Faculty Training to Enhance Medical Education: Evaluating Laboratory Instructors at the National Autonomous University of Honduras (UNAH)

Background Medical education is essential for training competent healthcare professionals capable of addressing evolving patient needs. Faculty development plays a crucial role in improving teaching quality and supporting competency-based education (CBE), particularly in Honduras, where reforms aim to modernize medical curricula. Despite a long history of medical training, formal, standardized faculty development programs remain limited, with many instructors relying on informal, unstandardized training. This study evaluates the impact of a structured faculty development program designed to strengthen teaching competencies and integrate CBE into medical education. Objectives This study aimed to identify gaps in faculty knowledge regarding self-directed learning (SDL), formative assessment (FA), reflective practice (RP), and problem-based learning (PBL); assess instructors' interest in these methodologies; and evaluate competency improvements following a voluntary faculty development course. Methods A descriptive, cross-sectional study was conducted at two campuses of the National Autonomous University of Honduras (UNAH)-Ciudad Universitaria and Valle de Sula-with 219 active laboratory instructors. A voluntary learning needs assessment survey was completed by 141 instructors (64%) to evaluate baseline knowledge, perceived proficiency, and interest in SDL, FA, RP, and PBL. Based on the results, 107 instructors (49%) enrolled in a 10-week faculty development course and 45 instructors (20%) completed it. PBL was selected as the primary methodology due to its effectiveness in fostering critical thinking and alignment with UNAH's educational reforms. The course included interactive sessions, competency-based assessments, and structured feedback. The primary outcome was the ability to design, facilitate, and assess a PBL session, evaluated using a standardized competency-based framework. Descriptive statistics were used to measure learning gains. Results The survey (N=141) revealed that 93% of instructors lacked formal pedagogical training, despite 83.8% having over two years of teaching experience. Institutional barriers - such as limited budget or development opportunities - contributed to this gap. Instructors rated their knowledge of SDL and FA as "good," while RP was "average," though interest in all methodologies was high. Post-training, participants demonstrated mastery of 91% of assessed competencies, with 70% struggling with PBL assessment tools. Inferential analysis using a Chi-square Test for Independence showed a significant association between training participation and competency achievement (χ² = 425.73, df = 75, p = 1.81 × 10⁻⁵⁰, Cramér's V = 0.27). A majority (66.7%) rated the course a perfect 10/10, and 91.1% reported an improved understanding of educational methodologies. Conclusions This study underscores the urgent need for structured faculty development in Honduras. Implementing competency-based training earlier through policy changes, mandatory certification, and continuous professional development could enhance teaching quality, improve student engagement, and modernize medical education. Future research should include follow-up assessments to measure long-term retention, apply further inferential analysis, and explore challenges across specific competencies while addressing potential biases such as social desirability.