Abstract
Continuous medical education and continuing professional development (CME/CPD) have traditionally emphasised pedagogical effectiveness, yet the rapid digital transformation of health professions education now requires faculty to demonstrate advanced competencies in technology integration, digital resource management, accessibility, and online instruction. Faculty digital proficiency is increasingly essential for designing, delivering, and sustaining high-quality CME/CPD programmes that support workforce readiness and equitable access to learning opportunities. Evidence from resource-constrained settings remains limited. A cross-sectional survey was conducted among 498 faculty members across nine Ethiopian public higher education institutions offering six priority health programmes. Data were collected using the DigCompEdu framework (Area 2: Digital Resources). Descriptive statistics summarised participant characteristics and proficiency levels. Associations between categorical variables and expertise (Expert+ vs. Below Expert) were examined using Chi-square and Fisher's Exact tests. Multivariable logistic regression identified independent predictors of expert-level proficiency, reported as odds ratios (ORs) with 95% confidence intervals (CIs). Only 34 faculty (6.8%) reported expert-level digital proficiency, with most clustered at novice or explorer levels. Expertise was more common among faculty from research universities (12.9%), non-clinical units (13.3%), doctoral degree holders (33.3%), female faculty (23.1%), and those with ≥10 years of teaching experience (17.0%). Regression analysis revealed that male faculty had significantly higher odds of expertise (OR = 2.45, 95% CI: 1.35-4.45, p = 0.003), while higher academic rank was inversely associated (OR = 0.32, 95% CI: 0.15-0.68, p = 0.002). Institutional type was strongly predictive (OR = 0.16, 95% CI: 0.06-0.35, p < 0.001). Academic qualification and teaching experience were not significant predictors. Experts play a pivotal role in advancing educational practice by modelling innovation in teaching and learning. Yet, this study reveals a significant deficiency in faculty digital skills, with most lacking expertise in managing digital resources for student learning. Targeted, tiered faculty development is therefore essential to strengthen digital competence and enhance CME/CPD delivery in health professions education.