Collective Educator Efficacy in Medical Education: A Conceptual Synthesis and Framework for Program Evaluation
- 1Medicine, St Matthew's University School of Medicine, George Town, Grand Cayman, Ky11204, Cayman Islands
- 2Microbiology and Immunology, St Matthew's University School of Medicine, George Town, Grand Cayman, Ky11204, Cayman Islands
- 3Internal Medicine, Kabale University School of Medicine, Kabale, Western Region, 40601, Uganda
Abstract
Introduction: Program evaluation in medical education often emphasizes outcomes such as examination performance, competency attainment and learner satisfaction, but these indicators do not fully explain why programs with similar structures can produce different educational results. This review introduces collective educator efficacy as a potentially important but underexamined determinant of program implementation and program quality.
Methods: We conducted a structured narrative review with conceptual synthesis, drawing literature from medical education, collective efficacy research, organizational psychology, faculty development and program evaluation. The review used transparent search and selection procedures and was guided by published standards for high-quality narrative reviews.
Results: The literature suggests that educational outcomes are shaped not only by curriculum design, but also by faculty coordination, shared expectations, psychological safety, assessment calibration and the collective capacity to implement, adapt and sustain educational practices. Foundational work on collective efficacy shows that shared group efficacy beliefs are associated with performance and persistence, while adjacent health professions education literature on programmatic assessment, faculty development, interprofessional learning and communities of practice highlight the importance of shared mental models and collaborative culture. Synthesizing these literatures, we define collective educator efficacy as a faculty group’s shared belief in its capability to work together to achieve educational goals and propose a framework for evaluating it within medical programs.
Discussion: A collective educator efficacy-informed approach may help explain variation between structurally similar programs and provide a practical lens for program improvement, faculty development and evaluation design. Empirical work is now needed to operationalize and validate the construct in medical education.
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BibTeX
@article{biswas2026collective,
title = {{Collective Educator Efficacy in Medical Education: A Conceptual Synthesis and Framework for Program Evaluation}},
author = {Pritam Biswas and T K Sukumar and Atuhaire Arnold},
journal = {MedEdPublish},
year = {2026},
month = sep,
doi = {10.12688/mep.21825.1},
url = {https://doi.org/10.12688/mep.21825.1},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Collective Educator Efficacy in Medical Education: A Conceptual Synthesis and Framework for Program Evaluation
AU - Pritam Biswas
AU - T K Sukumar
AU - Atuhaire Arnold
PY - 2026
DA - 2026/09/12
JO - MedEdPublish
DO - 10.12688/mep.21825.1
UR - https://doi.org/10.12688/mep.21825.1
AB - Introduction: Program evaluation in medical education often emphasizes outcomes such as examination performance, competency attainment and learner satisfaction, but these indicators do not fully explain why programs with similar structures can produce different educational results. This review introduces collective educator efficacy as a potentially important but underexamined determinant of program implementation and program quality. Methods: We conducted a structured narrative review with conceptual synthesis, drawing literature from medical education, collective efficacy research, organizational psychology, faculty development and program evaluation. The review used transparent search and selection procedures and was guided by published standards for high-quality narrative reviews. Results: The literature suggests that educational outcomes are shaped not only by curriculum design, but also by faculty coordination, shared expectations, psychological safety, assessment calibration and the collective capacity to implement, adapt and sustain educational practices. Foundational work on collective efficacy shows that shared group efficacy beliefs are associated with performance and persistence, while adjacent health professions education literature on programmatic assessment, faculty development, interprofessional learning and communities of practice highlight the importance of shared mental models and collaborative culture. Synthesizing these literatures, we define collective educator efficacy as a faculty group’s shared belief in its capability to work together to achieve educational goals and propose a framework for evaluating it within medical programs. Discussion: A collective educator efficacy-informed approach may help explain variation between structurally similar programs and provide a practical lens for program improvement, faculty development and evaluation design. Empirical work is now needed to operationalize and validate the construct in medical education.
SN - 2312-7996
ER -