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MS in Health Professions Education

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Become a leading health professions educator and scholar.

The Master of Science in Health Professions Education program is flexible, online, and specifically designed for educators in the health professions. You will learn and practice the principles of research methods in health professions education and delve into theoretical and applied foundations of learning.

Learn from award-winning faculty with international recognition, offering expertise in simulation, leadership, assessment, cognitive science, research methods, and health professions education.

preparing the next generation of health professions educators

  • Program Objectives
  • Concentration Tracks
  • Application Requirements
  • MS to PhD Path

A Flexible, Customizable Curriculum

The MS in Health Professions Education consists of  8 Required Online Courses, 2 electives, 3 Days of Virtual Synchronous Seminars.

  • Some courses from partner organizations can often be substituted.
  • Complete a scholarly project resulting in a publication-ready research manuscript.

Students can be located anywhere in the world and can take up to five years to complete the program.

View Curriculum Plans

  • 3-day virtual Innovations Seminar (September)
  • 2 semester-long online asynchronous courses
  • 3-day virtual Scholarship Seminar (June)
  • 1 semester-long online asynchronous course
  • 3-day virtual Capstone Seminar (June)

As you begin the program, you will identify an area of interest for your scholarly project. Throughout your study, you'll explore the issue in depth and capture what you've learned in a publication-ready manuscript, in lieu of a master's thesis. Scholarly projects can cover a wide range of topics.

Upon completion of the program, graduates will be able to:

  • Build skills in teaching and assessment
  • Generate publishable scholarship
  • Assess and advance educational change
  • Engage in a cohort-based interprofessional experience
  • Connect with an international network of peers and alumni
  • Achieve your goals with 1-on-1 mentoring from expert faculty

Take advantage of our comprehensive curriculum and our unique partnerships to concentrate your study in any of the following areas:  

  • Teaching and Learning
  • Policy and Management
  • Simulation-based Education
  • Simulation Operations
  • Combine courses to create a customized concentration

You will take core MS-HPEd credits (33), then specialize with two electives in your chosen concentration, plus projects related to your that concentration as well.

MGH Institute welcomes applications from individuals holding a Bachelor’s degree who are credentialed health professionals or work in Health Professions Education in another capacity. Our professional staff will provide information and answer any pertinent questions you have during the admission and financial aid process and will offer ongoing information on tuition and fees.  

Application Deadlines

We are now accepting applications for Fall 2024 entry on a rolling admissions basis. 

If you have any questions, please email us at  Admissions [at] mghihp.edu (Admissions[at]mghihp[dot]edu) .  

Application Fee

All applicants are required to submit a completed online application. There is no application fee required for this program.

Applicants must have an earned bachelor's degree from one of the following:

  • A regionally accredited U.S. college or university
  • An accredited college or university (for those educated outside the U.S.)

Please refer to the  Council for Higher Education Accreditation website  for additional information on regional accreditation and regionally accredited institutions.

The GRE is not required as part of the application process. The faculty will carefully consider applicant's previous academic record in the admissions decision.

TOEFL/ IELTS

The language of instruction and clinical education at the MGH Institute is English and a high level of proficiency in both written and spoken English is required. Applicants who have not completed either an undergraduate or graduate program where English is the language of instruction must demonstrate English Language proficiency as part of your application to the MGH Institute of Health Professions.  If you have questions about the language requirements, please contact the Office of Admissions.

  • Applicants who are citizens of Australia, Canada (except Quebec), Great Britain, Ireland, South Africa, New Zealand, Guyana, an Anglophone country of Africa, or an English-speaking country of the Caribbean are not required to submit TOEFL or IELTS scores.
  • Applicants who are candidates for graduation from an accredited degree-granting program in the United States or at an English-speaking school in one of the countries listed above are also not required to submit TOEFL or IELTS scores. Acceptance to the IHP will be contingent upon successful completion of this degree prior to matriculation.

Please note that in some circumstances, demonstrating English language proficiency may be required by the academic program even if you are a citizen of a country in which the (or one of the) national language(s) is English. Decisions about the need for TOEFL or IELTS scores are at the discretion of the academic program to which you are applying in coordination with the department of OES.

The IHP accepts either the  TOEFL (Test of English as a Foreign Language)  or the  IELTS (International English Language Testing System) . The test must have been taken within two years of the application deadline and official score reports are required. The minimum TOEFL (internet-based) score accepted is 89 and the minimum IELTS score accepted is 6.5.  

  • To forward your TOEFL score please contact the  Educational Testing Service (ETS) .  The MGH Institute of Health Professions code is 3513.
  • For IELTS, a Test Report Form may be mailed to MGH Institute of Health Professions and score information will be verified by the IHP directly. You may designate up to 5 schools to receive Test Report Forms at the time you register for the test.  To request additional Test Report Forms, contact your test center.

Please contact the Office of Admissions if you have any questions about the MGH Institute’s English Language requirements. 

Applicants are required to submit a transcript from each college and/or university attended, even if a degree was not received from that institution. Unofficial transcripts will be accepted throughout the application process, and official transcripts will only be required prior to enrolling in the program.

The Office of Admission strongly encourages the use of online electronic transcript ordering which can be sent directly via email to  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . If this is not an option and your institution does not participate in electronic transcript delivery, please request official transcripts be sent to the mailing address listed below:

Admission Office MGH Institute of Health Professions 36 First Avenue Boston, MA 02129

Applicants that have earned a degree from a non-US institution are required to submit a course-by-course credential evaluation from one of the following NACES (National Association of Credential Evaluation Services) members: Educational Credential Evaluators, Inc.,  SpanTran: The Evaluation Company , World Education Services (WES), or the Center for Educational Documentation. If you earned your bachelor's degree outside of the U.S. this credential evaluation must document minimum equivalency of a US baccalaureate degree or higher.

Personal Statement

All applicants are required to compose an essay that addresses the following:

Share/discuss your vision for yourself in the role of health professions educator, including your future goals and plans. Your comments may reflect your personal experiences and beliefs about teaching and learning that have influenced your interest in the area of education.

Specify the types of teaching roles and responsibilities that have contributed to your decision to pursue study in health professions education. You may choose to share stories of influential educators to illustrate your points.

Answers should be typed, double-spaced, and no more than three pages in total. Margins should be no more than one inch, and type size should be no smaller than 10-point, with 12-point type preferred. Please make sure your full legal name is included on each page. The statement of intent should be uploaded directly to your online application.

Diversity Statement (Optional)

MGH Institute of Health Professions is committed to an inclusive campus climate that welcomes students who will enrich the diversity of thought and perspective, and therefore, enhance the learning experiences of all. In what ways might you personally contribute to improving the experience of the campus as a welcoming and inclusive place to learn? 

Essay should be 12 pt. font, double spaced, and two pages in length.

Recommendation Letters

Applicants are required to provide two recommendation letters. All recommendations will be processed electronically through our online application. Please provide contact information for each recommender within the online application.

Recommendation letters should come from individuals who are able to address your academic ability, character and integrity, as well as your potential for graduate professional study. At least one letter should come from an academic reference and one from a professional reference.

An optional third recommendation letter may be included; however no more than three recommendation letters will be reviewed as part of your application.

Resume or CV

Applicants are required to submit a current resume or CV.

Students can submit their FAFSA at  fafsa.gov  in order to apply for Federal loans. Eligible graduate students can borrow up to $20,500 for every two semester loan period with the Federal Direct Unsubsidized Loan and can also apply for the Federal GradPLUS loan at  studentaid.gov . In order to be eligible to borrow Federal loans students need to be enrolled at least halftime which is 5 credits in the fall and spring and 3 credits in the summer.

Tuition Reduction for MGB Employees, Alumni and Affiliates

MS-HPEd Program Onsite at Alfaisal University

The Institute offers its Master of Health Professions Education (MS-HPEd) at Alfaisal University, in Saudi Arabia’s capital city of Riyadh. Students will experience a “hybrid” learning environment - 70% of the class sessions for Alfaisal students are held on campus.

Alfaisal students are integrated into the part-time, two-year program with other international and U.S.- based students. They may choose between two tracks within the MS-HPEd: Simulation-Based Education (SBE) to improve their teaching skills in healthcare simulation, and Simulation Operations for administrators, directors, and technical specialists looking to acquire skills in simulation program administration, leadership, and management of simulation technologies to support simulation-based education.

The MS-HPEd program at Alfaisal University  includes all the same admissions and pre-enrollment requirements listed on this application requirements page. Please select the "MS-HPEd (Onsite at Alfaisal University)" on your online application for consideration in this program.

The most important and exciting aspect of earning a PhD is the opportunity to master a subfield related to your work and experience while conducting original scholarship that contributes to your subfield and pushes it forward. Students come to MGH Institute from all areas of healthcare with a variety of goals. We offer students an opportunity to apply once, to our MS-HPEd program, and continue through to their PhD without another application. This is especially valuable to students with less experience in health professions education. Our faculty are available to meet with you to help you decide what path is right for you.

Schedule a Consultation

Upcoming Events

Learn from experts.

Janice C. Palaganas, PhD, RN, NP, ANEF, FNAP, FAAN, FSSH

Janice C. Palaganas, PhD, RN, NP, ANEF, FNAP, FAAN, FSSH

Founding Director, Center of Excellence in Healthcare Simulation Research Principal Investigator, REBEL Lab Professor, Health Professions Education

Roger A. Edwards, ScD

Roger A. Edwards, ScD

Chair, Professor Health Professions Education

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Suzan Kardong-Edgren, PhD, RN, ANEF, CHSE, FSSH, FAAN

Associate Professor Health Professions Education

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Bobbie Ann Adair White, EdD, MA

Anshul Kumar, PhD

Anshul Kumar, PhD

Assistant Professor Health Professions Education Genetic Counseling

Anne W. Thompson, PT, EdD

Anne W. Thompson, PT, EdD

Adjunct Associate Professor Term Lecturer Health Professions Education

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What's Your Delta? 3 Tips for Faculty Development

This podcast was developed and produced by the Master of Science and PhD in Health Professions Education Programs at MGH Institute of Health Professions. Thought leaders and IHP employees Drs.  Janice Palaganas  and  Peter Cahn  discussed popular topics in faculty development and offered 3 actionable tips in each episode.

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The future of healthcare education starts here.

The Master of Science in Health Professions Education (MS-HPE) is a two-year, part-time executive program through Northwestern University Feinberg School of Medicine. Our master's program is tailored for educators, clinicians and healthcare professionals who aspire to make a significant impact on the way healthcare is taught and practiced. The MS-HPE provides a challenging environment for learning and discovery with an emphasis on diversity and inclusion and technology. The in-person residencies, which cover topics such as mastery learning and implementation science, offer students the opportunity to broaden their knowledge areas and develop new skills.

All students complete intensive formal training in curriculum development, assessment and diversity, equity and inclusivity. MS-HPE students will also complete a capstone project with mentoring by program faculty.

Education for health professions has changed over the past decade as educational scholarship has developed, technology has rapidly evolved and the need for equity and inclusion has been recognized. This program will give health profession educators the tools to be leaders in this new environment."

Karen Mangold, MD, MEd Program Director, MS-HPE

Dr. Mangold headshot

With successful completion of the Masters in Health Professions Education program, graduates should be able to:

What is ms-hpe.

The program is offered in a hybrid format and is committed to flexibility in order to address the unique goals of our students. Eight core courses will be offered online to accommodate students from diverse geographies and those with clinical or other full-time obligations.  

Most course material is accessible remotely — all students in a cohort convene for in-person coursework four times during the program. During these on-campus periods, students spend four days participating in class sessions, engaging with instructors and classmates and developing their capstone project .  

Who is the program for?

We welcome students from a variety of clinical backgrounds, including physicians, nurses, physician assistants, physical therapists and prosthetic and orthotics clinicians.  

Explore the MS-HPE Program

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How to Apply

Apply now. See degree requirements and our upcoming applications deadlines.

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View the Course List

See a list of the program's eight required courses, offered in a hybrid format, with most course material remotely accessible.

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Meet Health Professions Education Faculty

Get to know our experts in health professions education. See a list of our faculty and browse their profiles to learn more about their work.

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Student Resources

Master of Education in the Health Professions : Admission Details

Application details, prerequisites to apply.

Applicants are required to hold an advanced degree (master’s or higher) in the health professions or a related field from a regionally or nationally accredited college or university. All degrees and coursework at both the undergraduate and graduate levels (including incomplete programs of study and/or programs still in progress) must reflect a minimum GPA of 3.0 on a 4.0 scale.

Application Requirements and Deadlines

Education in the Health Professions
July 15, 2024

$80.00 application fee
Resume/CV
Essay: A 500-word essay discussing the reasons you wish to pursue a degree at Johns Hopkins University, focusing on your long-term goals and how your academic program will complement those goals. Discuss the strengths and weaknesses in your academic background, as well as any additional comments that will assist in evaluating your application materials. Essays should be submitted in a typed format on a separate sheet of paper.
Two letters of recommendation
from all post-secondary institutions attended.
Interview: Interview is required. Applicants who meet admission requirements will participate in an interview (in-person, online, or phone) to ensure that their goals align with the goals of the program prior to an offer of admission.

Tuition and Fees

Tuition and fees are subject to change for ensuing academic years and will be updated on the School of Education website accordingly.

Admissions Webinar

More information, what to expect, mission statement.

The mission of the Master of Education in the Health Professions is to globally transform education in the health professions through the effective interprofessional preparation of its future leaders and change agents.

The goals for the MEHP program are to:

  • Develop exemplary interprofessional educators for the health professions who effectively integrate adult learning theory, evidence-based teaching and curriculum development, reflective practice, hypothesis-driven approach to instruction, appropriate technologies, and assessment into their practice and who share their discoveries
  • Prepare competent researchers of health professionals’ education who design studies based on sound educational research methodology, implement them appropriately, analyze results and apply findings, and prepare their work as publishable papers
  • Prepare effective educational leaders for the health professions who demonstrate effective management and leadership of educational programming, create appropriate professional development opportunities, advocate for interprofessional collaboration, mentor and evaluate performance, secure support for education of health professionals, lead education-related change initiatives, and share their discoveries

Student Outcomes

Graduates of this program are exemplary teachers who:

  • Apply evidence-based strategies and methodologies to teach in a variety of settings
  • Know how to use the assessment of learner needs in order to differentiate instruction
  • Provide interdisciplinary learning experiences
  • Incorporate their knowledge of standards and standards-based instructional approaches to teaching
  • Know collaborative and clinical teaching models
  • Demonstrate multiple approaches to assessing student learning achievement
  • Effectively integrate technology into instruction
  • Demonstrate understanding of adult learning principles, theory, and development
  • Function as reflective practitioners
  • Know how to design, implement, and evaluate curriculum
  • Demonstrate a commitment to diversity in teaching
  • Advise students effectively

Are effective researchers who:

  • Interpret educational research and use it to inform decisions regarding teaching and learning
  • Design educational research studies and implement the components, including seeking IRB approval
  • Analyze data using appropriate educational statistics
  • Design educational research studies to provide empirical evidence on the effectiveness of knowledge transfer
  • Analyze empirical data to support the theories of effective teaching and adult learning theory
  • Disseminate their findings and are sought out as experts

Are leaders in their respective disciplines who:

  • Mentor less-experienced professionals in their institution
  • Demonstrate the ability to build professional development opportunities and programs
  • Evaluate professional development programs
  • Are effective change agents in their organizations
  • Demonstrate a commitment to interprofessional education
  • Appreciate the contributions of various health professions
  • Demonstrate negotiation skills

IMPORTANT QUESTIONS AND ANSWERS

What is health professions education, how much does a master's degree in education cost, what can you do with a master's in health education, what are four benefits of continuing education for healthcare professionals, health professions education is a field of study focused on training and developing healthcare professionals..

Health professions education refers to the field of study and practice focused on training and developing healthcare professionals, including doctors, nurses, pharmacists, therapists, and other allied health personnel. It involves designing and implementing effective educational programs, curricula, and teaching methodologies to prepare healthcare providers for their roles in clinical practice, research, and patient care.

The cost of a master's degree in education depends on a few factors.

The total cost of a master's degree can vary significantly depending on factors such as the institution, program duration, location, and whether your classes are online or on campus. On average, tuition for a master's in education ranges from $10,000 to $50,000, or more. At the Johns Hopkins School of Education, resources for financial aid, loans, scholarships, and other sources of funding are available to help you navigate your finances.

With a Master of Education in the Health Professions, you can pursue a variety of career paths.

With a Master of Education in the Health Professions from the Johns Hopkins School of Education, you can pursue a variety of career paths in the fields of public health and health promotion such as health educator, community health program coordinator, public health specialist, health promotion specialist, or wellness program manager.

There are many benefits of continuing education for healthcare professionals.

Continuing education for healthcare professionals offers several benefits, including staying updated with the latest advancements and research in their field, maintaining licensure and certifications, improving patient care and outcomes through enhanced skills, and opening opportunities for career advancement and specialization.

International Applicants

This program is delivered in a fully online format and does not offer F-1 or J-1 visa sponsorship for international students. Academic transcripts for degrees conferred by non-U.S. institutions are required to be evaluated for their equivalence to similar degrees earned in the U.S. — see credential evaluations. Physicians who have completed ECFMG certification may submit a copy of the ECFMG certificate in lieu of the course-by-course evaluation to satisfy this requirement for their medical degree.

International Student Admissions

Please visit the International Student Admissions webpage for additional application requirements or information.

Legal Disclosure

Master of education in the health professions.

Students should be aware of additional state-specific information for online programs .

  • International Applicants

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Health Professions Education

Master's degree (ms) or advanced certificate.

We welcome applications on a rolling basis. The next priority application deadline is November 1, 2024.

Full-Time or Part-Time Options

Fully-Online and Hybrid-Online Courses

Start the Program in Any Semester

Program Overview

These innovative, interdisciplinary, and interprofessional programs – a collaboration of the University of Rochester Schools of Education, Nursing, and Medicine & Dentistry – offer healthcare professionals unique opportunities to leverage their clinical experience and perspectives and to gain education skills, with the ultimate goal of improving patient care.

Graduates of our health professions education programs emerge as aspiring and inspiring leaders. They are well prepared to lead in an ever-changing healthcare environment and well positioned to succeed in ever-expanding roles and careers within traditional healthcare education and training environments, as well as in emerging healthcare delivery channels.

These programs are designed to prepare the best and the brightest health profession educators, leveraging state-of-the-art research and best practices at the intersection of health and education to significantly influence the future of healthcare. 

Key Program Features

  • Interdisciplinary: Core sequence of three required health professions education (HPE) courses is co-taught by highly credentialed, diverse, and dynamic education and healthcare faculty.
  • InterProfessional: Provides rich opportunities for health professionals across diverse fields and roles to engage in learning experiences together.
  • Customizable: Electives allow for choice to fit diverse career goals and interests, and for potential transfer of already earned credit from other graduate programs to reduce cost and duration.
  • Focus on Technology-Rich Teaching:  Prepares you to teach across the technology continuum from traditional face-to-face to fully online instruction, and in a variety of contexts - from the classroom to the bedside.
  • Choice of High or Low Residency: Options available to maximize online courses OR face-to-face courses.
  • Flexible: Programs can be completed part-time or full-time, and can be started in any semester.
  • Combined Program Option:  Students adding at least one advanced certificate may enroll in a “combined program” that will help secure the appropriate visa for international students and extend loan eligibility for domestic students.

Prerequisites

  • Prior preparation as a healthcare professional in any specialization, including, but not limited to: physicians, nurses, dentists, chiropractors, physician assistants, pharmacists, physical therapists, nutritionists, and other healthcare specialists.

Scholarships, Tuition, & Financial Aid

Master's program options, ms in health professions education.

This master's program can be completed with a minimum of 30 credits of coursework, some of which can be transferred from previous graduate level coursework in related fields. With the exception of the three required HPE core courses (which are only offered online), students can choose to complete the rest of the coursework face-to-face or online. Coursework for the master's degree in health professions education . 

MS in Health Professions Education (combined option)

This combined program will allow you to pursue the basic master’s program concurrently with at least one of the advanced certificates listed below – thus leading to multiple credentials for only a few additional credits. The length of the combined program and its total number of credits will depend on the chosen advanced certificate(s) and other optional enhancements. This option may be especially desirable for international students interested in additional specializations and willing to devote 4-5 semesters to their master’s program.

Advanced Certificates

Advanced certificate in education for health professionals.

This 12-credit program includes the three core courses plus a customizable elective. Can be used as a stepping stone toward the master's degree or a doctoral program. Coursework for the advanced certificate in education for health professionals .

Opportunities for additional specializations

  • Advanced Certificate in Online Teaching (as little as 3 extra credits)
  • Advanced Certificate in Program Evaluation (as little as 3 extra credits)

Customize Your Degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

Ready to Apply?

Attention international students.

Our health professions education master's programs are ideal for international physicians, nurses, and other health professionals who desire to work, or who are currently working, in a university setting–especially at those universities interested in strengthening the preparation of health care professionals. Our "high residency" option will enable you to meet most scholarship requirements that limit the number of online credits you can take.

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Program Director

Raffaella borasi.

Frederica Warner Professor, Director Center for Learning in the Digital Age

Contact Admissions

(585) 275-3950

[email protected]

Request Information

Receive a $70 application fee waiver when you complete the form below.

Take a Course Before You Apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related Certificates and Degrees

Related advanced certificates.

Minimal additional credits required.

  • Advanced Certificate in Program Evaluation
  • Advanced Certificate in Online Teaching

Related Degrees

  • MS in Human Development
  • EdD/PhD in Teaching and Curriculum
  • EdD/PhD in Higher Education
  • EdD/PhD in Human Development
  • PhD in Educational Policy

Start Your Application

MS in Health Professions Education

BU campus

1 year full-time |  2 years part-time

Online, in-person, flexpath option, boston university medical campus.

 

HPE Program Director Dr. Jeff Markuns will be sitting down with program alumna Dr. Jonathan Salik, MD MS – HPEd, Cardiology Division – Massachusetts General Hospital, Harvard Medical School, on July 18th at 8 AM EST. After graduating from the program in 2022, Jonathan not only serves as a non-invasive cardiologist at Massachusetts General Hospital but also as a director at Harvard Medical School of Continuing Education Channel.

 

HPE Program Director Dr. Jeff Markuns spoke with program alumna Hayley Bartkus, MS-HPEd., BSDMS, RDMS. Hayley graduated from the HPE program in 2022 and is currently the Diagnostic Medical Sonography Program Director at the Johns Hopkins Schools of Medical Imaging.

 

 

 

HPE Program Director Dr. Jeff Markuns recently sat down with Dr. Duy Khoa Duong, a Fulbright Scholar and HPE Alumni. Khoa will soon pursue a doctorate in medical education. They discussed Khoa’s past work in medical education in Vietnam, his experience in the BU HPE program, and his future career interests. Dr. Markuns also reviewed a bit more about the HPE program at BU. .

Become an expert in Health Professions Education!

The Master of Science in Health Professions Education program is designed to help doctors, nurses, advanced practice providers, therapists and a wide range of other health professionals become experts in health professions education.

Housed in the Boston University Chobanian & Avedisian School of Medicine and taught in cooperation with the Wheelock College of Education & Human Development , this program is one of the only MS HPEd degrees in the U.S. offered in a online, in-person, and FlexPath formats incorporating regular direct synchronous teaching sessions with program faculty.

This feature is especially valuable to those professionals who desire to continue to work in their health professions position and build on this experience with the guidance of skilled faculty, and is designed to integrate particularly well for those who are already engaged in teaching roles in medicine, nursing, or other health professions.

In this program, students learn:

  • How to write competency-based curricula
  • Perform rigorous research and evaluation, and
  • Become better teachers to advance their career in health professions education.

Rather than focusing exclusively on medical education, nursing education or other narrower approaches to teaching in the health professions, the Masters in Health Professions Education at Boston University seeks to leverage the diversity of our students to enhance their perspective of teaching in a wide range of health professions contexts, and for many medical and health disciplines.

See HPE Brochure

Read about one of our HPE students here:

masters of education health professions

More about Khoa

View our recent Facebook Live session here:

Program Overview

The Health Professions Education program aims to develop expertise in teaching and education, specifically in health sciences professions such as for physicians, nurses, dentists, advanced practice providers, therapists and others. This program prepares students to emerge as leaders in education in their health sciences field, with periodic synchronous instruction provided at convenient hours for busy health professionals..

Students gain advanced skills in curriculum development, classroom and clinical teaching, student and program evaluation and how to evaluate and apply the best available evidence to inform their educational practices.  This program is designed to boost the future success of health professionals interested in careers focused on education and training, through building these necessary educational, research, and scholarly skills.

Designed with a practicum rather than a traditional thesis, the Health Professions Education program aims to capitalize on applying new skills directly to the types of projects many health professionals may already be engaged in and hope to continue in their future careers.

We are particularly engaged in support in international settings, including low and middle income countries (LMICs), where health workforce development is a critical part of achieving the Sustainable Development Goal of health and wellness for all at all ages.  We recognize the importance of top notch education and training in improving and growing human resources for health around the world.

Learning Objectives include:

  • Curriculum development in health professions education
  • Teaching methods in health sciences education
  • Evaluation and assessment of health sciences students and educational programs
  • Research in health sciences education

Curriculum Overview:

Our new FLEXPATH option provides students with the opportunity to experience this program via a hybrid model, allowing for both online & in-person formats. Please contact the program if this option works best for your situation.

  • Program offers both a certificate and masters degree, which can be completed in one year or several years
  • The certificate program requires 16 credits of courses and the masters program requires 32 credits of core courses and electives chosen by the student
  • An individualized practicum under a faculty mentor allow students to gain experience in their chosen discipline

Learn more about the health professions education curriculum .

All applicants must already have completed a degree in a health professions discipline.

  • Individuals with a terminal degree (MD, PhD, DO, etc.)  may apply to either the Certificate or Masters program with no previous work experience.
  • Individuals with a Masters degree in a health professions discipline must have one year of work experience in the health professions discipline to apply to the Masters program but no work experience is required to apply to the Certificate program.
  • Individuals with a Bachelors degree in a health professions discipline must have a minimum of three years work experience in your health professions discipline to apply to the Masters program and two years of work experience to apply to the Certificate program.

Admissions Options:

  • Certificate Program
  • Non-Degree and take course(s)

Tracks 1 and 2 apply through  GMS  and WebAdmit where as non-degree applicants must complete the non-degree application information found here

Learn more about requirements for application to the Health Professions Education programs.

Learn more about general GMS admissions.

Learn more about HPE Tuition & Fees .

If you are a citizen or resident of a  low or middle income country , you may be eligible for significantly reduced tuition .  

Apply Now

Jeff Markuns, MD, EdM Program Director Assistant Professor Department of Family Medicine [email protected]

masters of education health professions

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Department of Medical Education

Master of health professions education.

Faculty

Situated in one of first and largest medical education departments in the world, Master of Health Professions Education (MHPE) students and graduates join a tradition of excellence going back to 1959. The UIC MHPE is globally recognized as a leader in HPE and has been offered around the world, in Brazil, India, Egypt, Saudi Arabia, and China.

Program Overview Heading link Copy link

Key features.

  • A focus on educational leadership and scholarship
  • World-class, interdisciplinary faculty
  • Part-time online or onsite format options
  • Application of learning within your own institutional setting
  • A mentored thesis project
  • An extensive international network of faculty, students, and alumni

Who is it for?

The MHPE program is designed for individuals who have a deep interest in HPE and desire the additional leadership and scholarship skills that will advance their education, research, and career. Students are health professionals from a diversity of fields and a range of career stages, from in-training to late career.

Our students are health professionals serving in or preparing for educational leadership roles in academia, healthcare organizations, professional societies, and international health agencies. Students acquire the knowledge and skills to develop and implement evidence-based educational programs, inspire and manage change in their institutions and organizations, and contribute to the advancement of knowledge in HPE.

Overview continued Heading link Copy link

Group of students

What Should Students Expect to Learn?

MHPE students acquire the knowledge and skills needed to become leaders and scholars in HPE, developing proficiency in:

  • Key education concepts and theories including curriculum design and implementation; instruction and learning; assessment of performance; and program evaluation
  • HPE leadership, including organizational analysis and the use of tools for assessing, leading, and managing individual and organizational change in the HPE context
  • HPE scholarship, including the use of scholarship and evidence to inform education leadership and practice; formulation of research questions and identification of appropriate methods to investigate them; and literacy in quantitative, qualitative, and mixed methods approaches
  • Communication and collegial interaction including oral and written communication; teamwork; giving and receiving feedback; and providing and seeking mentorship

World-class faculty share their expertise through teaching courses and serving as thesis advisors and committee members.

Program Structure Heading link Copy link

Student talking to a professor

Onsite Intensive vs. Online Option

The program is offered in two format options: an onsite (on-campus) intensive option or a primarily  online longitudinal option. The onsite option includes 2 weeks onsite for each core course and 1 week for elective. The primarily online options includes 8- to 15-week semester-long courses.

Students in both formats participate together in a 1-week on-campus orientation course, in which they are introduced to core course content and faculty and begin to develop the peer relationships that will form the basis of a lasting community of practice.

Those enrolled in the online format are also required to return to campus for 3-5 days for a residency experience during the summer.  More details regarding the residency requirements for students matriculating in 2024 and beyond will be available in the spring of 2024.

Hybrid Option

A hybrid accelerated option may be available to a limited number of students who have protected time to devote to the program. This allows them to complete all core courses in a single year.

Program Timeline

The program is designed for professionals working full-time and completing the program on a part-time basis. Part-time students should anticipate completing the program within 3 years. Generally, courses are completed within the first 2 years and the required thesis is completed by the 3rd year.

Students who wish to pursue the program on a full-time or accelerated basis may indicate this when applying for the program. For example, this may be considered for students who are on sabbatical or have funding/significant release time to complete the program within two years. In this format, it is possible to complete all or most courses within one year, although students will need the second year to complete the required thesis.

Credit Hours

Graduates complete 32 credit hours, including 5 mandatory core courses (18 credits), 3 or 4 electives (6-8 credits), and a thesis (6-8 credits).

The culmination and hallmark of the MHPE journey is the mentored thesis. Working closely with a DME faculty thesis chair and supervisory committee, students embark on an intensive research project that applies lessons from the MHPE program to address a local educational need or question or fills a broader gap in the scholarly literature.

  • Learn about degree requirements

Admissions Heading link Copy link

Students in the MHPE program are admitted only once per year in the fall semester. The application deadline for Fall 2025 is December 1, 2024 .

A successful application will make a strong case for the applicant’s capacity to thrive in the MHPE program, which includes demonstrating evidence of their interest and engagement in education programs, initiatives, and projects. The admissions committee evaluates all applications based on scholarship potential, leadership potential, and communication skills. Given the diversity of candidates, the strength of an applicant can be demonstrated in a variety of ways. Applicants are judged on the strength of their accomplishments relative to norms of their career stage, profession, and specialty. Though scholarly publications and significant involvement in educational initiatives can serve as indicators of one’s potential to succeed in the program, they are not mandatory.

You must meet the following

  • Applicant must have earned a Baccalaureate degree or an advanced professional degree in a health professions discipline. Applicants with a degree in a related field and significant experience in a health professions setting will also be considered.
  • Previous grade point average must be above 3.75 on a 5-point scale or 3.0 on a 4-point scale.
  • Applicant must hold a position in educational leadership or be actively preparing for such a role.
  • Applicant must submit registrar-issued transcripts from each college and professional school attended.
  • Applicant must submit copies of registrar-issued transcripts from all post-secondary institutions attended
  • Applicant must submit a written statement of their professional goals (personal statement), a CV, and three letters of recommendation.

Additional requirements for international applicants

  • Applicants whose native language is not English must take either the Test of English as a Foreign Language (TOEFL), the exam of the International English Language Testing System (IELTS), or the Pearson’s PTE Academic. The test score cannot be more than two years old.
  • International applicants must provide a financial statement from their sponsoring institution; or, if personally financing their studies, they must provide a bank statement attesting to sufficient funds to cover tuition and living expenses for one year.

For more details on international applications, including test score minimums, reporting requirements and exemptions, please see the UIC Admissions International Requirements page .

Where to go to apply

  • The application fee for graduate applicants (domestic and international) is $70.
  • There is an additional $100 international credential evaluation fee for any applicant presenting international course work requiring an evaluation regardless of residency.

Include the following

2.  All applicants are required to upload all of their documents and academic credentials electronically to satisfy both program-specific requirements and admission/institutional requirements. For more details on the document upload process, please visit the  UIC Admissions  page.

Note: all uploaded documents must be in PDF form.

Include the following:

  • Personal Statement Form, using the template .
  • Three letters of recommendation: Please provide your letter writers the cover sheet template.
  • Copies of registrar-issued transcripts from all post-secondary institutions attended.

Please note that only admitted applicants will need to provide official, paper transcripts. Once admitted, official transcripts must be sent directly from post-secondary institution in a sealed envelope to the Office of Admissions. Transcripts should not be mailed before a student is admitted.

  • Download Cover Sheet and Personal Statement Form
  • Download Letter of Recommendation Cover Letter

International students will need to upload the following additional documents/materials:

  • IELTS score report, if applicable. TOEFL or PTE Academic scores must be reported to UIC directly from the testing agency.
  • Declaration of Certification of Finances (graduate)
  • Bank Statement or Letter of Financial Support
  • Copy of passport

Students are informed of application decisions in early March. The 1-week onsite introductory course (MHPE 505) takes place at the end of July.

Choosing a format

Upon application, students are asked to choose either on-campus or online as their preferred participation option. Students will be given registration preference for courses in the program format to which they are admitted. Please note the tuition fees for both options:

  • Online tuition (2024): $838 × 32 credits = $26,816 plus fees
  • On-campus tuition: Varies depending on the number of credits taken per semester and Illinois residency. (Please contact Suah Cho for additional information.)

Contact for More information Heading link Copy link

Maura polansky, suah jessie cho, testimonials heading link copy link.

Vijay

The MHPE Program at UIC equipped me with the incredible grounding to have a focused career in assessment, to always engage in scholarly teaching, assessment and leadership, and to maximize opportunities for scholarship. It was this training that allowed me to go from a new hire, Assistant Professor in 2009 to a Full Professor as of 2020 as an educator. The faculty are incredibly dedicated to the development of the Health Professions Education leaders and scholars of tomorrow. Vijay Daniels, MD, MHPE, FRCPC, DRCPSC(CE) Professor, Division of General Internal Medicine Associate Chair (Education and Faculty Development), Department of Medicine Assistant Dean (Assessment), MD Program University of Alberta

David Keegan, MD

MHPE graduates are able to appraise the relative validity and relevance of a set of rules for the situation at hand, adapt and extrapolate from them as necessary, and identify when such rules should be thrown out altogether (as they are inappropriate for the situation at hand).  MHPE graduates are able to use their theoretical understanding to construct situation-specific solutions when nothing exists off the shelf. That is the power of the MHPE program. David Keegan, MD Associate Dean Faculty Development and Performance Cumming School of Medicine at the University of Calgary
  • / Online Master's Degree Programs
  • / Online Master of Science in Health Professions Education

Online Master of Science in Health Professions Education

The online Master of Science in Health Professions Education (MSHPE) is designed for healthcare professionals who plan to teach or currently teach in their respective discipline—medicine, nursing, dentistry, pharmacy, and allied health professionals - and want to become effective educators in clinical and didactic settings.

The Master of Science in Health Professions Education at UofL aims to equip healthcare educators with the essential theoretical knowledge and learning science skills required to excel as a teacher in the didactic and clinical setting. Through this program, you will acquire the tools to assess, evaluate, and apply research-based instruction effectively, enabling you to lead, influence, and educate diverse learners across cultures, departments, and systems. Upon graduation, you will have cultivated the scholarly skills to promote inclusive teaching practices and create safe learning environments, all while shaping your professional identity as an educator.

The online Health Professions Education master’s program is offered through a partnership between the School of Medicine at the University of Louisville and the Office of Professional and Educational Development.

  • Your Success Team

How Much Will I Pay?

Tuition & Aid    

Online MSHPE Highlights

  • Skip the GRE – it’s not required for admission.
  • Gain foundational knowledge on the theory, research and practice of education as it applies to health professions, and become an effective educator in the classroom and/or clinical environment.
  • Take advantage of the flexibility and convenience of 100% online classes and 24/7 access to learning tools.
  • Explore principles and methods of teaching and learning within a healthcare context, including engaging learning techniques, instructional technology, diversity topics, learner assessment and more.
  • Learn from world-class and highly experienced faculty from UofL’s School of Medicine.
  • Start spring, summer or fall and earn your degree in about 2 years
  • Receive skills necessary for educators by focusing on teaching and learning, rather than Health Professions Education research.
  • Enjoy fully asynchronous 8-week terms with absolutely no in-person component required.
  • Benefit from the Graduate Certificate in Health Professions Education; all 12 credit hours that make up this certificate are also the core courses for the MS in Health Professions Education, and roll right into the degree.

Online learning  - Online Master of Science in Health Professions Education

START YOUR APPLICATION     REQUEST INFORMATION

Complete the program on your own time through fully online classes.

Many courses available in 8-week accelerated terms.

Start when it’s right for you with Fall, Spring and Summer admits.

Online learning  - Online Master of Science in Health Professions Education

"The goal of the HPE program is to magnify the impact of the health professions educator. Not only do health professions educators improve the outcomes of their patients, but they significantly improve the educational outcomes of the practitioner learners and impact the patients that those learners ultimately care for in the future."

Staci Saner, Ed.D. Program Director

Online mshpe, no gre required.

Unlike many graduate programs, our online MSHPE program at the does not require GRE test scores for admission. We believe that relevant work experience, community involvement, strong letters of recommendation, and a clear professional goal statement carry more weight than standardized test performance alone.

By taking a holistic approach to evaluating applicants based on their demonstrated passion, problem-solving skills and interpersonal abilities, we aim to build a diverse health professions education program poised to drive innovation and positive change in our students' organizations and communities. Our admission process focuses on each applicant's potential to succeed and make an impact as a health professions educator.

Why Earn a Health Professions Education degree?

Employment in the healthcare industry is booming, with expected growth of 2.6 million jobs from 2020 to 2030 (bls.gov). The need for health professions educators is greater than ever as we train the next generation of healthcare providers. The curriculum within UofL’s MSHPE program will equip you with the skills and expertise to be a highly effective health professions educator. Furthermore, many educational leadership roles in academic healthcare are requesting certificates or degrees in HPE, so this degree can assist in advancing your career long-term as well.

How can I benefit from a Master’s in Health Professions Education?

Becoming the education leader within your health system will impact not only the future of the healthcare professionals you mentor but also of the patients and organization. Earning your master’s in HPE can also increase your potential earnings.

Other occupation opportunities include, but are not limited to:

  • Clinical educator
  • Healthcare education researcher
  • Program director
  • Academic medical and dental faculty
  • Fellowship program director
  • Clerkship director
  • Directors of Hospital Education programs
  • Thread directors
  • Course directors
  • Education Deans

Online MSHPE Application Deadlines

Application Deadline Term Start Date
August 1 Fall I August
September 10 Fall II October
December 10 Spring I January
February 10 Spring II March
May 1 Summer June

Note: Admissions are on a rolling basis. The preferred deadlines help you complete the application process on time, be notified of acceptance, and enroll before the term begins. Although admissions are granted for a specific term up to the day classes start, we recommend you submit your complete application well in advance of the preferred deadline, as obtaining transcripts and other materials may take more time.

How to Apply for the Online MSHPE Program

  • Complete the graduate application
  • Submit a $65 non-refundable application fee
  • Electronic (recommended): [email protected]
  • Physical Mail: University of Louisville, Graduate School 2211 S Brook St, Houchens Bldg, Rm 105 Louisville, KY 40292;
  • Only official degree-bearing transcripts must be submitted by the applicant using appropriate methods (e.g., Parchment or National Clearinghouse) or be on file in the Office of Faculty Affairs (for applicants internal to UofL). Applicants should submit their most senior degree earned or that they are in the progress of earning.
  • Check for Scholarships

Online MSHPE Admission Requirements

  • Applicants with a GPA less than 2.5 at the undergraduate/graduate level may inquire about conditional admission
  • Current Resume/CV
  • One letter of recommendation from a person(s) familiar with your academic or professional work
  • Personal goal statement written by the applicant that is a clear, substantive description of your goals within health professions education (approx. 1-2 pages)
  • English language proficiency - Students for whom English is not their primary language must show English language proficiency by successfully completing the international admission requirements.
  • GRE test scores are not required

The online MSHPE program is a 33 credit hour (11 course) program that incorporates 15 credit hours of core health professions education courses, 9 credit hours of higher education courses, 6 credit hours of electives, and a final 3 credit hour exit requirement. Courses are 100% online and asynchronous. Courses are delivered in 8-week terms, with the exception of the exit requirement HPE 697 (standard term length).

Online MSHPE Core Courses

Core Courses Hours
Health Professions Education Core 21
Evaluation and Assessment in Health Professions Education 3
Principles of Educational Leadership 3
Teaching and Learning in Health Professions Education 3
Program Development in Health Professions Education 3
Instructional Strategies in Health Professions Education 3
Evidence-Based Practice in Health Professions Education 3
Diversity in Health Professions Education 3
Exit Requirements 3
Organizational Improvement in Health Professions Education 3
Electives 9
Electives (course options listed below) 9
Total Credit Hours Required in Program 33

Online MSHPE Elective Courses

Elective List Hours
Health Professions Education Electives 9
Well-Being in Health Professions Education 3
Simulation in Health Professions Education 3
Advanced Leadership I 3
Advanced Leadership II 3
Effective Feedback Strategies in Health Professions Education 3
Interprofessional Education in Health Professions Education 3
Legal, Regulations and Accreditation in Health Professions Education 3
Applied Statistics for Health Professions Education 3
Survey Design for Health Professions Education 3
Qualitative Data Analysis for Health Professions Education 3
Scholarly Writing in Health Professions Education 3
Independent Study in Health Professions Education 3-6

Online MSHPE Course Descriptions

Online mshpe faqs.

  • Residents and Fellows
  • Physician Assistants
  • Clinician Educators
  • Clinical Preceptors/Supervisors
  • Allied Health Professionals
  • Department Chairs and Program
  • Is the Graduate Record Examination (GRE) required? No, the GRE is not required to be admitted to this program. However, if you do not have a terminal degree or a GPA of 2.5 or higher, it is recommended to submit your GRE score with your application.
  • Is there a part-time option? Yes, you can complete the program as a part-time student.
  • Is the program open to international students? Yes, this program is available to international students.
  • Do I need to have teaching experience to be accepted into the program? No, you are not required to have any teaching experience to be accepted into this program.
  • Is financial aid available for this program? Yes, for more information and how to apply visit https://louisville.edu/online/tuition?tab=aid . Tuition remission is also available to all full-time and most part-time University of Louisville employees. Books and/or other course materials must be purchased by participants.
  • Do I take the courses in a particular order? HPE 697 must be taken after HPE 650, 665, 675, and 676. HPE 697 must be taken in the second to last or last semester before you graduate. All other courses can be taken in any order.
  • Who do I contact for more information? Getting in touch with your enrollment counselor is a great first step! An enrollment counselor can be reached at [email protected] or 800.871.8635.
  • What can I do with an online MS in Health Professions Education? Graduates of the online MS in Health Professions Education program will graduate with the skills and tools they need to educate the healthcare workers of tomorrow. This program is made for practicing clinicians who are ready to transition to or serve as educators in their respective fields or disciplines. As the healthcare business continues to grow, there will be an increased need for clinicians with teaching experience, which can lead to increased job and career opportunities.
  • Is financial aid available for this program? Yes, there is financial aid available for this program. You can learn more by visiting our Financial Aid tab on the tuition page.

Online MSHPE Success Team

Affiliate faculty, specializations, contact information.

  800.871.8635 [email protected]

2301 S. 3rd St. Ekstrom Library, Belknap Campus Louisville , KY 40292

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masters of education health professions

masters of education health professions

  • Education at U of U Health
  • AVP Health Sciences Education

Master of Education in Health Professions

University of utah health.

Program Overview 

The M.Ed. in Health Professions is an interprofessional degree program that provides classroom and mentored education experience in health professions education, preparing you for a career as an education practitioner, scholar, and leader.  The curriculum focuses on the theories, models, and competencies used by educators within the complex intersection of education and health systems. This program emphasizes the skills required to teach in clinical and experiential settings.

During the program, learners will work with mentors to select coursework supportive of career goals and complete an education-focused project of their choosing.

Who should apply?

The M.Ed. in Health Professions is a graduate program intended for health professionals who are either currently responsible for education within a health profession or aspire to an educator/faculty role. 

Email: [email protected]

Phone: 801-213-3757

masters of education health professions

Health Professions Education, Master's

Gain the academic skills needed to conduct educational research, lead educational programs, institutions, curricula, and organizations in the health and medical professions..

The MS in Health Professions Education provides the next generation of health professions faculty advanced training in education. This 32-credit degree credential has two concentrations: educational research and educational leadership. This program aims to provide students with the necessary tools to further develop interprofessional health profession course and curricular design, research, and assessment skills. Learners will build on existing health professional competencies gained through their professional education. Topics such as educational theory and using educational research to advance knowledge in teaching and the learning in health professions are core to this program. After the completion of this program, graduates will continue their careers with the tools necessary to adequately prepare health professions students to impact the health of our diverse society. Applications for admission to the fall term are due by July 1.

University Of Maryland Baltimore School of Medicine

Details, Dates & Deadlines

Program details, class format, program length, credits to complete, cost/credit hour.

In State: $783 Out of State: $997

Dates & Deadlines

Fall Application Deadline: July 1

Career Outlook

As the demand for health professionals and health education programs continues to grow nationwide, so does the need for well-prepared health professions faculty who have advanced training in educational theory, instructional strategies in the health professions, and related assessment methods. The Health Professions Education curriculum is intentionally designed to formally prepare learners with the foundations needed to engage in educational scholarship, curricular design, assessment, program evaluation, and institutional leadership.

Program Structure

The MS in Health Professions Education will consist of eleven courses with a total of 32 credits. The MS-HPE is a fully online degree designed for full-time working professionals in healthcare, public health fields, and social work, as well as others who are integral to the healthcare education mission. 

Program Completion Timeline

  • The degree is designed for completion within two academic years, and its online format increases its accessibility to students.
  • Participants can start the program in the fall term only.

See the Course Descriptions

Learning Outcomes

At the conclusion of their study, students in the MS in HPE program will be able to:

  • Articulate how people learn and the strategies that achieve effective learning processes and outcomes.
  • Demonstrate proficiency in curriculum design, delivery, and evaluation.
  • Demonstrate evidence-based teaching and assessment methods at the course or program level.
  • Work effectively in interprofessional teams.
  • Demonstrate the ability to apply analytical skills to improve educational programs and institutional effectiveness.
  • Demonstrate the ability to formulate research questions and prepare a research prospectus using appropriate research methodologies.   (Educational Research Concentration)
  • Demonstrate academic and executive-level administration and leadership skills needed to lead higher education programs, institutions, agencies, and organizations in the health professions.   (Educational Leadership Concentration)

Admission Guidelines

Admission requirements for the MS in Health Professions Education are listed below: 

  • An   official application
  • 75.00 application fee
  • No GRE Required
  • Submit Proof of current professional licenses for applicants who are clinically practicing (Applicants may upload a pdf/copy of the license directly to the admissions portal) 
  • Submit official transcripts from all former institutions
  • You must possess a bachelor’s degree or higher in the health professions or a related field
  • 3 letters of recommendation
  • Current CV/Resume
  • English Language proficiency assessment (TOEFL or IELTS), as applicable

The professional licenses requirement may be waived for individuals whose profession does not require a license to practice, and they will still be considered for admission.

Transfer Credits

For applicants who may have taken courses at other accredited graduate schools that appear to be similar to HPE required coursework, requests will be reviewed on a case by case basis. After a review of the syllabus, grade received, and discussion with the Program Director, one of the following could be an outcome:

  • Acceptance of the course credits towards the transfer credit allowance (up to 6 credits);
  • Examination for competence, with a plan for independent study;
  • Independent study for gap areas; or,
  • Requirement for enrollment in UMB's HPE course

Please feel out the   transfer credit   to initiate the process. 

Interested in a PhD?

In addition to the master's degree, The Graduate School offers a PhD in Health Professions Education. This is a 60 credit, 3-year intensive doctoral program of study for health professionals who hold more than 2 years of practice experience and a master's degree or terminal professional degree equivalent. The focus is education leadership, research, and teaching skills. 

Learn more about the program

Program Contacts

Nina Jackson Admissions Counselor  [email protected] 410-706-6489

Violet Kulo, EdD, MS, MA PhD, HPE Leadership Certificate Program Director [email protected]  

Karen Gordes, PhD, PT, DScPT MS, HPE Teaching Certificate Program Director [email protected]

                                                                        

masters of education health professions

Meet Your Faculty

Our distinguished faculty, composed of accomplished scholars and experienced health care professionals, will guide your educational journey. Drawing from their expertise, they'll steer you through our comprehensive programs, preparing you for success in educational research and leadership roles in health care and medical organizations.

Your path to success starts here

  • Request Information
  • Register for an Info Session

620 W. Lexington St. Baltimore, MD 21201 (410) 706-3100

University of Maryland Graduate School. All Rights Reserved.

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Specialization: Health Professions Education

Degree: Master of Education Program: Adult and Community College Education Delivery Method: Fully online or hybrid Acquire and apply the knowledge and skills related to adult education and training you need to improve your abilities to become a leading health professions educator.

Develop your mastery of adult education and training in our program we’ve designed for health professionals like you. You’ll be equipped with evaluative and instructional strategies to strengthen and design programs in a variety of health related educational settings.

Program Details

Degree options, information sessions, potential applicant open house.

Thursday, January 19, 2023 — 6 to 7 p.m. EST Virtual/Online session – those who register will receive a Zoom link in their email.

RSVP by registering 

Wednesday, February 15, 2023 — 6 to 7 p.m. EST Virtual/Online session – those who register will receive a Zoom link in their email.

Wednesday, March 22, 2023 — 6 to 7 p.m. EST Virtual/Online session – those who register will receive a Zoom link in their email.

Thursday, April 20, 2023 — 6 to 7 p.m. EST Virtual/Online session – those who register will receive a Zoom link in their email.

You can pursue a Master of Education with specializations in Health Professions Education while continuing to work full time. (We also offer a Ph.D. with a specialization in health professions education.)  Our courses are offered fully online for Fall, Spring, and Summer terms. Hybrid options are available

Program Description

The Master of Education (M.Ed.) degree with a specialization in Health Professions Education is designed for health care professionals who plan, design, and deliver patient education, continuing education, or instruction in health-related professional programs. The degree offers content designed to enhance an individual’s ability to plan, deliver, and evaluate health-related education and training. The program is based on a reflective practice approach, offering practitioners opportunities to reflectively and critically integrate their professional experience with adult education knowledge and practice skills. Graduates of the program work in state and government agencies, hospitals (in human resource development, continuing education, staff development, training and development), postsecondary institutions, and a variety of other organizations involved in health-related education and training. Students in this specialization represent a variety of health care areas, thus providing an interdisciplinary learning environment.

Course of Study

The master’s program has a minimum requirement of 36 hours of coursework. Any course work taken prior to admission is subject to approval by the student’s advisor for inclusion in the program. Within the 36 minimum hours, the following should be included:

  • Core Courses (18 hours)
  • EAC 730 – Foundations of Adult, Higher and Human Res Education (3 hrs)
  • EAC 559 – The Adult Learner (3 hrs)
  • EAC 560 – Assessment and Evaluation of Adult Education (3 hrs)
  • EAC 538 – Instructional Strategies in AHE (3 hrs)
  • EAC 539 – Teaching in an Online Environment
  • EAC 708 –  Continuing Education for the Professions or EAC 700 – Community College Education
  • Specialization (12 hours minimum)
  • EAC 532 – Health Care Delivery Systems (3 hrs)
  • EAC 536 – Issues and Trends in Education for the Health Professions (3 hrs)

Two courses (6 hours) selected with the approval of advisor from the following general content areas: Health Policy, Health Finance, Health Promotion or EAC 708 –  Continuing Education for the Professions

  • Research and Capstone (6 hours)
  • EAC 551 – Research in Adult and Higher Education (3 hrs.)
  • EAC 692 – Research Project (3 hrs.)

M.Ed. students will enroll in EAC 692 to write a comprehensive, capstone paper that describes a platform of practice. This platform of practice must demonstrate that students are (1) knowledgeable about the foundations of the field, (2) knowledgeable about reflective practice, (3) capable of coherent thinking and the systematic and organized communication of ideas, and (4) able to apply the multiple areas of study in their programs to emerging issues in the field.

Program Completion: 36 Hours Total (minimum requirement)

Admissions Requirements

The  Graduate School  outlines basic requirements for admission.

  • 500-800 word personal/goals statement that showcases your background, teaching experience and goals for seeking an advanced degree
  • Transcripts of all post-secondary education* showing 3.0 GPA as required by the Graduate School
  • Three letters of recommendation that describe your work ethic and potential as a graduate student. These letters must be included with the online reference form.
  • Non-refundable application fee of $75 for U.S. citizens and permanent residents or $85 for international residents

Tuition and Fees

View  the tuition and fee rates for graduate students at NC State.

Receive More Info on Health Professions Education

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Why Health Professions Education at NC State Education

Learn from faculty nationally known for their research in adult and continuing education and who have experience in health professions education

Customize your courses to align with your career goals and take approved courses at other area universities, including Duke and UNC-Chapel Hill

Our coursework prepares health professionals for clinical education practices using a reflective practice approach.  Your coursework includes relevant adult learning theories such as experiential, online or active learning theories; program planning, assessment and evaluation; special topics such as inter-professional education, ethics,  instructional strategies, organizational change, and scholar practitioner subject areas.

Study alongside other health professionals in a collaborative, interprofessional learning environment that will help you expand your network

Earn your affordable degree from a public university recognized by U.S. News & World Report and Money as the best value

Continue to work full time while pursuing your degree through a flexible program designed for working health professionals and adult learners

The necessity of health professional training and continued educational training for these professionals makes this Health Professions Education program critically important. NC State is in a unique place in terms of being able to offer that. David Coniglio ’13 EDD Physician Assistant and former Associate Professor of Health Professional Studies at Campbell University

When you join the NC State College of Education’s Health Professions Education program, you will receive the experiences and instruction you need at North Carolina’s leading college of education to grow your career.

In Education Research Productivity by Faculty in N.C. (U.S. News)

Ranking Among 385 Colleges of Education in the U.S. (U.S. News)

Ranked in Value Among Colleges of Education in N.C. (Value Colleges)

Duane Akroyd

Professor Health Professions Education Coordinator

[email protected] 

Marcy Parrish

Graduate Student Services Coordinator

[email protected] 

Related Graduate Programs

Adult and continuing education, training and development.

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College of Graduate Studies

Physical Address: Morrill Hall Room 104

Mailing Address: College of Graduate Studies University of Idaho 875 Perimeter Drive MS 3017 Moscow, ID 83844-3017

Phone: 208-885-2647

Email: [email protected]

Online Master’s and Doctoral Programs List

The University of Idaho’s online graduate degrees reflect our mission of making education accessible across the state and nation and responding to changing employment demands. Delivering the quality instruction expected of a research university, our online master’s and doctoral programs are taught by our esteemed faculty members and build upon our century-old reputation as an educational leader in the Northwest. 

Online graduate students can earn a degree from one of our top-ranked national programs around their existing obligations and have access to the same opportunities and resources, including the on-campus library, research projects, scholarships, and teaching assistantships. If you’ve thought about returning to school but require more flexibility due to your full-time job and raising a family, advance your career with any of the programs listed here.

Available via online or distance learning: 

  • Climate Change , P.S.M.
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  • Precision Nutrition for Human and Animal Health , P.S.M.
  • Scientific Communication and Leadership , Certificate
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  • Education , Ed.D., Ph.D. (may vary from all to mostly online)

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  • Advanced Semiconductor Design
  • Civil Engineering , M.Engr.
  • Computer Engineering , M.S., M.Engr.
  • Computer Science , M.S.
  • Cybersecurity , M.S.
  • Electrical Engineering , M.S., M.Engr.
  • Engineering Management , M.Engr.
  • Geological Engineering, , M.S.
  • High-Speed Circuits and Systems , Certificate
  • Mechanical Engineering , M.Engr.
  • Power System Protection and Relaying, Certificate
  • Secure and Dependable Computing Systems, Certificate
  • Smart Grid Cybersecurity
  • Technology Management , M.S.

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  • Criminology , M.S.
  • Emerging Media , M.A.
  • Music , M.Mus.
  • Media Production , Certificate
  • Public Administration , M.P.A.
  • Psychology: Human Factors , M.S.
  • Theatre Arts , MFA
  • Strategic Media Management , Certificate

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  • Environmental Science, M.S.
  • Environmental Education and Science Communication, Certificate
  • Master of Natural Resources, M.N.R.
  • Fire Ecology, Management and Technology , Certificate
  • Remote Sensing of the Environment, Certificate
  • Geographic Information Science: Geospatial Aspects of Sustainable Planning Application , M.S.
  • Geographic Information Science: Geospatial Habitat Assessment Application , M.S.
  • Geographic Information Science: Geospatial Intelligence Application , M.S.
  • Geographic Information Science: Geotechnician Application , M.S.
  • Geographic Information Science: GIS Programming Application , M.S.
  • Geographic Information Science: Natural Hazards and Emergency Planning Application , M.S.
  • Statistical Science , M.S. 
  • Teaching Mathematics , M.A.T.

The University of Idaho General Catalog is available online.

Distance Learning Versus Online Graduate Degrees

U of I’s online graduate degrees utilize two distinct formats. Online learning uses pre-recorded, or asynchronous, lectures that students can then review on their own time. Distance learning simulates a real-time virtual classroom. Wherever an online student is located, they have direct access to a traditional classroom environment where they can interact and participate in discussions with their fellow students and instructors.

The Benefits of U of I’s Online Graduate Programs 

Whichever online degree you begin, being an online learning student at U of I comes with a host of benefits.

  • Flexibility: We design our online master’s and doctoral programs around the schedules of working adults, allowing you to maintain existing employment, family, and seasonal commitments without altering your schedule or taking a hit in income.
  • Quality: We’re one of the region’s most respected research universities. Whether the class is pre-recorded or virtual, our leading faculty members deliver the same depth and detail of instruction that you expect in an on-campus classroom.
  • Place-Based Degrees: Especially where research is concerned, our faculty members partner with regional organizations to support our online graduate students as they complete a place-based thesis or non-thesis research project. You, in turn, can conduct guided research relevant to your geographic region without ever setting foot on campus and may even be able to do so through your existing employer.
  • Scholarships: Many erroneously believe that scholarships are off the table to online graduate students. Supporting your endeavors and professional growth, the University of Idaho has opened up teaching assistant opportunities and place-based scholarships to online students.
  • Affordability: No matter where you are in the country or world, all online courses for master’s and doctoral programs are charged at our in-state rate. 
  • Ahead of the Curve: The University of Idaho championed distance learning ahead of everyone else with our innovative Engineering Outreach program. We introduced these degrees over 35 years ago, and while we’ve adjusted delivery methods to available technologies, our commitment toward advancing your career through quality education has not wavered.

Learn More About U of I’s Online Graduate Degrees

Thinking about enrolling in an online graduate degree program? To get your questions answered, reach out to the College of Graduate Studies by email or by phone at 208-885-2647, or request additional information today .

Board of Education approves new degree programs, healthcare school at UI

by CBS2 News Staff

University of Idaho (CBS2)

BOISE, Idaho (CBS2) — The Idaho State Board of Education approved three new degree programs and Idaho's second healthcare-related school, to be located in Moscow, during the second day of the Board's regular meeting at Idaho State University in Pocatello.

The new programs are:

  • Bachelor of Science in Neuroscience – BSU
  • Online Bachelor of Arts/Bachelor of Applied Science in Public Service Leadership – BSU
  • Online Master of Science in Gerontology – UI

The Board also approved a University of Idaho (UI) request to establish a School of Health and Medical Professions. The school will consist of Medicine, Clinical Medicine, and Nursing departments. The proposal aims to increase healthcare-related instructional opportunities and available healthcare in northern Idaho.

masters of education health professions

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Master of Science in Nursing (MSN)

Admission deadline.

The University of Houston offers a Master of Science in Nursing degree. Our face-to-face and web-enhanced classes are designed to work around your busy schedule, and you’ll receive a quality university education from excellent faculty at a great value.

The Master of Science in Nursing program (Education, Administration and FNP) is designed to build upon the BSN degree and is offered at the University of Houston at Katy and online. Students in this program are prepared to function at advanced levels with an expanded knowledge of theory, research and clinical application. Graduates are prepared to provide evidenced based health care and to work on collaborative teams. Lab and/or clinical course requirements will be in a face-to-face learning environment for practice and demonstration to meet course objectives and accreditation requirements. Each graduate will be able to function in an advanced practice role as a Nurse Administrator, Nurse Educator, or Family Nurse Practitioner. Nurses who have a master’s degree in nursing may be eligible for a Post Master’s Certificate as a nurse educator or nurse administrator.

MSN Administration

The Administration track prepares students to lead healthcare innovations by improving access, addressing quality and safety issues, and supervising the finance and operations of a health care organization.

MSN Education

Through the Education track, nurse educators prepare to apply educational theory and practice, develop courses and curriculum for nursing students and staff, and develop classroom and clinical strategies to prepare nurses to function in the health care environment.

Family Nurse Practitioner

The FNP track integrates both academic and community-based training to promote an evidence based approach to the care of individuals, families and the community. Hybrid graduate tracks offer face-to-face classes one day a week for maximum scheduling flexibility for students, while offering the essential benefit of role-modeling and networking with leaders in the profession.

Post Master's Certificates

Post Master’s certificate candidates are required to achieve a grade of B or higher in all post MSN certificate courses to be eligible to earn the certificate.

Doctor of Nursing Practice

The new Post Master’s Doctor of Nursing Practice (DNP) program (Administration, Family Nurse Practitioner) is designed to build upon the MSN degree and is offered at the University of Houston Main campus and online. The Doctor of Nursing Practice is an evidence-based-practice-focused program and students who complete this program will demonstrate the Essentials of Doctoral Education for Advanced Nursing Practice. Nurses who have a Doctor of Nursing Practice have completed the highest level of education in nursing practice.

Texas Medical Center

EDITORIAL article

Editorial: insights in healthcare professions education: 2023.

\r\nLynn V. Monrouxe

  • Faculty of Medicine and Health, The University of Sydney, Camperdown, NSW, Australia

Editorial on the Research Topic Insights in healthcare professions education: 2023

Introduction

Welcome to our collection of articles in the 2023 edition of the Research Topic “ Insights in healthcare professions education ” where we explore the latest developments in education, research methodologies and evaluation approaches that are shaping the future of medical and healthcare education. In this Research Topic of fifteen articles from across the world, we identify three key themes arising from this contemporary body of research (1) Course and Program Evaluation and development; (2) Innovative Teaching Approaches and Technology Integration; and (3) Promoting Human-Centered Education and Practice. Indeed, as healthcare landscapes continue to evolve for us all, educators across the world face the challenge of equipping students with the skills and knowledge necessary for practice while emphasizing ethical decision-making, diversity, and growth. By exploring the articles within these three identified themes, we believe you will gain a comprehensive view of the transformative impact of educational research on the next generation of healthcare professionals.

Course and program evaluation and development

Five articles in our Research Topic focus on evaluating and improving healthcare education interventions and programs across a range of healthcare professional groups, using different frameworks, tools and methodologies to assess course quality, acceptability of service learning, validity of assessment and guide curriculum design ( Choi et al. ; Guraya et al. ; Li et al. ; van de Mortel et al. ; Van Winkle et al. ).

Li et al. , employing the well-established approach of Generalizability theory (G-theory), examined the correlation between items of their core residency entrustable professional activities. In their paper they outline their rationale for G-theory, further embedding their work in the rigor required for our developing field. Carefully following all steps required for G-theory, they concluded that both residents' and trainers' ratings showed good validity and reliability in the pediatric residency training program at the Peking University First Hospital. Using a different approach and focusing on students attitudes to learning specific courses, Van Winkle et al. report on the development of a new measurement instrument designed to assess prospective medical students' attitudes toward team service-learning in an Immunology course. Analyzing remote and in-person students' data ( n = 73) from a 10-item survey measuring attitudes toward team-service learning, community service and teammates, they identified a single factor of “attitudes toward required service-learning”. Although further testing of their tool's reliability is needed, especially with other healthcare professions students and across different cultural contexts, we warmly welcome this new assessment tool that has the potential to detect differences in attitudes toward service-learning across different groups of students and different contexts, enabling course developers to implement curricula changes when needed.

Two studies in our Research Topic offer very different approaches to understanding and improving curricula quality. Underpinned by Social Cognitive Theory, van de Mortel et al. advocate for the implementation of an holistic, collaborative, and systematic Program Quality Framework. Choi et al. , however, using a pragmatic approach, employ the six-step “contribution analysis”. Each approach has its merits with the Program Quality Framework fostering the development of staff capability and scholarship throughout the curriculum's duration with educational scholarship underpinning curricula design and teaching. Choi et al.'s contribution analysis moves away from measurements of students' attitudes, toward an appreciation of the deeper complexity around educational offerings and uptake. Indeed, rather than offering a single measurement of value, contribution analysis provides an holistic understanding of the multifaceted trajectories experienced by students as they progress through their learning journey.

Interestingly, the research perspective of pragmatism features heavily across two articles ( Choi et al. ; Guraya et al. ). While taking us carefully through the 6-step contribution analysis process, Choi et al. , explain how they examined the factors involved in students' development of their graduate outcomes. They also report on their evidence-based model illustrating the relationships between external factors, graduate outcomes, results, assumptions and risks. Similarly, Guraya et al. carefully outline their philosophical approach of pragmatism, alongside the materials, methods and data analysis they adopted whilst developing, validating and evaluating their e-professionalism framework in the context of medical education. Interestingly, unlike Choi et al. , who examine the complexity of both content and processes within education, and Van Winkle et al. who focus on students' attitudes, Guraya et al. employ the theory of planned behavior and Kirkpatrick's model of evaluation to focus on outcomes at the behavioral level and how their framework has impacted on how learners engage in the digital world. Furthermore, they describe in impressive detail the great lengths they have taken to conceive of, implement and evaluate their e-professionalism framework; a level of detail that is often missing or unspoken.

Innovative teaching approaches and technology integration

Four articles in our Research Topic focus on the use of the technologies within healthcare education. These include: simulation, virtual/augmented reality, telehealth, interactive online experiences, and social media with the studies exploring when and how to integrate them effectively into curriculum ( Attar et al. ; Bacon et al. ; Lembo et al. ; Stoehr et al. ). For example, although Bacon et al. , found face-to-face consultations to be significantly more acceptable, affording more opportunities for students than telehealth, telehealth has its place in the curriculum, providing valuable learning experiences for students and supporting their competency development. Notably, in this study, students reported improvements in clinical reasoning, problem-solving skills, resourcefulness, flexibility, and communication skills in ways that are quite different to their face-to-face experience. Furthermore, students' skills development (e.g., in areas such as craniotomies, dural openings and suturing) has shown to be enhanced by learning with devices such as Google Glass for Augmented Reality and a cadaver-free high-fidelity simulator ( Lembo et al. ). In this pilot study of neurosurgery residents' and students' learning during a 6-week course, all participants significantly improved across technical indicators, with more junior participants showing greater improvement.

Stoehr et al. , report on their blended approach to medical students' thoracic radiology learning using both online and onsite learning. Interactive online learning included on-demand video loops, image magnification and clickable color highlighting whereas the in-person teaching comprised small-group (8–10) 90-min seminars. Significant improvements in knowledge were found, with the online aspect of the course motivating students to become more involved with thoracic radiology in the future. Finally, focusing on phlebotomists ( n = 435) from across 14 public hospitals in the Eastern region of Saudi Arabia, Attar et al. examined their use of social media to improve their knowledge and awareness of safety procedures and practices. They concluded that social media is a valid form of knowledge exchange and development with over 70% of participants reporting that that they frequently shared phlebotomy-related information with other phlebotomists. With this in mind, Attar et al. highlight that the need to now focus on improving skills, knowledge and awareness regarding identifying misinformation to prevent inadvertently sharing incorrect knowledge among colleagues.

Promoting human-centered education and practice

Four articles in our Research Topic focus on the importance of placing human values and dignity at the forefront of healthcare education and practice ( Fu et al. ; González-Blázquez et al. ; Klinner et al. ; Schramlová et al. ). They encompass the ethical considerations of providing educational opportunities that respect the dignity of all individuals, ensuring equality in healthcare, prioritizing student wellbeing and enhancing their quality of life throughout their educational journey. We would further argue that ethics training in healthcare plays a vital role in promoting dignity, student wellbeing and quality of life, healthcare equality (including LGBTQ+) by embedding ethical principles into education and practice, thereby fostering a culture of respect, justice, and moral integrity. However, González-Blázquez et al. , in their systematic review of healthcare students' bioethical knowledge and training found that healthcare students, generally, lack sufficient knowledge and/or skills to resolve the ethical dilemmas they may encounter during clinical practice, although the extent of this differed among healthcare discipline and country of study.

Dilemmas around dignity during workplace learning is the focus of another study. Klinner et al. examined a range of stakeholders' understanding of what comprises dignity in workplace learning in healthcare. Interviewing students, placement educators and university staff across seven allied health professions groups ( n = 51), they identified eight distinct dimensions of what comprises dignity in a service-learning environment, including: feeling safe, respected, equal, having a sense of belonging as well as the relationship we have with ourselves (e.g., self-worth, self-respect, self-compassion, and self-understanding). Related to the issue of dignity in the workplace, Fu et al. examined the knowledge and attitudes of medical students from Singapore and United Kingdom (UK) toward lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority (LGBTQ+) individuals. Amongst their findings is that, despite espousing positive attitudes, participants lacked a general understanding of commonly used vocabulary and topics, and this was more pronounced for Singaporean participants. Furthermore, 84% of students had no LGBTQ+ specific training in their university education emphasizing the need for inclusive curricula to achieve a dignified experience for all.

The final article we highlight in this Research Topic theme links with Klinner et al.'s finding around dignity being related to the relationship we have with ourselves, specifically to self-care, as it focuses on the wellbeing and quality of life of students in bachelor's physiotherapy programs ( n = 1,075) across 23 European faculties, in eight countries ( Schramlová et al. ). Issues such as mental wellbeing, stress levels, sleep quality, and adherence to physical activity and nutritional guidelines were examined within the broader framework of quality of life . Schramlová et al. found (amongst other things) that academic factors (e.g., amount of material to learn, exam frequency) were strongly related to higher stress levels, with women being more vulnerable than men. Furthermore, problems with sleep, nutrition and physical activity were also reported.

Further studies

Notably, two further studies included in this Research Topic sit outside these themes ( Alhamami ; Jain et al. ). Reporting a systematic review of the evolution and impact of English as a Medium of Instruction (EMI) in healthcare education over the past decade, Alhamami presents a distinctive opportunity for us to examine how EMI has affected students, educational institutions, and the broader landscape of healthcare education. Further, Jain et al. reports on Latvia's medical education system and its challenges, including institutional capacity constraints and investments in adapting to changing landscapes. In doing so, this interesting report and provides us with a unique insight into medical education in Latvia and an opportunity to identify differences and similarities between this and that within our own country.

In conclusion, the diverse array of articles presented in our latest Research Topic underscores the multifaceted nature of healthcare education. By evaluating and enhancing educational interventions across various professional groups, exploring the integration of cutting-edge technologies, and prioritizing humanistic values essential to healthcare, these studies collectively advance our understanding of effective healthcare education. The insights gained from this compilation not only highlight the importance of rigorous assessment and innovative teaching methods but also emphasize the ethical imperative of fostering environments that uphold dignity, equality, and wellbeing. As we move forward, these contributions will be instrumental in shaping healthcare curricula that produce competent, compassionate, and well-rounded healthcare professionals across the world.

Author contributions

LM: Writing – original draft, Writing – review & editing. JB: Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: dignity, telehealth, curriculum evaluation models, pragmatism, wellbeing, simulation teaching method

Citation: Monrouxe LV and Bloomfield J (2024) Editorial: Insights in healthcare professions education: 2023. Front. Med. 11:1438116. doi: 10.3389/fmed.2024.1438116

Received: 25 May 2024; Accepted: 25 June 2024; Published: 09 July 2024.

Edited and reviewed by: Madhan Jeyaraman , Dr. M. G. R. Educational and Research Institute, India

Copyright © 2024 Monrouxe and Bloomfield. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Lynn V. Monrouxe, lynn.monrouxe@sydney.edu.au

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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COMMENTS

  1. Master of Education in the Health Professions

    The Master of Education in the Health Professions (MEHP) is a collaborative partnership among five Johns Hopkins schools: Medicine, Public Health, Nursing, Business, and Education. This collaboration integrates interprofessional strengths and perspectives to prepare our degree candidates to transform health professions education globally.

  2. MS in Health Professions Education

    The Master of Science in Health Professions Education program is flexible, online, and specifically designed for educators in the health professions. You will learn and practice the principles of research methods in health professions education and delve into theoretical and applied foundations of learning. Learn from award-winning faculty with international recognition, offering expertise in ...

  3. Master of Health Professions Education

    The Michigan Master of Health Professions Education (MHPE) program prepares practicing professionals to become scholarly educator-leaders. This innovative program provides foundational knowledge and skills across five core domains: I. Theories of Teaching and Learning II. Teaching Practice III. Assessment and Evaluation IV.

  4. Master of Health Professions Education

    The Master of Health Professions Education (MHPE), offered through NYU Langone's Department of Medicine, provides candidates with the knowledge and skills to design high-quality educational programs for healthcare professionals. As an MHPE candidate, you conduct high-impact, rigorous research and apply educational theories, including student ...

  5. Home: Master of Science in Health Professions Education: Feinberg

    The Master of Science in Health Professions Education (MS-HPE) is a two-year, part-time executive program through Northwestern University Feinberg School of Medicine. Our master's program is tailored for educators, clinicians and healthcare professionals who aspire to make a significant impact on the way healthcare is taught and practiced.

  6. Health Professional

    The Johns Hopkins School of Education's Master of Education in the Health Professions program concentrates the full breadth of John Hopkins expertise to prepare advanced health professionals with culturally sensitive, evidence-based strategies for improving clinical practice across the spectrum of health care. Our MEHP Fellows frequently go ...

  7. Master of Education in the Health Professions : Admission Details

    Education in the Health Professions. Application Deadline. July 15, 2024. Application Requirements. Online application form. $80.00 application fee. Resume/CV. Essay: A 500-word essay discussing the reasons you wish to pursue a degree at Johns Hopkins University, focusing on your long-term goals and how your academic program will complement ...

  8. Health Professions Education

    Our health professions education master's programs are ideal for international physicians, nurses, and other health professionals who desire to work, or who are currently working, in a university setting-especially at those universities interested in strengthening the preparation of health care professionals. Our "high residency" option will ...

  9. MS in Health Professions Education

    Become an expert in Health Professions Education! The Master of Science in Health Professions Education program is designed to help doctors, nurses, advanced practice providers, therapists and a wide range of other health professionals become experts in health professions education. Housed in the Boston University Chobanian & Avedisian School ...

  10. Master of Medical Sciences in Medical Education

    The Master of Medical Sciences in Medical Education is a two-year program with two primary goals: To give students a solid foundation in the theories and principles underpinning health professions education, such as the science of learning, strategies of curriculum development and education design, adult learning theories, integration of ...

  11. MS in Health Professions Education

    The MS in Health Professions Education is a 30-credit, fully online, interprofessional Master's program designed to prepare leaders in health professions education, leveraging evidence-based approaches, educational best practices, and Jefferson's technology-rich environment. Exceptional educators are created here.

  12. Master of Health Professions Education

    Master of Health Professions Education. Situated in one of first and largest medical education departments in the world, Master of Health Professions Education (MHPE) students and graduates join a tradition of excellence going back to 1959. The UIC MHPE is globally recognized as a leader in HPE and has been offered around the world, in Brazil ...

  13. Online Master of Science in Health Professions Education

    The online Health Professions Education master's program is offered through a partnership between the School of Medicine at the University of Louisville and the Office of Professional and Educational Development. Develop your skills to efficiently teach while providing effective patient care. Flexible online courses. Accelerated 8-week format ...

  14. Master of Science in Education for Health Care Professionals

    The Master of Science (MS) in Education for Healthcare Professionals (EDHP) Program provides the training necessary to produce effective leaders in health care professions education. The program prepares health professionals who have, or are seeking, educational leadership positions and provides the background and skills necessary to be ...

  15. Master of Education in Health Professions

    The M.Ed. in Health Professions is an interprofessional degree program that provides classroom and mentored education experience in health professions education, preparing you for a career as an education practitioner, scholar, and leader. The curriculum focuses on the theories, models, and competencies used by educators within the complex ...

  16. Health Professions Education, Master's

    The MS in Health Professions Education will consist of eleven courses with a total of 32 credits. The MS-HPE is a fully online degree designed for full-time working professionals in healthcare, public health fields, and social work, as well as others who are integral to the healthcare education mission. The degree is designed for completion ...

  17. Professional Health Education MSEd

    Master of Science in Education in Professional Health Education. Develop your critical skills as a professional health educator with the Professional Health Education MSEd in Temple's College of Education and Human Development. This 33-credit master's degree program prepares health professionals in programs such as dentistry, medicine, pharmacy and science for leadership roles in ...

  18. Doctor of Education in Health Professions degree online

    ATSU's Doctor of Education in Health Professions online program will admit professionals who have a master's or doctorate degree. EdD in Health Professions degree students are selected by an admission committee that considers the overall qualities of the applicant through application content, academic record, and personal motivation.

  19. Specialization: Health Professions Education

    Program Description. The Master of Education (M.Ed.) degree with a specialization in Health Professions Education is designed for health care professionals who plan, design, and deliver patient education, continuing education, or instruction in health-related professional programs. The degree offers content designed to enhance an individual's ...

  20. Curriculum & Instruction-M.Ed.-University of Idaho

    To complete the Master of Education (M.Ed.), a non-thesis degree program, the student must complete and successfully defend a graduate project (i.e., non-thesis project). Of the minimum 30 credits required, at least 18 must be in courses at the 500 level; the remainder may include 400 level courses in the major and 300 or 400 level courses in ...

  21. Exercise, Sport and Health Sciences: Community Health Education

    The CHEP program gives students hands-on teaching and community-engaged learning experiences and prepares you to address the complex health issues and disparities in any community through education, program planning, health communication, policy, advocacy and research. Students study traditional health sciences classes with a focus on disease ...

  22. Online Master's and Doctoral Programs

    To get your questions answered, reach out to the College of Graduate Studies by email or by phone at 208-885-2647, or request additional information today. The University of Idaho's College of Graduate Studies offers online master's and doctoral degrees using a convenient and flexible format.

  23. College of Education and Health Professions Research Specialist Awarded

    Kristen Hartung, a research advancement specialist in the College of Education and Health Professions, was recently awarded one of two national scholarships for the spring 2024 semester from the National Council of University Research Administrators.. Scholarships from NCURA's education scholarship fund are designed to provide financial assistance to members of the organization who are ...

  24. Board of Education approves new degree programs, healthcare ...

    BOISE, Idaho (CBS2) — The Idaho State Board of Education approved three new degree programs and Idaho's second healthcare-related school, to be located in Moscow, during the second day of the Board's regular meeting at Idaho State University in Pocatello. The new programs are: Bachelor of Science in Neuroscience - BSU; Online Bachelor of Arts/Bachelor of Applied Science in Public Service ...

  25. Master of Science in Nursing (MSN)

    The Master of Science in Nursing program (Education, Administration and FNP) is designed to build upon the BSN degree and is offered at the University of Houston at Katy and online. Students in this program are prepared to function at advanced levels with an expanded knowledge of theory, research and clinical application.

  26. Editorial: Insights in healthcare professions education: 2023

    Interviewing students, placement educators and university staff across seven allied health professions groups (n = 51), they identified eight distinct dimensions of what comprises dignity in a service-learning environment, including: feeling safe, respected, equal, having a sense of belonging as well as the relationship we have with ourselves ...

  27. Licensure Assessment

    Test takers will need to select the University of Arkansas Fayetteville (6866) as a score recipient. Register for Praxis Tests (Code: University of Arkansas Fayetteville 6866) ... College of Education and Health Professions Room 109 Peabody Hall University of Arkansas Fayetteville, AR 72701. 479-575-6073 Fax: 479-575-8797 [email protected] ...

  28. Seven UF Health specialties among nation's best in new U.S. News

    GAINESVILLE, Fla. — Seven University of Florida Health Shands Hospital medical specialties are ranked among the best in the nation, once again marking UF Health as an elite health system, according to the 2024-25 U.S. News & World Report "Best Hospitals" report. The specialties recognized by U.S. News are neurology and neurosurgery (No. 33); otolaryngology, also known as ear, nose, and ...

  29. What are the most popular majors at Texas public universities?

    Business, engineering, biology, health professions and computer science dominated as the most popular areas of study at Texas' public universities last year, according to state enrollment data ...

  30. Mari State University Celebrates MBBS Graduates at the Grand

    Moscow [Russia], July 15: Mari State University, one of the renowned universities in Russia offering world-class education in various fields, including MBBS, celebrated the significant achievements of its graduating class of 2024 at the Grand Convocation Ceremony. The event was a fitting tribute to the years of hard work, dedication, and perseverance of each graduate, faculty, and staff member ...