Abstract: Medical teachers, particularly clinical teachers, face significant challenges in participating in professional development activities due to their dispersed workplaces, heavy workloads, and the spatiotemporal constraints of traditional in-person training. However, existing information systems lack adaptability to the working characteristics of medical teachers, highlighting an urgent need for a flexible and supportive information system. To address this structural contradiction, this study designed and constructed the Peking University Medical Faculty Development Information System. Centered on a three-tier ″Project-Task-Content″ model, the system not only integrates online and offline learning resources to support the management and development of faculty development programs, but also enables a fully digitalized closed-loop process for faculty development activities, thereby enhancing administrative efficiency and teacher engagement. Since its implementation, the annual average number of participants in the Young Faculty Teaching Development Program (2020-2024) has increased to 363, which is 7.4 times the pre-system annual average (49 participants from 2015-2019). In post-activity feedback surveys, 96.2% (4 042/4 201) of teachers expressed satisfaction with the system′s operational convenience. Through a two-tier (university and department) management structure, the system supports faculty development at the college level, while its interactive functions facilitate the management of teaching observations and consultations. This study provides a practical example for the scientific construction of a medical faculty development information system and lays the foundation for future intelligent services. Further research is needed to explore the transformation of teacher behaviors and address discipline-specific needs.

Key words: Education, medical, Faculty development, Information systems