Governing Educator Competency in Healthcare Professional Training

Professional expertise does not by itself establish the ability to teach, assess, and support learners. This conceptual perspective examines educator competency as an organizational responsibility in healthcare professional training. It proposes a governance cycle linking appointment, preparation, instructional expectations, assessment review, and continuing support. Four practical questions guide the framework: who is authorized to teach, what preparation is provided, how learner assessment is reviewed, and how concerns lead to support or corrective action. The proposed cycle is intended as a discussion framework, not a validated accreditation instrument. No original participant dataset, intervention evaluation, or patient outcome analysis is reported. This preprint has not been certified by peer review.

This is a preprint: it has not been peer reviewed yet, and its findings may change.

Published in Zenodo (CERN European Organization for Nuclear Research). The abstract is shown as published and remains the work of its authors; read the full article at the source.

doi.org/10.5281/zenodo.23130824