ObjectiveTo describe the current status and needs of medical education research engagement among residency training faculty members and to explore associated factors. MethodsAn anonymous questionnaire survey was conducted among 121 residency training faculty members, predominantly from Sichuan Province, using convenience sampling. The primary indicators were publication of at least one medical education-related article and participation in at least one medical education-related research project during the past five years. Categorical variables were summarized as frequencies and percentages and compared using the chi-square test or Fisher’s exact test. Exploratory binary logistic regression analysis was performed. ResultsAmong the 121 respondents, 43（35.5%）had published at least one medical education-related article, and 42（34.7%）had participated in at least one medical education-related research project during the past five years. Univariate analyses showed that academic rank and years of residency training work were associated with both publication and project participation（all P<0.05）. Department type was associated with publication（P=0.015）, and age group was associated with project participation（P=0.037）. Publication and project participation were positively associated（Cramer’s V=0.547, P<0.001）. A total of 103 respondents（85.1%）reported being very or moderately interested in medical education research. The most frequently reported training needs were project application and design training（89.3%）, manuscript writing and publication training（86.8%）, educational research methods training（75.2%）, and statistical analysis training（65.3%）. ConclusionThe surveyed residency training faculty members showed room for improvement in medical education research engagement. Tiered methodological training, mentoring, team building, and resource support may help promote the integration of medical education research with clinical teaching practice.