Course design is crucial for the development of the quality of medical teachers, yet insufficient attention is often paid to this aspect within the realm of medical faculty development. In collaboration with China Medical University and Southern Medical University, the Foundation for Advancement of International Medical Education and Research (FAIMER) has established two international collaborative regional institutes in China and offered programs for the development of medical faculty. This study employed participatory observation and material collection methods to conduct a case study on the course design of international medical faculty development programs offered by these two regional institutes in China. The study found that the course design for international medical faculty development presents the ″six-in-one″ features, integrating six components into an organic whole: ″identification of educational issues,″ ″articulation of educational needs,″ ″establishment of educational objectives,″ ″selection of educational strategies,″ ″implementation of instruction,″ and ″evaluation and improvement of teaching.″ Each component was interconnected, causally related, interdependent, and collaborates closely, emphasizing integration and systematicity, thus forming a closed-loop course design system. This multidimensional instructional design model effectively achieves the program objectives of the regional institutes' international medical faculty development, offering valuable insights into leveraging international resources to advance medical faculty development in the context of China's higher education openness. It also supports the promotion of a localized medical faculty development model rooted in China.