Objectives. The Association of Philippine Medical Colleges (APMC) responded to the global call for transformative learning by conducting a series of Faculty In-service Training. This study was commissioned to determine faculty trainees' perceptions of the program in terms of relevance, comprehensiveness, and quality. It also described their applications of the program in their delivery of instruction, assessment, organization, and management skills.

Methods. This is a sequential explanatory mixed-method research. The quantitative phase refers to the analysis of the rating scale accomplished by participants as feedback. The qualitative phase includes analysis of focus group discussion results and actual course syllabi used by selected participants, including medical schools' documents. Both data were integrated using a combination of descriptive statistics, measures of central tendency and dispersion, as well as joint displays.

Results. APMC conducted six in-service trainings from 2015 to 2018. Themes focused on medical teachers' roles as instructional designers, facilitators, assessors of learning, and as leaders and managers. Respondents perceived the programs as most relevant, comprehensive, and interesting. The syllabi, instructional resources, and assessment instruments and practices were consistent with the standards of the Commission on Higher Education. Medical teachers showed that they use innovative teaching and assessment strategies, and are dealing with medical education's continuous challenges.

Conclusion. Faculty participants perceived the APMC in-service training programs most favorably for capacitating them to enhance their teaching skills and inculcate the culture of quality in medical schools. APMC's training also reflects the organization's commitment to social accountability.

Education, Medical