Reviewing Educator Competency Without Individual Blame in Healthcare Training

Programs need ways to address concerns about teaching and assessment without assuming that every problem reflects an individual educator’s competence. This conceptual perspective proposes a review process that separates educational performance, role clarity, resources, and learner support. It outlines four stages: clarification of the concern, contextual review, a proportionate response, and reassessment. A hypothetical supervision scenario illustrates how different underlying causes require different actions. The framework aims to support fair institutional responses while maintaining responsibility for essential training requirements. No educator-level findings or intervention outcomes are reported, and the feasibility, acceptability, and effects of the proposed process remain untested. This preprint has not been peer reviewed.