A 26-year national continuing professional development programme in functional experimentation: a longitudinal programme evaluation

Background Functional experimentation is a core component of basic medical education, yet sustaining high-quality laboratory teaching requires ongoing faculty development in the context of curricular integration, technological change and increasing educational demands. Evidence on long-term, large-scale continuing professional development (CPD) programmes for laboratory-based medical education remains limited. Methods We conducted a longitudinal descriptive programme evaluation of a national CPD programme in functional experimentation implemented continuously over a 26-year period (1999–2024). Programme design, implementation and outcomes were analysed using administrative records, post-training questionnaires and descriptive follow-up information from participating institutions. The evaluation focused on faculty development, curriculum reform and programme adaptability. Results Over 26 consecutive years, the programme trained more than 2,000 faculty members from over 200 medical institutions across China. Participants consistently reported high levels of satisfaction and perceived improvements in teaching confidence, understanding of integrated experimentation and experimental teaching design capacity. Institutions represented by programme alumni described increased adoption of integrated and inquiry-based experimental teaching approaches combining animal experiments, human functional experiments and virtual simulation. During the COVID-19 pandemic, the programme adapted rapidly to online and hybrid delivery, supporting continuity of faculty development and laboratory teaching. Conclusions This 26-year national CPD programme provides descriptive evidence that sustained, structured faculty development may support long-term reform and resilience in laboratory-based medical education. The findings highlight the potential value of longitudinal CPD initiatives in strengthening faculty capacity and advancing integrated experimental teaching within competency-oriented medical curricula.