Transfer of training through institutional partnership: outcomes from a faculty development program in China

Background International faculty development programs aim to strengthen teaching capacity, yet their impact depends on whether participants can apply new skills in their own institutions. In China, few studies have examined outcomes from multi-institutional programs and the process by which institutional partnerships support application of learning. This study evaluates the International Medical Educators Program (IMEP), a longitudinal faculty development program in China focused on curriculum development, teaching skills, and educational leadership, and examines its medium- to long-term outcomes. Methods A cross-sectional survey was administered in 2025 to all IMEP participants from 2019–2024 ( n = 86), representing 1–5 years post-training. The survey assessed Kirkpatrick level 3 and 4 outcomes, including project implementation, dissemination, educational impact, and professional advancement. Outcomes were compared across institutional groups using chi-square tests and multivariable logistic regression. Results Sixty alumni completed the survey (69.8%). Overall, 60% implemented their original project, 63.3% initiated new teaching projects, 75% shared IMEP learning with colleagues, and 23.3% presented regionally or nationally. Level 4 outcomes included: 50% received a teaching award, 25% achieved promotion based on educational work, 26.7% assumed new medical education leadership roles, 50% led curricular reform, and 48.3% published educational work. After adjusting for faculty seniority, only promotion remained significantly associated with institutional affiliation (aOR 4.88, 95% CI 1.06–22.51). Conclusions IMEP demonstrates that longitudinal, partnership-based faculty development can be associated with sustained outcomes across diverse institutional contexts in China. Site visits, ongoing mentorship, and continued engagement through institutional partnerships may help explain sustained application of learning beyond the training period. Despite institutional differences, faculty from all hospitals achieved substantial impact, highlighting the value of inclusive approaches to building capacity in medical education.