Faculty development (FD) is crucial for preparing clinical teachers from various health professions to become effective interprofessional education (IPE) facilitators, a prerequisite for successful IPE implementation. However, to date, no FD model is available for developing the capacities of IPE facilitators in hospital settings. This study aimed to develop an FD model to prepare clinical teachers to facilitate IPE in clinical settings. A descriptive, qualitative approach was employed, starting with a literature review and followed by a comprehensive needs analysis, including document analysis, interviews with institutional leaders, IPE champions, and IPE leads, and focus group discussions with clinical teachers from various health professions. Maximum variation sampling was used to include suitable participants. The qualitative data analysis suggested an FD model to prepare clinical teachers to effectively facilitate IPE in clinical settings. The model was validated through cognitive interviews and feedback from 10 medical education and IPE experts from various health professions. The study resulted in the FIND model, consisting of four aspects as the elements, which lead to four key principles as the processes: to foster system support from the institution including hospitals and other stakeholder; to involve IPE champions and IPE leads as initiators, innovators, communicators, and coordinators; to nurture faculty members’ competencies through adequate needs analysis and FD; and to deliver FD with thorough preparation, targeted implementation, and measured evaluation. The FIND model can be utilised by institutions to prepare competent clinical IPE facilitators by applying the components of each principle according to institutional needs and contexts. © Malaysian Association of Education in Medicine and Health Sciences and Penerbit Universiti Sains Malaysia. 2025 This work is licensed under the terms of the Creative Commons Attribution (CC BY) (http://creativecommons.org/licenses/by/4.0/).