Background & Objective: Faculties attend medical education workshops to gain knowledge and skills. A need was felt to assess the sustainability and type of motivation status of the participants and whether they brought about a change in their workplace over a period of 6 months after the training. Materials & Methods: A longitudinal prospective, analytic, questionnaire based follow up study was conducted in 60 faculty volunteers who attended a revised basic course workshop on medical education technology. The motivation status was recorded post workshop baseline (0 months), at 2 and 6 months after the workshop. They were also asked to report any innovations initiated in their workplace. Results: The motivation parameters of External regulation increased from Mean (SD) of 1. 89(1. 14) to 2. 84(1. 59), p=0. 001 and 3. 07(1. 55), p<0. 001 at 2 months and 6 months. Amotivation increased from 2. 37(1. 43) to 3. 15(1. 47), p=0. 012 and 3. 10(1. 53), p=0. 020 at 2 and 6 months respectively. Work self-determination index (WSDI) decreased from baseline to 6 months from 17. 69(7. 65) to 14. 02(8. 51), p=0. 046. Work non self-determined motivation (W-NSDM) increased from baseline, 2. 86(1. 09), to 3. 56(1. 24) p=0. 004 at 2 months and 3. 63(1. 19), p=0. 001 after 6 months. There was significant correlation between innovation scores and Intrinsic Motivation, Integrated Regulation, Identified Regulation, Work Self-Determination Index and Work Self-Determined Motivation at 2 and 6 months and Introjected Regulation at 2 months. Conclusion: The faculty’ s change in motivation status suggests that it was related to goals, targets and awards. Perceived changes related to teaching and assessment methods in workplace was also reported.