and teamwork. The small groups, which brought people with similar roles together across career stages, disciplines, and sites (e.g., main campus, affiliated research, and clinical centres), offered structured discussions, role-plays, and reflective practice on pre-set topics.Group members rotated through the moderator role to encourage reciprocal, nonhierarchical peer exchange. Each participant was expected to be both mentor and mentee, depending on the moment, the topic, and group members' needs. | WHAT LESSONS WERE LEARNED?From 2016 to 2021, three cohorts of 60-70 faculty members participated. Participant surveys at several time points and "exit interviews" were conducted. The program's structure, range of topics, and practical approach emphasising tangible advice and actions were appreciated. The collaborative nonhierarchical environment and collegial discussions were also valued. Many participants

Purpose: Transnational faculty development programmes are increasingly popular in medicine, although evaluation of such activities rarely consider longer-term outcomes or the impact of language training. This study attempts to fill this gap by evaluating the lasting impacts of a three-month clinical education and English language training programme at