Abstract: To address the common challenges faced by medical teachers, including the lack of systematic training in pedagogical skills, outdated teaching philosophies and methods, and time fragmentation caused by the combination of multiple responsibilities in clinical work, research, and teaching, Peking University Health Science Center initiated and has continually refined the Young Teacher Training Program using the Technological Pedagogical Content Knowledge (TPACK) model as its framework since 2014. The program features a structured curriculum comprising four modules—Professional Literacy, Teaching Philosophy and Methods, Educational Technology, and Observation & Practice—and employs a blended learning approach with a flexible schedule. It is systematically implemented through measures such as needs analysis, resource development, practice feedback, and community support. Over a decade of exploration, the program has reached over 2 000 young teachers from all on-campus colleges, affiliated hospitals, co-built hospitals, and teaching hospitals of Peking University Health Science Center. Practice indicates that the program has achieved extensive coverage, effectively accommodated the professional development pace of medical teachers through its flexible learning mechanism, strengthened their professional identity as medical educators, facilitated the renewal of teaching philosophies and improvement of teaching practices, and fostered the multidimensional development and value transmission of teachers, providing an empirical reference for the development of medical faculty.

Key words: Education, medical, Teaching competency, Training program