Purpose <p>Structured faculty development programs enhance surgical education by improving teaching skills and educational outcomes. In Japan, surgical training traditionally relies heavily on informal methods and passive observation. To address gaps in faculty development and to strengthen surgical education, the Japanese Association of Surgical Education launched the culturally adapted Japanese Surgeons as Educators (JSAE) course in 2019. This study evaluates its impact and effectiveness on instructional competencies and educational practices among surgical educators in Japan.</p> Methods <p>The JSAE course comprised a two-day Basic Course covering foundational topics, followed by a two-day Advanced Course emphasizing assessment and advanced teaching techniques. Participants completed questionnaires pre-course, post-course, and at three months follow-up, rating self-assessed competencies (five-point Likert scale), satisfaction, recommendation likelihood, and implementation of changes. Paired t-tests to evaluate competency improvements.</p> Results <p>A total of 217 surgeons participated in the Basic Course, and 117 proceeded to the Advanced Course. Self-assessment scores significantly increased post-course for both Basic (1.9 ± 1.0 to 3.6 ± 0.7, <i>p</i> &lt; 0.01) and Advanced Courses (2.0 ± 1.0 to 3.6 ± 0.7, <i>p</i> &lt; 0.01). Recommendation rates were high (98% Basic, 95% Advanced). At three months, confidence scores remained high (3.5 ± 0.6), and over 70% of participants had implemented new educational practices.</p> Conclusions <p>The JSAE course was developed to address deficiencies in structured faculty development in Japan and significantly improved instructional competencies and educational practices. These findings highlight the value of culturally adapted programs as sustainable models for strengthening surgical education in Japan and similar contexts.</p>