Latin American framework for faculty development in health education.

Purpose: This study aims to develop and establish a comprehensive framework for faculty development in health sciences in Latin America. This initiative enhances teaching methodologies and elevates the quality of learning experiences.

Materials and methods: The methodology included a qualitative approach using an initial questionnaire, interviews, and group discussions. 1836 professionals from 16 Latin American countries participated, providing a broad and diverse perspective.

Results: Five key dimensions were defined: learning facilitation, evaluation and feedback, innovation and research, managing educational processes, and empathetic and socioemotional pedagogical relationships. The framework identifies seven progressive levels of teacher development, emphasizing 'catalytic performances' as critical drivers for continuous improvement and reciprocal influence within the educational system.

Conclusions: The Latin American framework offers a detailed structure adapted to the region's particularities, highlighting the importance of advanced pedagogical competencies and teacher-student relationships. Its holistic and progressive approach is relevant and applicable in the Latin American context, providing a guide for professional development in health sciences.