IMEP) in China shows sustained faculty development outcomes. Partnership-based training leads to significant educational impact and professional advancement for medical educators.
Area of Science:
- Medical Education
- Faculty Development
- International Health
Background:
- Faculty development programs aim to enhance teaching capacity, but their effectiveness relies on participants applying new skills within their institutions.
- Few studies in China have evaluated multi-institutional programs and the role of institutional partnerships in supporting learning application.
- This study assesses the medium- to long-term outcomes of the International Medical Educators Program (IMEP) in China.
Purpose of the Study:
- To evaluate the outcomes of the longitudinal International Medical Educators Program (IMEP) in China.
- To examine how institutional partnerships influence the application of faculty development learning.
- To assess the medium- to long-term impact of IMEP on participants' professional advancement and educational activities.
Main Methods:
- A cross-sectional survey was conducted in 2025 with 86 participants from IMEP (2019-2024), 1-5 years post-training.
- Kirkpatrick levels 3 and 4 outcomes were assessed, including project implementation, dissemination, educational impact, and professional advancement.
- Statistical analyses, including chi-square tests and multivariable logistic regression, compared outcomes across institutional groups.
Main Results:
- 60% of alumni implemented their original projects, and 63.3% initiated new teaching projects.
- 75% shared learning with colleagues; 23.3% presented regionally or nationally.
- Significant Level 4 outcomes included 50% receiving teaching awards, 25% promotion based on educational work, 26.7% assuming leadership roles, 50% leading curricular reform, and 48.3% publishing educational work.
Conclusions:
- Longitudinal, partnership-based faculty development like IMEP is associated with sustained outcomes in diverse Chinese institutions.
- Factors such as site visits, mentorship, and continued engagement likely contribute to sustained learning application.
- Inclusive faculty development approaches are valuable for building medical education capacity across all participating institutions.