phd in health professions education

PhD in Health Professions Education

Become a health professions educator, scholar, and leader

The PhD in Health Professions Education (HPEd) program prepares clinicians and other health professionals without a research degree to make contributions to the scholarship of teaching and learning. The program meets the faculty requirement for doctoral-level expertise in numerous health professions. 

• Concentration Tracks
• MS to PhD Path

The PhD program incorporates and builds on the Institute's  Master of Science in Health Professions Education (MS-HPEd)  by providing additional part-time (or full-time) blended learning with outcomes commensurate with a research-based PhD. Candidates from similar MS-HPEd programs are welcome to apply.

Applicants can earn their PhD through one of two paths:

• Post MS-HPEd PhD: 33 credits
• Combined MS-HPEd and PhD: 66 credits
• All required courses in the MS-HPEd degree:  33 credits  (PhD students who have already completed this or a comparable master's degree can waive this portion of the requirements)
• Core required doctoral courses in educational sciences, research methods, and implementation science:  18 credits
• Online synchronous sessions:  2 credits
• Dissertation seminar and mentored research spread over several semesters (with built-in gaps to enable IRB reviews and data collection):  7 credits

Required Courses:  60 credits Electives:  6 credits Curriculum Plan (66 credits)

View Curriculum Plan

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

• Design health professions curricula and evaluate program outcomes
• Lead change and innovation in health professions education
• Obtain intramural and extramural support for research projects
• Engage in peer-reviewed scholarship in an area of expertise
• Contribute to interprofessional education and practice leading to improved health outcomes

Students pursuing the PhD in HPEd can choose from the following concentration tracks: 

• Interprofessional Education
• Customized concentration

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) . 

Applicants may apply for the PhD through two tracks for the Fall 2024 application cycles:

• Post MS-HPEd PhD: 33 credits Applicants who have a master’s level degree in health professions education from other institutions should apply through this track and include materials related to completed courses so that they may be applied toward the PhD.   
• Combined MS-HPEd and PhD: 66 credits Applicants who have very similar master's degrees or higher, should apply through this track. Some MS courses may be waived, and in other cases courses will not be waived. 

For either track each individual case will be considered on its own merits.  

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.

Important:  Applicants applying for the PhD in Health Professions Education program (33 credits) must have successfully earned a Master of Science in Health Professions Education (or equivalent) from MGH Institute of Health Professions, or a regionally accredited U.S. college or university.

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:

In a 500-700 word statement, please discuss your academic objectives pertaining to your proposed plan of study, including contemplated research projects and professional career goals. Include evidence from your past educational, administrative, research, or teaching experiences that demonstrate your ability to succeed in the doctoral program. Applicants should include how their goals align with those of the HPEd program related to:

• Build skills in teaching and assessment of learners in the health professions 
• Generate scholarship to address gaps in current literature supporting health professions education
• Develop skills to assess and advance change in education across the health professions

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. One letter is required from an MGH Institute faculty member particularly if you are IHP alumni or have previously worked with one of our faculty.

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.

Tuition Reduction for MGB Employees, Alumni and Affiliates

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

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The ihp advantage.

Customized Program Design

You will work with a dedicated advisor and dissertation committee to conduct cutting-edge research on a topic of your choice. Contribute to the field with quantitative measures, including the number and diversity of publications, presentations, and student outcomes.

Learn on Your Schedule

Blended instruction and research balances the flexibility of distance learning with onsite instruction to develop your scholarship. We will help you plan your research around your work schedule and integrate it into your clinical setting.

Hone Your Expertise

Take the next step to becoming a leading expert in your field. Master literature pertaining to your chosen topic, identify knowledge gaps, and conduct research to fill them. Leverage collaborations with Harvard Macy Institute, Mass General Brigham, and the Center for Medical Simulation.

Learn from Experts

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

• [email protected]

Roger A. Edwards, ScD

Chair, Professor Health Professions Education

• [email protected]
• (617) 643-7740

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

Associate Professor Health Professions Education

• [email protected]

Bobbie Ann Adair White, EdD, MA

• [email protected]

Anshul Kumar, PhD

Assistant Professor Health Professions Education Genetic Counseling

• [email protected]

Anne W. Thompson, PT, EdD

Adjunct Associate Professor Term Lecturer Health Professions Education

• [email protected]

The New England Commission of Higher Education (NECHE)

The PhD in Health Professions Education was approved by the Massachusetts Department of Higher Education in June 2019. The New England Commission of Higher Education (NECHE) approved the PhD in Health Professions Education at its September 2019 meeting.

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Department of Medical Education

Phd in health professions education.

The Department of Medical Education (DME) is thrilled to announce the establishment of a new online PhD program in Health Professions Education (HPE). The PhD in HPE evolved from our successful former collaboration with the UIC College of Education’s Department of Curriculum and Instruction. The PhD in HPE also builds upon the success and strong reputation of DME’s Master of Health Professions Education (MHPE), as well as upon the department’s broader expertise in HPE research and teaching excellence.

Program Overview Heading link Copy link

What is the phd in hpe.

The PhD in HPE program will produce exemplary scholars who advance the field of health professions education by developing innovative research agendas that shape educational policy, standards, and practices, with the ultimate goal of improving healthcare. While the PhD in HPE will share course offerings with DME’s renowned MHPE program, it will include a greater emphasis on research design, data collection, and original scholarship for students who aim to serve as principal investigators in HPE studies in the future.

Who is this program for?

Typical students in the program may include students from a wide range of professional backgrounds, including MDs, other clinicians, and non-clinical educators, aiming to deepen their methodological training and increase their knowledge of the health professions education canon. The student body is also likely to be heterogenous in terms of career stage, and thus may include students ranging from trainees (e.g., residents and fellows) to administrators and leaders (e.g., program directors and deans).

The program is designed for students to have the option to pursue the program on a part-time basis, in conjunction with their regular employment or full-time.

What should students expect to gain?

After completion of the PhD in HPE, students will be able to:

• Integrate theories in the social sciences and health professions to define and understand challenges in health professions education, research, and practice
• Employ a range of relevant research designs, research methodologies, and other scholarly practices to advance the field of health professions education as an independent investigator and eventual leader of a research team
• Situate education and education science within the sociopolitical context of health care and health professions education, and translate educational science into practice
• Additionally, students will have the opportunity to make numerous connections with experts in HPE in order to grow their professional networks.

Program format and cost

The PhD in Health Professions Education is an online program, though some courses included in the curriculum have short-term, in-person requirements.

The online tuition for 2024 is $925 per credit plus fees (information about fees can be found on the UIC Registrar’s website. The program/department (DME) does not offer any funding at this time. Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers. Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College will be supported in their applications by departmental and PhD program administration.

Degree Requirements Heading link Copy link

Students must achieve the following requirements to graduate with a PhD in Health Professions Education.

Details on hours

The PhD in HPE degree requires 96 credit hours past the baccalaureate. However, we anticipate that the majority of admitted students will be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree or advanced clinical degree (e.g., MDs), thus leaving 64 credit hours to complete the degree. (For more details, see FAQs.)

The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

To accommodate the heterogeneity of the expected student body, the curriculum aims to be quite flexible. Rather than being prescriptive about specific courses, the program focuses on the specific domains and competencies that were determined by program faculty to be fitting for rigorous, doctoral-level training in HPE. Specifically, students will work with their advisors and the Director of Graduate Studies (DGS) to develop programs of study based upon their scholarly and methodological needs.

• View course descriptions

Details of mentorship

Students must complete a mentored, Applied Health Professions Education Experience in order to better facilitate integration of coursework and their understanding of HPE concepts within applied settings. These experiences might include working on DME faculty members’ research projects, engaging in HPE journal editorial work, helping to teach a course taught by a DME faculty member, or something comparable.

There are 3 exams

• Departmental Qualifying Examination: This comprehensive exam will evaluate students’ knowledge of foundational readings within health professions education and their ability to synthesize and critique these readings.
• Graduate College Preliminary Examination: Students are required to draft a dissertation prospectus and defend this prospectus at a virtual hearing in front of their Preliminary Examination committee (and future dissertation committee).
• Dissertation Defense: Students are required to complete a written dissertation with a public, virtual oral defense before their dissertation committee and other members of the academic community.

Dissertation details

PhD in HPE students must complete a Dissertation research project. Dissertation research must include original data collection (i.e., the research needs to include the development of a dataset, identification of sample/analytic subject, etc.). The project can include one large project with multiple components or serial linked studies/experiments. The most common format for the dissertation is the multiple-article model (three publishable articles, plus an introduction and conclusion), though a single monograph is also acceptable.

How to Apply Heading link Copy link

The application deadline for Fall 2024 is January 15, 2024. Only two applicants are accepted each year.

All applicants submit materials via Online Application . The Department of Medical Education Admissions Committee will then develop a ranked short list for subsequent interviews with potential PhD advisors. Short-listed applicants will interview (via Zoom) with the DGS and two potential advisors, all of whom will submit reviews for the applicants, which will then be used to develop the final ranked list for admissions.

Please review the application requirements before applying.

Application requirements Heading link Copy link

Details on prior degree requirements.

Applicants must have earned a baccalaureate degree.

A combination of a master’s degree in education, social science, or related fields and significant experience in a health professions setting or  A master’s degree in health professions education and/or an advanced professional degree in a health professions discipline.

Applying as a graduate of the Department of Medical Education MHPE program

Graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Transfer credits

Advanced standing credit determinations will be considered for applicants with master’s degrees in health professions education; master’s degrees in education, social science, or related fields; and advanced professional degrees in a health professions discipline. Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree.

Transfer of graduate credits from other institutions will be handled on a case-by-case and course-by-course basis, pursuant to the transfer process described on the Graduate College website.

Read more on the policies around transfer of credit on the Graduate College website .

GPA details

Applicant’s previous grade point average must be above 3.75 on a 5-point scale or 3.0 on a 4-point scale.

Which tests to take

The GRE is not required for this program; however, applicants may submit their scores if they wish.

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. For English proficiency test score minimums, reporting requirements, and exemptions, see the UIC Admissions International Requirements page for more details.

• UIC Admissions International Requirements

Review for submitting

To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Additionally, applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials. Applicants must submit:

• Registrar-issued transcripts from each college and professional school attended
• Letters of Recommendation (3)
• Recommendation letters should address the applicant’s academic qualifications, research ability/experience, and ability to carry out advanced degree studies (including institutional/financial support, if available)
• Past experience in HPE and/or education, including previous experience with HPE research, including mentored research projects
• Present and future research projects or interests
• Fit with program and why the applicant is pursuing the PhD in HPE at DME
• Applicant characteristics or experience likely to contribute to applicant success in the PhD program, including experience with online/virtual learning, prior graduate programs, institutional support, local mentorship, etc.
• If applicants are planning to pursue the degree in connection with their employment (i.e., part-time), they also must include a statement of how the doctoral program of study will fit in with their professional schedules and commitments.
• A Curriculum Vitae (CV) highlighting research, teaching, and service experience, particularly in HPE

Read if you are applying from outside the United States

International applicants must follow all UIC Admissions International Requirements for graduate admission. Please visit the UIC Admissions website for more details.

The Office of International Services is working to obtain authorization to allow international students to be admitted to this new academic program. In the event that the authorization is not in place in time prior to the start of the term of admission, admitted international students may defer their admission until the following year.

Next steps Heading link Copy link

What to expect after applying.

Students will be informed of admissions decisions in Spring 2024. Note: All admitted students will be required to attend the 1-week in-person introductory course (MHPE 506), which takes place at the end of July 2024.

Contact for more program info Heading link Copy link

Laura hirshfield, laura paige schaaf, thank you to the uic college of education heading link copy link.

In 2010, the Department of Medical Education, in collaboration with faculty in the College of Education, developed an area of emphasis within the PhD in Curriculum and Instruction for students interested in Health Professions Education and Curriculum. This concentration in Curriculum Studies/Critical Pedagogies and Urban Teacher Education (Health Professions Education Area of Emphasis) focused on the exploration of curriculum across multiple educational contexts. The program has successfully graduated a diverse set of students from a variety of social identities, professional backgrounds, and ranks within their profession.

The Department of Medical Education is extremely grateful for the long-term collaborative relationship it has had with the College of Education, especially with the CS/CPUTE program. The department will continue to support students who are currently enrolled in the Collaborative PhD program; however, DME will no longer admit new students into the HPE Area of Emphasis. Instead, the PhD in HPE will effectively replace this offering.

FAQs Heading link Copy link

Q: what is the difference between the mhpe and phd in hpe.

A: The PhD in HPE is similar in content to the MHPE, except that it focuses on developing in students a deeper methodological training, with increased independence and greater knowledge of the HPE canon. The goal of the PhD program is to shift students away from the more applied focus of the MHPE to a broader scholarly, theoretical approach. Specifically, the PhD in HPE shares course offerings with the MHPE program, but the program has a greater emphasis on research design, data collection, and original scholarship for students who wish to serve as principal investigators in HPE studies.

Q: Why should someone pursue a PhD in HPE at DME?

A:  DME’s PhD in HPE is focused on training our students to become independent researchers and scholars in health professions education. Graduates of the HPE PhD program would be particularly well poised to be hired by health professions scholarship units (or organizations and institutions that  “share a commitment to the production and dissemination of rigorous educational practices and research” ). Clinical faculty who are heavily involved in health professions education research that guides educational policy or practice may also find the degree valuable for deepening their research expertise.

Q: What are you looking for in applicants?

A: To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Typical students may include MDs, other clinicians (e.g., nurses and physical therapists), and non-clinical educators (e.g., student services or curricular affairs) aiming to deepen their methodological training and increase their knowledge of the health professions education canon. We welcome applicants from a variety of career stages. That said, all applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials.

Q: Is the program entirely online?

A:  No, not entirely.  Students are required to come to Chicago for the 1-week on-campus orientation course (MHPE 506), 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. Students that take MHPE 501, 502, 503 and/or 504 online are also required to attend an annual 3- or 4-day summer session on campus in Chicago, which includes a residency day for each of those courses taken the previous year and the Annual MHPE Summer Conference.

Q: What are the on-campus, in-person requirements?

A:  While MHPE 501-504 are all offered online, these courses all have an in-person component. Specifically, online students in MHPE 501-504 participate in a regular schedule of weekly, asynchronous or synchronous activities and discussions throughout the semester. Each of these courses also includes an in-person residency day on campus in Chicago, and a requirement to attend the Annual MHPE Summer Conference. MHPE 506 will be a week-long in-person intensive course held on campus in Chicago at the end of July. For students who are not able to attend (e.g., international students unable to attain short-term visas) alternative opportunities for participation will be negotiated with course faculty members.

Q: How long does it take to complete the program?

A:  It’s hard to say, as it really varies based on a lot of different factors (i.e., if the student must complete 64 or 96 credit hours; how many credit hours a student takes each semester; when courses are offered and the availability in them; how long it takes the student to complete the exams and the dissertation; etc.).  The program will adhere to UIC Graduate College timelines for student completion of the program ( https://grad.uic.edu/doctoral-degrees/ ).

Q: How many courses/credits should I take each semester?

A:  It depends on your workload outside of the PhD in HPE. Most of our students will take the program part-time while they are working full-time; these students generally will take 4-6 credits per semester. Students should work with their advisor and PhD Director of Graduate Studies (DGS) to develop a plan that works best for them.

Q: What is advanced standing credit?

A:  Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree, thus making it 64 credit hours to complete the doctoral degree.  For consideration, the degree must be posted as completed on a transcript from an accredited institution, and, if international, equivalent to a U.S. master’s degree (as determined by the Graduate Admissions Office and the Graduate College).  Students who are not granted advanced standing credit will be required to complete 32 additional credit hours of 400-level and 500-level coursework in related areas.  A minimum of 16 of these credit hours must be letter-graded courses (A to F), rather than project or thesis credits. For more information on advancing standing credit, please see the UIC Graduate College website :

Q: Where can I learn more about the coursework taken in the program?

A:  The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

For more information about the above mentioned MHPE courses, please go to the MHPE brochure  https://chicago.medicine.uic.edu/wp-content/uploads/2022/04/MHPE-Information-Brochure.pdf

Q: Can graduates of the DME MHPE program apply?

A: Yes, graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Q: How much does the program cost?

A:  The cost of the program varies depending on how many credits you need to complete.  The program requires at least 96 credits from the baccalaureate or at least 64 credits from the master’s degree.  Doctoral students who have previously earned a relevant master’s degree (or its equivalent) from UIC or another accredited institution or health professionals with advanced degrees (e.g., MD, DO, DDS, PA, DPT, etc) may possibly be granted 32 semester hours of credit toward the doctoral degree if approved by the program and the Graduate College at the time of admission. The 32 hours are subtracted from the total hours required for the degree.  Degree equivalency from foreign institutions is determined by the Office of Admissions. To calculate online tuition please see the UIC Registrar’s Graduate Tuition and Fees website:   https://registrar.uic.edu/financial-matters/graduate-tuition-and-fees/ .

Q: Is there funding available?

A: The program/department (DME) does not offer any funding at this time.  Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers.  Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College  https://grad.uic.edu/funding-awards/  will be supported in their applications by departmental and PhD program administration.

Q: How many students are accepted each year?

A: At this time, we are only able to accept up to two students per year.

Spring 2024 Commencement Ceremony - Saturday, April 27, 2024

• Presidential Search
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Online Degree

• Doctor of Education (Ed.D.) in Health Professions Education

Are you interested in sharing your knowledge to guide the healthcare leaders of tomorrow? Logan University’s Doctor of Education in Health Professions Education program prepares health care professionals to become expert educators in their field.

Complete your degree with our flexible online program. You can even complete your Applied Research Project and Practicum online or at your home institution.

Average length of program.

$800 per credit hour

60 Credit Hours.

Full Tuition and Fees Here

Next Trimester Start

May 13, 2024 September 9, 2024 January 7, 2025

Impact Health Care for Generations to Come

Through Logan’s Ed.D., you’ll gain the in-depth knowledge and practical skills to apply your content expertise and clinical experience to enabling tomorrow’s practitioners to shine, thrive and excel. Continue working in the field you know and love while preparing future practitioners to succeed with a doctorate in health professions education.

Healthcare jobs are expected to grow by 16% through 2030. Who will prepare tomorrow’s nurses, dentists, nutritionists and other professionals to serve in these important roles? With a Doctor of Education in Health Professions Education, you can apply your health care experience while taking the next step in your career as a health educator, university faculty or university administrator.

Requirements

Admissions Requirements for the Ed.D. COLLEGE OF HEALTH SCIENCES: Ed.D. ADMISSIONS REQUIREMENTS An applicant must have:

• Earned a master’s degree or higher from an accredited college or university recognized by the U.S. Department of Education (USDE) or the Council for Higher Education Accreditation (CHEA). Applicants who graduated outside the United States must provide an official equivalency evaluation.
• Requested that an official transcript be sent directly to Logan University from the institution awarding the qualifying entrance degree. If the applicant attended multiple institutions, an official transcript must be sent from each institution directly to Logan.
• An applicant with qualifying post graduate coursework may have those courses and cumulative GPA (unweighted) re-evaluated by the Admissions Committee.
• Applicants with a GPA (unweighted) between 2.5 and 2.99 may appeal to the Admissions Review Board for a probationary acceptance to Logan.
• Completed the admissions application with non-refundable application fee and current resume or CV.

No GRE Required

Students may be admitted through the Alternative Admissions Track Program (AATP). Students are encouraged to reach out to Admissions at  [email protected]  or 636-230-1750 to discuss possible options.

Job Outlook

According to the American Association of Colleges of Nursing, more than 75,000 qualified candidates were turned away from nursing schools due to lack of educators and facilities in 2018-2019. With an Ed.D., you can do much to shape and improve the future of health care for all.

In health care jobs through 2030, higher than any other industry

of nursing openings were for faculty positions requiring a doctoral degree ( AACN )

New health care jobs through 2031 ( Bureau of Labor Statistics)

What are the admission requirements?

Applicants must have a master’s degree or higher from an accredited college or university with a 3.0 to 4.0 GPA (unweighted) for courses in their qualifying degree.

What courses will I be taking for this degree?

Students in Logan’s Ed.D program learn education theory, curriculum development, course design using quality metrics, learner assessment, academic leadership, education technology, statistics, and education research. Courses for our graduate program equip those in health professions with the necessary tools to become health professions educators in the future.

Why should I choose Logan’s program?

With Logan University, you can earn this in-demand degree from virtually anywhere. Master advanced teaching skills, technology, and curriculum development, and learn to apply your expertise to educating future practitioners. Our program is offered 100% online, and you can even complete your Applied Research Project and Practicum online or at your home institution.

What are the requirements for the Practicum courses?

The Practicum courses in the Ed.D. program are comprised of 2 courses where students will design or re-design a course or training module. The goals of the Practicum are to provide students with the practical opportunities to implement the ideas of curriculum development and course design. No external sites are needed as these courses are completed through the Learning Management System at Logan University or the student’s home institution.

What is the ARP?

The Applied Research Project, or ARP, is the final research project students will complete in the Ed.D. program. Students will perform their own educational research and may select either a quantitative, qualitative, or mixed methods approach to their research design. The ARP allows students to focus on specific research problems within their respective disciplines and utilize these findings to implement practical solutions.

Doctor of Education in

Health professions education at logan, program highlights, learn on your schedule.

Course requirements prepare students for future endeavors in healthcare with a high-quality health professions education. Our 100% online health professions education program lets students learn from virtually anywhere. Choose a full or part-time course load and continue working while you complete your degree. With three, 15-week trimesters each year, you can begin your program on a schedule that works for you.

Your Experience Matters

Continue working in the field you know and love while preparing future practitioners to succeed. Our Ed.D. program lets you put your health care knowledge and experience to work in new ways.

Closing the Skill Gap

You have the clinical or administrative experience in healthcare. Now, gain the academic foundation and practical skills to share your knowledge as an educational leader in a college, university, online or health care setting.

Doctor of Education in Health Professions Education Program Learning Outcomes

Master advanced teaching skills, technology and curriculum development and learn to apply your expertise to educating future practitioners.

View Outcomes

1. Use communication skills that result in effective information exchange;

2. Apply core health professions education competencies to practice/teaching;

3. Use credible information from a multitude of sources to make informed decisions in an area of teaching;

4. Perform the educator’s role in ways that demonstrate professional integrity;

5. Apply best practices in education to the development of quality learning experiences for adults; and

6. Advance education practice through scholarly research.

LOGAN MENTORS

Speak to Dr. Rauscher

Have questions about our Doctor of Education in Health Professions Education program? Take your questions directly to the source. Reach out to Dr. Laura A. Rauscher to learn how to start your journey today!

Additional Resources

Admission requirements, academic degree plan.

View trimester by trimester the courses you’ll take throughout your doctoral program.

• 2023-2024 Academic Degree Plan

Academic Schedules

Course number, title, time, instructors and more—find everything you need to enroll in classes for upcoming trimesters.

Tuition & Fees

Our Ed.D. is completely online, saving you time and travel costs. For current tuition, fees and estimated expenses, click below.

Course Descriptions

Learn education theory, curriculum development, course design using quality metrics, learner assessment, academic leadership, education technology, statistics and education research.

• 2023-2024 Ed.D. Course Descriptions

Angelita Howard, EdD, MBA-PM

Chenee Gilbert, Ed.D., Ed.S.

Jan Edwards-Webster, EdD, MEd

Adjunct Professor

• Undergraduate

Jeffrey Harding, Ph.D.

Adjunct Faculty

Julie Lasley, PhD., R.T. (R) (T)

Kristi Husk, PsyD, CBIS

Laila Thompson, MEd, PhD

• College of Health Sciences

Laura A. Rauscher, PhD, LPC, NCC, ACS, CTMH, CCATP

Program Director, Doctor of Education in Health Professions Education (Ed.D.); Program Director, General Education Courses

• Center for Teaching and Learning

Melinda Boyd, DCN, MPH, MHR, RD

Michael Furtado, PT, DPT, EdD.

Adjunct Faculty (Part-Time)

Sarah Carter, PhD

Assistant Professor for the DHPE/Ed.D. Program

Wesley Benton, DC, MA, MSEd

William Sobotor, PhD

Adjunct Instructor

Stories and Features: Doctor of Education (Ed.D.) in Health Professions Education

How to Become a Doctor of Health Professions Education

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By William J. Sobotor, PhD, RT “If only a program like this was available when I first started teaching!” That succinctly sums up my...

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James Haliburton, MD, a psychiatrist and faculty member at John Peter Smith Hospital in Fort Worth, Texas and a student in Logan’s Doctor...

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Health Professions Education (PhD)

Widener’s health professions education doctorate program puts you on the inside track to greater leadership through education, research, and innovation.

• Graduate Degree Programs

At a Glance

Hybrid (Online & On Campus)

• College of Health & Human Services
• Chester, PA

On This Page

Explore the health professions education program.

Widener's PhD program in health professions education empowers you to become an agent of change in an academic setting. Designed for students who already possess a master’s degree or clinical doctorate in a health professions-related field, the program focuses on three tenets:

• Community-engaged practice with a social justice lens
• Leadership development at the community, classroom, and administrative levels
• Interprofessional education, practice, and research 

Offered in a hybrid (online and in-person) format, the doctorate in health professions combines both a teaching and research core, giving you the unique flexibility to be equally prepared for faculty positions in graduate health education programs and research positions within your realm of clinical expertise. You'll engage in authentic application of educational and research theory, supported by faculty who bring active clinical and academic research experience to the classroom. And through our on-campus, interprofessional pro bono clinics, you'll gain perspective on using evidence-based practice to impact the local community.

Today, health professions programs commonly require a doctoral degree beyond a clinical doctorate for tenure-track faculty. Given the expansion of health professions programs, the number of faculty retiring, and the shortage of doctorally-prepared educators, you'll graduate well-positioned to prepare the next generation of health professionals and emerge as a scholarly leader within your field.

Health Professions Education (PhD) Program Information

The PhD program in health professions education combines a teaching and research core.

• As part of the teaching practicum, you'll design and deliver components of a health professions education course with the guidance of an experienced faculty member. You'll engage in PhD boot camps that will foster an understanding of the key elements of serving as a faculty member, as well as practical matters such as syllabus and course design.
• The research core culminates in a doctoral dissertation with the goal of launching a sustainable research agenda. You'll learn about research ethics, research design, and qualitative and quantitative analysis. You'll apply this knowledge directly to the development, execution, and defense of the dissertation. And you'll receive mentorship on the dissemination process to successfully engage in peer-reviewed presentation and publication of your research. 

Loading... in the academic catalog.

Outlook & Outcomes for Health Professions Educators

Avg. salary.

per year (2022) 

Industry Growth

Employment in health care occupations is projected to grow through 2032, much faster than the average for all occupations.

Source: Bureau of Labor Statistics

Potential Careers

• Tenure-track or non-tenure track faculty in a health professions program
• Health professions education leader or coordinator for a health system
• Health education researcher for a health system or government entity
• Health education curriculum and assessment consultant

Why Study Health Professions Education at Widener?

Engage in Interprofessional Learning

Learn from faculty mentors who use their clinical and academic experience to fuel your journey. Engage with classmates who bring backgrounds in a wide range of health professions into class discussions and out-of-class conversations. Work collaboratively with professionals from neighboring fields as you focus on issues in health education, health care, and social justice. You'll graduate with an interprofessional perspective that sets you apart from your peers. 

Benefit from a Flexible Career Path

Our PhD program will prepare you for two powerful roles: a faculty position in a graduate health education program and an educational researcher role within your discipline. No matter which path you choose, you'll graduate ready to impact health care and health professions education.

Strengthen Your Leadership Skills

Develop into a leader within your respective health profession. The initial peer-reviewed presentations and publications that arise from your dissertation will serve as the starting point for lifelong scholarship. And the knowledge and experience you gain will prepare you to educate the next generation of health care professionals. 

Admissions & Aid

Our admissions and financial aid teams are here to support you every step of the way. Have a question?  Ask away!

Admissions Information

• Master's degree or clinical doctorate in a related field
• Official transcripts from all undergraduate and graduate programs
• Written statement outlining your background, professional goals, prior clinical and/or academic teaching experience, and research interests
• One letter of recommendation from someone who can speak to your clinical and academic background and experience
• Complete the  application form

Note: There is no test requirement for admission into this program. 

Widener transfer applicants follow the same application process as general applicants. After you apply, our admissions team will work with you to determine whether completed undergraduate and graduate coursework will count towards foundation/core courses that can be waived or substituted.

Widener University serves as a "second home" for students from around the world. We are located just outside of Philadelphia and close to New York City and Washington, D.C.—offering many unique professional and personal opportunities to explore.

Want to know what it's like to be an international student on campus or need assistance navigating English proficiency requirements? We're here to help, and our international admissions director will support you through the application process. This support doesn't end with admissions—our International Student Support team will serve as a valuable resource throughout your Widener journey—meeting Visa/immigration requirements, getting acclimated to campus, and much more.

How to Apply as a Graduate International Student

• Complete your online application
• Submit your official transcripts from all college/university post-secondary institutions. A course-by-course credential evaluation completed by a NACES certified organization will be accepted if the transcript is not in the English language.
• Fulfill the English Proficiency requirements
• If you require an F-1 visa, you must provide written proof you have adequate funding available to meet the expenses incurred while studying in the United States

Learn more about applying as an international student

Financial Aid

Because Widener is a private institution, we're able to offer financial assistance that brings our education within reach for individuals who might otherwise not be able to afford it.

You might be surprised how much we are able to offer.

Getting started is easy. Simply apply to Widener and submit your FAFSA to be automatically considered for scholarships and grants. "FAFSA" stands for the Free Application for Federal Student Aid and helps identify whether you are eligible for aid awarded by Widener, the government, and other sources. Our school code is 003313.

In order to receive a financial aid offer, students must meet certain  eligibility requirements . Here are the general eligibility requirements for most financial aid programs:

• Must demonstrate financial need
• Be a U.S. citizen or eligible noncitizen
• Be enrolled or admitted for enrollment as a regular student in an eligible degree or certificate program

Learn more about applying for financial aid as a graduate student

Paths to Savings

85% of full-time grad students receive aid.

Simply  apply to Widener  and complete the financial aid process to be automatically considered for scholarships and grants. Because Widener is a private institution, we are able to offer financial assistance that brings our education within reach for individuals who might otherwise not be able to afford it. You might be surprised at how much we are able to offer in assistance.

Applying For Financial Aid as a Graduate Student

In order to receive your part of the financial aid pie, all you have to do is submit your FAFSA. "FAFSA" stands for the Free Application for Federal Student Aid and helps identify whether you are eligible for aid awarded by Widener, the government, and other sources.

COMPLETE YOUR FAFSA 

Graduate Assistantships

Widener offers a limited number of graduate assistantships to enrolled students. GAs receive tuition assistance for their work. Once you're a student, contact your program director for more information.

Employer Discounts & Tuition Reimbursement

Widener University also partners with many local organizations and corporations to offer discounted tuition and other incentives to their employees. Don't see your company on the list? Ask them to become a partner. In addition, employers often offer educational reimbursement benefits. We encourage you to explore these opportunities and will be glad to provide any necessary documentation.

Explore Our Employer Partnerships

Widener Scholarships

A limited number of university-based scholarships are made available to enrolled graduate students made possible directly from our academic department or thanks to the generosity of university donors. No extra steps are needed to be taken prior to admission. Once enrolled, contact your program director to learn more.

20% Discount for Widener Alumni

If you graduated with a degree from Widener, you may qualify for a 20% tuition discount . The first step to see what you qualify for is to submit your application. Widener offers students many paths to savings, and while we don't offer "double discounts", we'll make sure you'll get the biggest financial benefit you're eligible for . Only students who have completed an associate's, bachelor's, master's, or doctoral degree are eligible. Students who have pursued a 4+1, 4+2, or 3+3 pathway, graduate assistantship, Widener-funded scholarship, or other tuition discount may not be eligible if the financial discount granted surpasses 20%.

Learn more about qualifying for an alumni discount

Program Cost

Tuition rates are subject to change. Official costs for your first year will be determined at time of enrollment.

• More About Tuition & Financial Aid

Take the Next Steps

To visit Widener is, often, to fall in love with the place. To fit your timeline and schedule, we offer a variety of ways to get to know us.​

View Admissions Events

We offer a variety of virtual events to get to know Widener and meet with faculty and admissions staff.

Request Information

Have a question about Widener? Drop us a line and an admissions counselor will be in touch. We're always happy to help!​

Visit our online application system to complete your app and share supplemental materials. There is a $35 application fee to apply to Widener.

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Graduate admissions office.

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Kat LeConey

Hyatt Hall, Office #320

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Kerstin M. Palombaro

Cottee Hall Room 115

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Health Professions Education, Certificate, Master's, Doctoral/PhD

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

The Health Professions Education graduate programs provides the next generation of health professions faculty advanced training in education. Each 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. The primary discipline will serve as one lens through which educational theory and phenomena can be examined. We offer the following programs: - Health Professions Education Teaching Certificate - Health Professions Education Leadership Certificate - Health Professions Education Master's - Health Professions Education PhD

Details, Dates & Deadlines

Program details, class format, program location.

Online 

Program Length

9-60 months

Credits to Complete

Cost/credit hour.

In State $750-764 Out of State $993-996

• Online application
• $75 application fee
• Official transcripts
• 300–500 word essay
• Proof of English language proficiency
• CV or resume
• Bachelor’s degree or higher in the health professions or a related field
• 3 letters of recommendation (MS, PhD)
• 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) 

Dates & Deadlines

Certificate Fall Deadline:  July 1

MS Fall Deadline: July 1

PhD Fall Deadline: February 1

Health Professions Education Leadership Certificate

Gain a better understanding of how people learn, selections of instruction and assessment within curricula, the development of curriculum and other leadership theories needed to advance the field of health professions education. 

Delivered entirely online, our curriculum provides learners a deeper knowledge and understanding of the historical and current foundations of learning, curriculum theory, as well as practical application of leadership approaches in higher education.

As a student of the Health Professions Education Leadership graduate certificate, you will examine current pedagogical and leadership theories and challenges faced by health professions programs, curricula, and institutions. Graduates will walk away with the knowledge and skills needed to lead educational programs, institutions, agencies, and organizations in the health and medical professions.

Health Professions Education Teaching Certificate

Gain evidence-based knowledge, skills, and approaches required to teach the next generation of health professions learners with the Health Professions Education Teaching graduate certificate.

Delivered entirely online, our curriculum provides learners a deeper knowledge and understanding of the historical and current foundations of learning, instructional strategies in the health professions and related assessment methods. 

As a student of the Health Professions Education Teaching graduate certificate, you will examine current pedagogical theories and challenges faced by health professions programs, curricula, and institutions.

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.

Health Professions Education Master's

The MS in Health Professions Education is a 32-credit degree credential with 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.

Coursework is delivered fully online and designed for full-time working clinical professionals in healthcare, public health fields, and social work, as well as others who are integral to the healthcare education mission. 

Health Professions Education PhD

The PhD in Health Professions Education 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. 

The instruction will occur predominantly online utilizing distance learning technologies in addition to a mandatory on-site residency to be taken in tandem with the beginning of the program and conclusion. The mandatory In person (residency) will require students to attend four consecutive days of face-to-face lectures, training, discussions, and presentations at UMB’s campus in Baltimore, MD.

Admission Guidelines

Admission requirements for the PhD 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 master’s degree or higher in the health professions or related field
• Statement of proposed research topics and how the degree will support your career plans and trajectory (no longer than 2 pages)
• 3 letters of recommendation
• Current CV/Resume
• Practice-based experience, working a minimum of 2 years in one’s clinical field or profession
• 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.

Partial Fulfillment Credit

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. 

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 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]

Hear from a few of our students

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Academic Catalog

2023-2024 graduate & professional catalog.

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Admission Requirements

In addition to the Graduate College minimum requirements, applicants must meet the following program requirements:

• Required: Baccalaureate degree

Advanced standing credit determinations will be considered for applicants with master’s  degrees in health professions education; master’s degrees in education, social science, or related fields; and advanced professional degrees in a health professions discipline. See the Graduate College website for details.

Transfer of graduate credits from other institutions will be handled on a case-by-case and  course-by-course basis, pursuant to the transfer process described on the Graduate College website .

• Grade Point Average  Above 3.00/4.00 or 3.75/5.00.
• Tests Required  The GRE is not required for this program; however, applicants may submit their scores if they wish.
• TOEFL  80, with subscores of Reading 19, Listening 17, Speaking 20, and Writing 21 (iBT Test); 60, with subscores of Reading 19, Listening 17, Writing 21 (revised Paper-Delivered Test),  OR,
• IELTS  6.5, with subscores of 6.0 for all four categories,  OR ,
• PTE-Academic  54, with subscores of Reading 51, Listening 47, Speaking 53, and Writing 56
• Transcripts Registrar-issued transcripts from each college and professional school attended are required.
• Letters of Recommendation  Three required. Recommendation letters should address the applicant's academic qualifications, research ability/experience, and ability to carry out advanced degree studies (including institutional/financial support, if available).
• Past experience in HPE and/or education ( including previous experience with HPE research, including  mentored research projects)
• Future projects or interests
• Faculty members the applicant wants to work with
• Fit with program and why the applicant is pursuing the PhD in HPE
• Applicant characteristics or experience likely to contribute to applicant success in the PhD program, including experience with online/virtual learning, prior graduate programs, institutional support, local mentorship, etc.

Personal Statement (part-time applicants) If applicants are planning to pursue the degree in connection with their employment (part-time), they must also include a statement of how the doctoral program of study will fit in with their professional schedules and commitments.

Curriculum Vitae (CV) Required, highlighting research, teaching, and service experience, particularly in HPE.

Degree Requirements

• Minimum Semester Hours Required At least 96 hours from the baccalaureate or at least 64 hours from the master's degree.
• Course Work ​

UIC MHPE Graduates

Students may select an equivalent course with the approval of the Director of Graduate Studies and faculty advisor.

Specific course work to fulfill these requirements should be chosen in consultation with, and approved by, the Director of Graduate Studies and faculty advisor.

Graduates with Relevant Master's (Non-UIC MPHE) and Health Professionals with Advanced Degrees without Prior Master's

Graduates with bachelor's degree only, other requirements.

Examinations

Departmental Qualifying Examination:  Required; written. Comprehensive exam assessing knowledge of foundational HPE content.

Preliminary Examination : Required; oral.

Dissertation  Required; manuscript or multi-article format.  MHPE 599 for a minimum of 14 semester hours 

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Health Professions Education Research (HPER)

Providing exciting possibilities for innovative discoveries, creativity, contributions, and solutions to educational problems in the health professions.

HPER is designed to promote understanding of education science across disciplines.

The program is deeply rooted in theory and methodological depth, awareness of the various research paradigms and epistemological opportunities, and attention to issues of diversity, inclusion, and reconciliation.

The concentration is a unique offering by IHPME at the Dalla Lana School of Public Health in collaboration with the global leader in health professions education, the Wilson Centre, Temerty Faculty of Medicine, University of Toronto, at UHN.

PhD – Doctor of Philosophy

HPER Application Deadline: November 15, 2023

Explore PhD Degree

Program highlights.

Lead Impactful Research

Develop research leadership skills in healthcare education and practice with expertise in interdisciplinary health professions research.

Join a world-renowned research community

Connect with a collaborative and highly diverse research community that provides connection, challenge, support, and inspiration.

Collaborate with others

Engage in collaborative projects to build knowledge and expand the impact of health professions education research.

HPER Careers

HPER fosters a community of advanced practitioners who have acquired exceptional knowledge and skills in research design and analysis in the field of health professions education research.

Graduates of this program lead relevant, innovative, and multidisciplinary research to advance and transform education and practice.

People from HPER

Accepting students Find by research interest or program

Graduate Students

Get the latest student theses

Administrative Staff

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Latest Alumni Stories

Naomi Steenhof

Naomi Steenhof shares insights as the first PhD graduate of the HPER program.

Latest HPER News

IHPME Team Leads Work on World Bank Report

May 30, 2023

Faculty / Research / Students

Research and Impact Day 2023: Event Recap

May 19, 2023

Research and Impact Day 2023

March 22, 2023

Education / Faculty / Research / Students

IHPME Students Named 2022 Vanier Scholars

December 19, 2022

Doctoral students awarded funding from the Social Sciences and Humanities Research Council

January 13, 2022

Research / Students

Inspired to give: Kimel-Schatzky scholarships invest in tomorrow’s health system leaders

September 7, 2021

Connect with HPER

Hper program director.

Maria Mylopoulos Phone Number: 416-340-3646 Email Address: maria.mylopoulos@​utoronto.ca

HPER Graduate Assistant/ Program Assistant

Cheryl Ku Phone Number: 416-340-4219 Email Address: ihpme.hper@​utoronto.ca

Coordinates HPER, including courses, admissions, defenses, graduation, and student records

Programs and courses

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Doctorate in Philosophy Education (Health Professions Education)

With approximately 1,600 students and 150 full-time and part-time professors, the Faculty of Education at the University of Ottawa stands out as an enriching environment in which professors, students and community partners contribute to our innovative graduate programs.

Regardless of whether you are looking to become an  expert educator, a school/board administrator, a research leader or a program evaluator , our professors will give you the means to have a positive impact on the community and graduate qualifications to advance and enrich your careers.

To acquire the tools for your professional success, among its unique programs, the faculty offers you:

• The Master of Education (M.Ed.) with course-based option;
• The Master of Education (M.Ed.) with research paper option;
• The Master of Education (M.Ed.)  fully   online ;
• The Master of Arts in Education (M.A.);
• The Doctor of Philosophy in Education (Ph.D.).

The faculty’s location in the heart of Ottawa offers you an exceptional range of programs in  both official languages , which enables you to fully enjoy all the benefits of Canada's capital.

The programs are offered in English and French and are governed by the  academic regulations  in effect for graduate studies.

Doctoral Program

The program participates in the collaborative program in Canadian Studies at the PhD level. 

The PhD program is offered in the following five concentrations:

• Educational counselling (suspended until further notice)
• Health professions education
• Leadership, evaluation, curriculum and policy studies
• Societies, cultures and languages
• Studies in teaching and learning

For the most accurate and up to date information on application deadlines, language tests and other admission requirements, please visit the  specific requirements  webpage.

To be admitted to the Ph.D. program, candidates must fulfill the following requirements:

• A minimum average of B+ (75%), or equivalent, calculated in accordance with graduate studies guidelines.
• A master's degree with thesis, or equivalent. Students who have not completed a thesis must provide evidence of their ability to do research at the doctoral level by providing a sample of written work such as a memoir, research report, scholarly publication, or qualifying research paper. (If the applicant does not have any of these documents, he or she may be invited to complete an interim report, as described in the Interim Report Guide.)
• Courses recognized by the Admissions Committee as courses in education (or in health education, or in health if applying for the concentration in Health Professions Education).
• The ability to understand and fluently speak the language of instruction.

Applications for admission will be considered only if all supporting documentation has been received.

Admission to the program depends on the availability of a thesis supervisor whose research interests are compatible with the student's area of interest.

NOTE: Admission to the concentration in Educational Counselling requires a master's degree in Counselling with thesis or the equivalent of the internship component. Applicants must also have completed graduate-level courses in theories of counselling, theories of career development, and micro-counselling.

Application Procedure and Documents Required

Before submitting your application, make sure you read and understand the admission process described on the  Faculty of Education  webpage.

Given the individualized nature of the PhD program, each student's program is determined by an interim adviser (appointed by the program director), in consultation with the student. Because the Faculty believes that the student's coursework and research should be integrated into the overall program, determining which courses the student should take depends to some extent on his or her research topic. For this reason, students are strongly encouraged to begin exploratory work and make tentative decisions regarding their research topic early on in the program so that course work and research can be interrelated.

Doctoral students typically take a minimum of six courses (18 units). However, with the approval of the Admissions Committee and their thesis supervisor, students who have completed a master's degree in Education (MA/MEd) and have been admitted to the PhD program may reduce their course load to five courses (15 units).

Doctorate with Concentration

Taking into account the student's previous studies, the Faculty reserves the right to add to the program of studies any course(s) deemed necessary. The additional requirements are normally specified at the beginning of the program.

The individual program of study is prepared by the thesis director and approved by the program director.

Students in the concentration in Health Professions Education must complete the following requirements:

One course in research methodology (chosen from among the following) may also be taken in place of one of the concentration courses:  EDU 7395 ,  EDU 7396 ,  EDU 7397 ,  EDU 8190 .

The thesis proposal must be approved by a committee of professors. Following approval of the thesis proposal, a seminar must be presented.

  Registration of Thesis Topic

Students must register their thesis topic by the end of the third term of studies.

Thesis Supervision and Thesis Submission

The program director ensures that all procedures for thesis supervision and submission in effect for graduate studies and for the Program Council of the Faculty are followed.

At the time of admission, the Faculty of Education designates a thesis adviser in consultation with the professor concerned.

Comprehensive Examination

The overall purpose of the comprehensive exam ( EDU 9998 ) is to assess the candidate's mastery of his or her field of study. More specifically, the purpose is to examine the candidate's integrative breadth and depth of knowledge within the context of his or her domains of study and professional/scientific perspective. 

The examination is conducted according to a format approved by the program council. It comprises the preparation, submission, evaluation and oral defence of a written text (the Comprehensive Document).

Research Fields & Facilities

Located in the heart of Canada's capital and recognized as a national and international leader in research in Education and Counseling Psychology, the Faculty of Education has a number of facilities available for  research  :

• 6  Research Chairs  with researchers working on diverse and exciting projects, such as school democratization, anxiety treatment, children's mental health, or the development of digital literacy among students;
• 5  Research Laboratories  devoted to multiple projects, such as virtual learning, research in psychotherapy or learning mathematics, to name a few;
• 7  Education Research Units , addressing major educational issues that have regional, national or international implications.

Research at the Faculty of Education

Founded in 1967, the Faculty of Education at the University of Ottawa is the official Vendor of Record for the Ministry of Education of Ontario and for the Conseil des écoles publiques de l’Est de l’Ontario (CEPEO). Moreover, our faculty receives one of the highest levels of research funding of all faculties of education in Canada.

For over 30 years, graduate students have organized the Jean-Paul Dionne Symposium – an event that highlights and promotes the research of our students and professors.

The Faculty of Education also publishes annually two issues of our open access online journal, the Education Review, and organizes two conferences annually as part of our Excellence in Education Series.

Our  professors  are engaged in innovative research projects and teaching and evaluation approaches at the cutting edge of their fields.

For more information, refer to the list of faculty members and their research fields on Uniweb . 

IMPORTANT: Candidates and students looking for professors to supervise their thesis or research project can also consult the website of the faculty or department of their program of choice. Uniweb does not list all professors authorized to supervise research projects at the University of Ottawa.

Students who started their program in September 2014 or will start in January 2015 must consult the program description available in the Archive section.

EDU 5101 Perspectives in Education (3 units)

Overview of key concepts, actors, practices and forms of organization in education; examination of diverse contexts and forms of education and their place and function in society; critical discussion of historical and contemporary debates in education. (This course is reserved for students in the M.Ed. extended program).

Course Component: Lecture

EDU 5105 Inter-Professional Education in the Health Professions (3 units)

Examination of educational research, theory and practice related to the professional interdependence of work in the health concentration; study of the impact of interdisciplinary professional principles on teaching and learning strategies, curricular design, and evaluation strategies.

EDU 5113 Inclusive and Special Education (3 units)

Critical examination of current issues and research in inclusive and special education.

EDU 5123 Current Issues in Science Education (3 units)

Overview of theoretical and empirical perspectives on current issues in K-12 science education and their implications for science literacy.

EDU 5125 Social and Emotional Learning. (3 units)

Examination of the development and impact of social and emotional learning, including examination of best practices, research to practice gaps, and the application of social and emotional competencies in social, educational, and professional contexts.

EDU 5127 Mentoring and Coaching in Professional Contexts (3 units)

Exploration of mentoring and coaching through the lens of professional learning and leadership with focus on students’ professional contexts.

EDU 5129 Integrating Patients' Voices into Health Professions Education (3 units)

Study of theory on and current evidence for the active involvement of patients in health professions education (HPE), including strategies for actively involving patients in HPE.

EDU 5146 Social and Political Issues in Second Language Education (3 units)

Examination of social and political aspects of second/additional language education. Study of their influences on the processes of learning and teaching a second/additional language in educational context.

EDU 5148 Technologies, Languages, and Education (3 units)

Study of the links between languages, technology and education. Analysis of the influence of social, political, cultural, material and technological elements on the use of digital technologies in language teaching and experiment with the necessary competences to use digital technologies in teaching languages.

EDU 5160 Mathematical Thinking Across the Mathematics Curriculum (3 units)

Examination of the development of mathematical thinking with respect to a variety of concepts that appear in school mathematics curricula.

EDU 5188 Integration of Technology in Education (3 units)

Examination of the implications on teaching practice and learning outcomes in the integration of technology studies across the curriculum.

EDU 5190 Introduction to Research in Education (3 units)

Introduces students to understanding and applying research in education: researching a topic, critical reading, overview of various types of applied research.

EDU 5199 Synthesis Seminar (3 units)

Integration of theoretical knowledge to contribute to educational practice.

EDU 5202 Teaching Strategies for Health Professions Education (3 units)

Exploration of the concepts, strategies, and methods of instruction for the education of health professionals; examination of how instruction supports health professionals' learning.

Reserved for students enrolled in the Graduate Diploma or Masters of Education in Health Professions Education.

EDU 5206 Program Planning in Adult Education (3 units)

Exploration of the fundamental concepts necessary to understand program development in adult education; review of conceptual frameworks for planning, recruitment, evaluation and research on program implementation and program building, procedures for making programs more meaningful to adult learners.

EDU 5210 Philosophies of Education (3 units)

Inquiry into selected philosophical perspectives and their effects on contemporary educational thought and practice.

EDU 5221 Historical Narratives and Education (3 units)

Critical examination of educational issues in historical perspective: exploration of the roles of race, class, ethnicity, religion and gender in education; historical narratives and their implications.

EDU 5222 Ethnographies in Education (3 units)

Ethnographic perspectives on schools and school cultures, and on the relations between education and broader social-cultural forces.

EDU 5230 Leadership in Educational Organizations (3 units)

Examination of selected approaches to leadership theory, training, and practice pertinent to the challenges of administration in contemporary educational organizations.

EDU 5232 Human Relations in Educational Administration (3 units)

Examination of the working functions of administration in relation to people within and otherwise associated with educational organizations; study of motivation and decision-making within static and dynamic situations and of conflict within organizations.

Prerequisite EDU 5263 is strongly recommended.

EDU 5242 Trends in Second Language Teaching (3 units)

Historical overview and critical analysis of methodological trends in second/additional language teaching and learning.

EDU 5244 Bilingual, Multilingual and Minority Contexts of Language Education (3 units)

Examination of conceptualizations of bilingual and multilingual education in diverse contexts with an emphasis on Canada; analysis of issues related to the educational success of immigrants and members of minority groups and their integration into schools and society.

EDU 5253 Theories of Learning Applied to Teaching (3 units)

Critical survey of theories of learning in historical and contemporary perspectives and their pedagogical implications for classroom practices.

EDU 5258 Inclusive Practices for Students with Diverse Learning Needs (3 units)

Critical inquiry of research on inclusive practices for students with diverse learning needs.

EDU 5260 Introduction to Curriculum Studies (3 units)

Overview of recurring curriculum issues in historical and contemporary perspectives; introduction to the practices of curriculum theorizing; investigation of the effects of shifting research trends within the field of curriculum studies; analysis and synthesis of implications for Indigenous and non-Indigenous equity-seeking communities.

Prerequisite EDU 6110 is strongly recommended.

EDU 5261 Curriculum Design for Health Professions Education (3 units)

Examination of theory for current practices related to curriculum design for the education of health professionals.

EDU 5262 Curriculum, Culture and Technologies (3 units)

Exploration of the theoretical and practical issues of curriculum and program design in relation to culture and technology; examination of the relationships between curriculum, information culture, and E-learning; investigation of the impact of cyber curriculum on cultural identities of teachers and learners.

EDU 5263 Introduction to Educational Administration (3 units)

Survey of the theories, research, and practices that have shaped the field of educational administration as both an applied profession and as an area of scholarly inquiry; implications for people, educational structures, and institutional purposes.

EDU 5265 Internationalization of Curriculum Studies (3 units)

Investigation of contemporary issues in curriculum studies within an international context: analysis of curriculum reform initiatives in other countries; examination of current trends in international and transnational curriculum movements; exploration of alternative curricular arrangements within global, national, and local contexts.

Prerequisites EDU 6110 or EDU 5260 are strongly recommended.

EDU 5267 Leadership for Social Justice and Equity (3 units)

Critical examination of how power is exercised by leaders and how patterns of inequity emerge within educational institutions, including how decision-making impacts issues of race, gender, sexuality, ability, and social class.

Prerequisite EDU 5230 is strongly recommended.

EDU 5269 Equity, Global Research and Policy (3 units)

Critical examination of equity-focused policy debates in international education. Learning to use research to inform policy development and implementation with a focus on low- and middle-income countries.

EDU 5270 Professional Ethics in Counselling Psychology (3 units)

Examination of professional ethical standards and codes of conduct for counsellors and psychotherapists; legal and legislative context of counselling and psychotherapy; application of ethical decision making; ethical dimensions of professional relationships.

EDU 5271 Counselling and Psychotherapy: Theories and Practices I (3 units)

Critical examination of major personality and counselling theories.

EDU 5274 Tests and Measurement in Counselling Psychology (3 units)

Examination of common tests and inventories used in counselling and psychotherapy; selection, administration, scoring and interpretation of tests in counselling and psychotherapy settings.

Reserved for students enrolled in the concentration Counselling Psychology.

EDU 5286 Technology and Health Professions Education (3 units)

Study of the impact of computer technology on communication and instructional techniques for health professions education; exploration of distance education, on-line learning, and low and high fidelity simulation.

EDU 5287 Emerging Technologies and Learning (3 units)

Research, theory and practice concerning the use of emerging technologies to facilitate learning; the impact of new media on teaching and learning strategies, on curriculum change, on learner attitudes and motivation, and on higher order learning.

EDU 5298 Assessment Strategies for Health Professions Education (3 units)

Exploration of strategies used to assess clinical competencies of health professionals at both the undergraduate and postgraduate levels.

EDU 5299 Program Evaluation: Methods and Practice (3 units)

Exploration of principles of effective program evaluation methods; planning; instrument development; data collection, processing and analysis; reporting and follow-up; survey of diverse models of evaluation.

EDU 5301 Principles of Educational Planning for the Health Professions - Part I (3 units)

Exploration of practical approaches to planning, implementing, and evaluating programs in health professions education, examination of learning needs, learning objectives, learning methods and program evaluation.

EDU 5302 Principles of Educational Planning for the Health Professions - Part II (3 units)

Exploration of concepts related to curricular reform, implementation of changes in education, selection of approaches to enable learning, and development of valid methods for evaluation of learning and programs of studies in the health professions.

Prerequisite: EDU 5301

EDU 5357 Current Issues in Mathematics Education (3 units)

Examination of current issues associated with mathematics education, such as educational equity, inquiry-based learning, classroom diversity, and the role of technology.

EDU 5358 Teaching and Learning in the Arts (3 units)

Examination of the theoretical foundations of arts-based instruction and arts integration; investigation of the current methods of teaching, learning and evaluation in, about, with and through the arts in a variety of program areas.

EDU 5381 Creativity in Educational Settings (3 units)

Analysis of theories of creativity in educational settings and their applications to education.

EDU 5384 Integrated Approaches to Language Curriculum (3 units)

Theories and principles underlying the integrated approach to the teaching, learning and assessment of language and literacy (oral and written communication and media literacy); applications of language and literacy practices in specific contexts.

EDU 5385 Critical Perspectives on Children's Literature and Learning (3 units)

Critical investigation of children's literature as a factor in social learning.

EDU 5386 Seminar on Literacy (3 units)

Theoretical perspectives in various areas of the field of literacy.

EDU 5391 Interaction of Research and Practice (3 units)

Examination of the strengths, challenges, limitations and possibilities for enhancing research-based practice and practitioner-relevant research using quantitative and/or qualitative research.

EDU 5399 Development of Assessment Instruments (3 units)

Study of the modalities of assessment of knowledge, skills, attitudes and performance; strategies for developing instruments to assess students learning; examination of instrument quality.

EDU 5461 Managing Change in Educational Organizations (3 units)

Critical examination of current literature on managing change in educational organizations; theories of change, restructuring, organizational reform and improvement.

EDU 5263 is strongly recommended.

EDU 5463 Cultural Studies and Education: Theory and Praxis (3 units)

Introduction to the interdisciplinary study of contemporary popular culture including theories of representation, texts, social identities, and their implications for school practices.

EDU 5465 Globalization and Comparative Education (3 units)

Examination of the interaction between globalization and education; theories of mass education in developing and industrialized countries; comparative perspectives on issues of educational innovation and reform.

EDU 5466 Racism and Antiracism in Education (3 units)

Theories of "race", racism and antiracism in education; exploration of the challenges of anti-racist education and change.

EDU 5471 Skill Development in Counselling and Psychotherapy (3 units)

Examination of counselling and psychotherapy models, methods and skills; focus on developing personal resources in verbal and non-verbal communication within counselling and psychotherapy models.

EDU 5473 Theories of Career Development (3 units)

Analysis of career development theories with emphasis on issues in career decision making and transition.

EDU 5499 Current Methods of Student Assessment (3 units)

Essential principles, concepts, skills relative to the selection, construction, critique and use of current student assessment methods; emphasis on classroom practices and large-scale assessments.

EDU 5501 Perspectives en éducation (3 crédits)

Vue d'ensemble du domaine de l'éducation : concepts clés, pratiques professionnelles, différents acteurs et organisations en éducation; examen des divers contextes éducationnels et leur place dans la société; discussions critiques des grands débats historiques et contemporains en éducation. (Ce cours est réservé aux étudiants inscrits au programme prolongé de la M.Éd).

Volet : Cours magistral

EDU 5504 Séminaire d'intégration en évaluation de programmes (3 crédits)

Intégration des théories, de la recherche et de la pratique en rapport avec l'évaluation de programmes. Production d'un rapport de recherche sur un thème lié à la théorie et/ou la pratique en évaluation de programmes.

Préalables : EDU 5699 ou PSY 7503 ou CRM 6759 ; EDU 6699 ; PSY 7502 . Les cours PSY 5104 et EDU 5504 ne peuvent être commbinés pour l'obtention de crédits.

EDU 5505 Formation interprofessionnelle dans le domaine de la santé (3 crédits)

Étude des théories et pratiques reliées à l'interdépendance professionnelle du travail et de l'éducation dans le domaine de la santé. Étude de l'impact des principes interdisciplinaires et interprofessionnels sur les stratégies d'enseignement, d'apprentissage et d'évaluation ainsi que sur l'élaboration des programmes d études.

EDU 5513 Langues, minorités et inclusion (3 crédits)

Études des fondements sociolinguistiques et sociodidactiques de l’éducation et de l’inclusion en milieux linguistiques minoritaires. Comparaison entre les francophonies canadiennes et autres contextes linguistiques minoritaires dans le monde. Analyse d’enjeux liés à l’oralité, l’insécurité linguistique et la variation linguistique dans ces contextes et d’approches pédagogiques, évaluatives et communicationnelles.

EDU 5514 Education dans une perspective autochtone (3 crédits)

Examen des perspectives autochtones sur l’école et la culture scolaire. Relations entre l’éducation et les contextes socio-culturels chez les Premières nations, Inuits et Métis. Explorations des réalités autochtones en milieu francophone minoritaire.

EDU 5515 Récits et éducation (3 crédits)

Analyse de la multiplicité des récits historiques et de leurs implications en éducation et inclusion dans les francophonies canadiennes et autres contextes linguistiques minoritaires. Étude de l’impact sur l’éducation et l’inclusion de catégories ethnoraciales, de classes sociales, de langues, de religions, d’ethnicité, de genres en milieux linguistiques minoritaires.

EDU 5517 Education et genre (3 crédits)

Étude des thématiques recoupant les questions portant sur l’éducation à la sexualité, l’égalité filles-garçons à l’école, les constructions genrées, l’intersectionnalité, l’inclusion des personnes LGBTQ2S+ et les normativités de genre et d’orientation sexuelle en contexte éducationnel. Intégration de ces diverses questions dans les différentes matières scolaires en contexte minoritaire.

EDU 5519 Antiracismes et éducation (3 crédits)

Étude du courant de pensée et de recherche critique/antiraciste en tenant compte des politiques, des programmes et des pratiques en éducation de langue française. Examen des intersections entre perspectives antiracistes, multiculturalistes et interculturalistes en lien aux pédagogies dans un contexte francophone minoritaire

EDU 5520 Stages en Éducation et inclusion en milieux linguistiques minoritaires (3 crédits)

Stages en éducation et inclusion en milieux linguistiques minoritaires

Volet : Stage

EDU 5522 Séminaire en curriculum (3 crédits)

Examen critique des programmes, des narratifs sous-jacents, étude comparative et spatio-temporelle des curricula et examen de ceux-ci en milieu éducatif minoritaire.

Volet : Séminaire

EDU 5546 Aspects sociaux et politiques de l'apprentissage et de l'enseignement d'une langue seconde (3 crédits)

Examens des aspects sociaux et politiques inhérents à l'apprentissage et à l'enseignement d'une langue seconde en contexte éducatif. Étude de leur influence sur l'apprentissage et l'enseignement d'une langue seconde.

EDU 5548 Technologies, langues et éducation (3 crédits)

Étude des liens qui unissent langues, technologies et éducation. Analyse de l'influence d’éléments sociaux, politiques, culturels, matériels et technologiques sur l'utilisation des technologies numériques dans l'enseignement des langues et expérimenterons de façon créative avec les compétences nécessaires à l’usage des technologies numériques dans l'enseignement des langues.

EDU 5578 Information scolaire et professionnelle (3 crédits)

Aperçu de l'organisation et du fonctionnement des services d'orientation et d'information scolaires et professionnelles. Étude des différents systèmes provinciaux. Analyse, évaluation, classification et utilisation de différents types de documents. Initiation aux banques de données informatisées.

EDU 5581 Sciences et diversités (3 crédits)

Analyse des conditions de production du savoir scientifique dans divers contextes socio-culturels. Identification et analyse des principales problématiques reliées à l'enseignement et à l'apprentissage des sciences.

EDU 5582 Modèles médiatisés d'enseignement (3 crédits)

Étude des modèles médiatisés d'enseignement et de leurs applications en présentiel et à distance. Analyse des facteurs individuels et structurels de la réussite de ces modèles.

EDU 5583 Créativité et éducation (3 crédits)

Analyse des théories de la créativité. Identification de liens entre le processus créateur, l'enseignement et l'apprentissage auprès d'une diversité d'apprenants. Mise en perspective dans les champs disciplinaires.

EDU 5584 Dimensions, stratégies et gestion des apprentissages (3 crédits)

Étude des dimensions entrant en jeu dans la gestion des apprentissages en milieu éducatif et scolaire. Conception et révision de modèles d'enseignement et de leurs liens avec la gestion des apprentissages.

EDU 5585 Psychopédagogie de l'enfance et de l'adolescence (3 crédits)

Étude du développement et de l'apprentissage des compétences physiques, émotives, sociales et cognitives d'enfants d'âges préscolaire et scolaire, incluant l'adolescent. Analyse de modèles d'intervention éducative adaptée et des modèles de prévention des difficultés chez l'enfant et l'adolescent.

EDU 5590 Introduction à la recherche en éducation (3 crédits)

Initiation à la consultation et à l'utilisation de la recherche en éducation : documentation d'une problématique; lecture critique; initiation aux différents types de recherche appliquée.

EDU 5599 Séminaire de synthèse (3 crédits)

Démarche vers une intégration des savoirs théoriques et pratiques qui doit contribuer à la pratique éducative.

EDU 5600 L'apprentissage à l'âge adulte (3 crédits)

Examen des théories de l'apprentissage appliquées à l'éducation de l'apprenant adulte. Analyse critique des modèles de mises en pratique de ces théories en situation d'apprentissage.

EDU 5602 Stratégies d’enseignement en santé (3 crédits)

Études des concepts, des stratégies et des enjeux de la formation des professionnels de la santé. Examen de la manière dont les pratiques d'enseignement favorisent l'apprentissage des étudiants.

EDU 5611 Éthique et gestion stratégique (3 crédits)

Étude des concepts et principes du jugement éthique dans la gestion stratégique. Développement d’une vision systémique de l’organisation. Analyse de situations complexes, des choix et des stratégies à privilégier pour la réussite éducative.

EDU 5618 Éducation comparée (3 crédits)

Analyse comparative des systèmes éducationnels au Canada et sur le plan international. Analyse des différentes réformes en cours. Étude des tendances en éducation.

EDU 5630 Leadership en milieu éducatif (3 crédits)

Étude des théories du leadership. Examen des ressources personnelles des leaders et de leur impact dans la pratique. Analyse de la vision, des valeurs et des pratiques de leadership pour la réussite éducative.

EDU 5631 Comportement organisationnel (3 crédits)

Étude des interactions entre la structure organisationnelle des entités scolaires et les comportements des acteurs.

EDU 5635 Forces politiques et administration éducationnelle (3 crédits)

Étude des courants et des concepts liés à l’analyse politique. Analyse de la construction et de l’implantation des politiques en éducation. Examen des enjeux politiques et de leur impact sur les pratiques.

EDU 5642 Courants en didactique des langues secondes (3 crédits)

Survol historique et analyse critique des courants méthodologiques associés à l'enseignement et à l'apprentissage des langues secondes.

EDU 5653 Théories et modèles de l'apprentissage (3 crédits)

Analyse des principales théories de l'apprentissage. Étude des applications de ces théories aux pratiques éducatives.

EDU 5658 Éducation différenciée (3 crédits)

Description et analyse critique d'études et de pratiques de différenciation auprès de l'apprenant en difficulté. Dimensions sociales et politiques de la différenciation. La construction sociale de la différence. La prise en charge de l'apprenant en difficulté dans une construction de compétences.

EDU 5661 Conception de programmes en enseignement en santé (3 crédits)

Étude des fondements et des pratiques en matière de conception de programmes d'études pour les professionnels de la santé.

EDU 5662 Technologie et francophonie (3 crédits)

Exploration des enjeux théoriques et pratiques liés à l’intégration des technologies dans les curricula. Examen des liens entre curriculum, culture et apprentissage en ligne. Réflexions portant sur les identités professionnelle et d’apprenant au sein des nouveaux environnements d’enseignement et d’apprentissage en contexte linguistique minoritaire.

EDU 5670 Éthique professionnelle en psychologie du counselling (3 crédits)

Examen des normes et des codes déontologiques de la profession pour les conseillères et conseillers. Étude du contexte juridique et législatif du counselling et de la psychothérapie. Mise en pratique de la prise de décision éthique. Approfondissement des dimensions déontologiques des relations professionnelles.

EDU 5671 Counselling et psychothérapie (3 crédits)

Étude des théories de la personnalité et du counselling et examen de leur impact sur la pratique du counselling et de la psychothérapie.

EDU 5674 Psychométrie et mesure d'évaluation en psychologie du counselling (3 crédits)

Initiation à la sélection, à l'administration et à l'interprétation des principaux tests associés à la psychologie du counselling et au counselling professionnel (planification de carrière, intérêts, aptitudes, attitudes, valeurs). Accent sur l'utilisation et l'interprétation quantitative et qualitative des tests utilisés.

Réservé aux étudiants inscrits à la concentration Psychologie du counselling.

EDU 5686 Technologie en enseignement en santé (3 crédits)

Étude des enjeux théoriques et pratiques liés à l’intégration des technologies en enseignement en santé. Examen des rôles et des identités professionnelles et d’apprenants en lien avec l’intégration des TIC selon différents contextes en enseignement en santé.

EDU 5687 Modèles d'intégration des technologies de l'information et de la communication en contextes éducatif (3 crédits)

Examen des mécanismes d'exploitation des technologies de l'information et de la communication (TIC) et de leurs liens avec les théories d'apprentissage. Analyse des pratiques exemplaires et des modèles émergents.

EDU 5698 Stratégies d’évaluation des apprentissages en enseignement en santé (3 crédits)

Étude des modèles utilisés pour évaluer les domaines de compétence clinique au cours de la formation des professionnels de la santé, tant au niveau des études de premier cycle que des études supérieures. Analyse des examens écrits et oraux et d'épreuves portant sur l'accomplissement de tâches.

EDU 5699 Évaluation des programmes (3 crédits)

Étude des notions de base sur la conception et la gestion de programmes. Analyse des aspects théoriques et pratiques de l'évaluation des programmes. Examens des modèles d évaluation, de la planification du projet d évaluation, de la rédaction du rapport d'évaluation et de la méta-évaluation.

EDU 5701 Principes de planification systématique en enseignement aux professionnels de la santé, partie I (3 crédits)

Exploration d'une démarche méthodique de planification, de mise sur pied et d'évaluation de programmes éducatifs pour les professionnels de la santé; réflexion sur l'analyse des besoins, les objectifs, les stratégies d'enseignement et d'évaluation des apprentissages et de programmes.

EDU 5702 Principes de planification systématique en enseignement aux professionnels de la santé, partie II (3 crédits)

Exploration des concepts rattachés à la mise en oeuvre d'un changement dans un milieu éducatif, au choix des méthodes qui favorisent les apprentissages et au développement d'outils valides pour évaluer les apprentissages et les programmes d'études en santé.

Préalable : EDU 5701 .

EDU 5752 Enseignement en milieu minoritaire francophone (3 crédits)

Examen des enjeux reliés à l'apprentissage et l'enseignement en milieu minoritaire francophone permettant de préciser les démarches éducatives pertinentes.

EDU 5757 Problématiques actuelles en enseignement et apprentissage des mathématiques (3 crédits)

Étude des problématiques actuelles en éducation mathématique telles que l'équité, l'apprentissage par investigation, la diversité en salle de classe et le rôle de la technologie.

EDU 5760 Compréhension et raisonnement mathématiques en milieu scolaire (3 crédits)

Étude du développement de la pensée mathématique associée à différents concepts présents dans les programmes de mathématiques en milieu scolaire.

EDU 5799 Élaboration d'instruments d'évaluation des apprentissages (3 crédits)

Étude des modalités d'évaluation des connaissances, des attitudes, des performances et des compétences. Étude des stratégies d'élaboration d'instruments d'évaluation des apprentissages. Examen de la qualité des instruments élaborés.

EDU 5830 Enjeux actuels en administration éducationnelle (3 crédits)

Application des théories et principes en administration éducationnelle à partir de problèmes, d'événements et de politiques éducationnelles récents.

Préalable : EDU 5616 ou EDU 5630 .

EDU 5832 Développement des relations avec la communauté scolaire (3 crédits)

Examen des modèles et des conditions qui favorisent les relations entre l’école, la famille et la communauté centrées sur la réussite éducative. Sensibilisation aux dynamiques familiales et à leur diversité.

EDU 5833 Éducation et changement social (3 crédits)

Étude de l'impact des changements sociaux, technologiques, économiques, législatifs et médiatiques sur l'éducation. Redéfinition des liens entre l'école et la société. Examen des nouvelles réalités pédagogiques à l'ère de l'information.

EDU 5871 Développement des habiletés en counselling et psychothérapie (3 crédits)

Étude des principales approches en counselling et psychothérapie dans un contexte d'acquisition des techniques d'interventions qui y sont associées. Accent mis sur le développement des ressources personnelles tant sur le plan verbal que sur le plan non verbal.

EDU 5873 Théories du choix de carrière (3 crédits)

Une analyse du développement professionnel avec insistance sur les problèmes du choix de carrière et d'adaptation.

EDU 5881 Tendances de la recherche en éducation inclusive (3 crédits)

Fondements théoriques et enjeux actuels de l'approche inclusive à l'éducation. Perspectives des élèves, du personnel scolaire, des intervenant/es communautaires et associatifs/ves et des parents.

EDU 5899 Enjeux actuels en évaluation des apprentissages (3 crédits)

Étude des principes, politiques et concepts courants en évaluation des apprentissages. Examen critique d'application des procédures dans diverses situations actuelles d'évaluation. Approfondissement de problématiques en salle de classe et en contexte des évaluations à grande échelle.

EDU 6101 Seminar in Health Professions Education (3 units)

Critical examination of selected topics in health professions education based on research and disciplinary issues. (Open to MEd Students with permission of the program director).

EDU 6102 Seminar in Curriculum Studies (3 units)

Critical examination of research within the field of curriculum studies; synthesizing implications for Indigenous and non-Indigenous equity-seeking communities.

EDU 6103 Researching Professional Practice (3 units)

(Teaching, Learning and Evaluation) Critical examination of the scholarship and research on professional practice of teaching, its application to knowledge building and pedagogical improvement.

EDU 6106 Science, Technology, Society and Environment (3 units)

(Teaching, Learning and Evaluation) Critical examination of the social impact of science and technology and their educational implications. Study of the roles of ecological and scientific literacies.

EDU 6107 Diverse perspectives in health and physical education (3 units)

Research in health and physical education from diverse perspectives and their implications for pedagogy

EDU 6109 Youth Culture, Popular Culture and Pedagogy (3 units)

(Society, Culture and Literacies) Research in youth culture, popular culture and their implications for pedagogy.

EDU 6110 Educational Policy and Politics (3 units)

Critical examination of policies and policy processes in education; the political organization of education, including the role of governments and other actors in shaping policies and curricula; the politics of organizational and curricular change.

EDU 6111 Teaching and learning as second languages in cultural contexts (3 units)

Critical analysis of pedagogical practices and concepts related to teaching, learning and evaluating in various second/additional language cultural contexts. Studies of different trends and related concepts.

EDU 6146 Second Language Learning Theories (3 units)

Critical study of second/additional language learning theories from linguistics, cognitive and social perspectives in educational context.

EDU 6191 Quantitative Research (3 units)

An introduction to planning, analysis and interpretation of quantitative research within experimental, quasi-experimental, observational, and mixed method designs.

EDU 6193 Foundations of Measurement and Testing (3 units)

Classical test theory; composite variables; reliability; validity; applications to norm-referenced and criterion-referenced tests; scales standardization.

EDU 6200 The Adult Educator: Roles and Behavior (3 units)

Study of functions and tasks, and the various roles of adult educators as volunteers, as trainers, as teachers of adults, as researchers; examination of the pre service and on going training of adult educators and professionalization in adult education.

EDU 6203 Learning and Literacies (3 units)

Examination of literacy in relation to the construction of ethnicity, gender, social class and racialized difference; exploration of literacy theories from historical, psychological, political and educational perspectives; study of school, family, workplace and community literacy practices.

EDU 6204 Learning in Adulthood (3 units)

Examination of theories and stages of adulthood with emphasis on adult psychological development and implications for education. Critical study of adult characteristics, motivation, gender roles and other concepts related to development.

EDU 6241 Second in Language Program and Policy Development and Evaluation (3 units)

Study of second language policy and how it affects program design and implementation; needs analysis, setting goals and objectives, syllabus design, materials development and classroom implementation; learning assessment, program evaluation and revision.

EDU 6271 Counselling and Psychotherapy: Theories and Practices II (3 units)

Advanced critical examination of major personality and counselling theories.

Prerequisite: EDU 5271

EDU 6290 Research Methodologies (3 units)

Critical study of epistemological and methodological foundations of research, implications for ethics and research design. (Reserved for MA and MRP students.)

Reserved for students registered in the Master's of Arts and Master of Education with research paper.

EDU 6293 Assessment for Learning (3 units)

Nature and role of formative assessment in instructional settings; conditions and contexts favorable for effective use of assessment for learning.

EDU 6299 Program Evaluation: Theory and Contemporary Issues (3 units)

Critical exploration of theoretical orientations to program evaluation and in-depth examination of selected contemporary issues confronting evaluators.

EDU 6371 Selected Topics in Counselling Psychology (3 units)

An examination of current issues in counselling psychology.

EDU 6372 Models of Consultation and Case Management in Educational Counselling (3 units)

Analysis of the roles of a counsellor as a leader, a team member, and an integral resource in developing, mobilizing, and/or utilizing school/community resources within a systems approach; personal development of the skills of co-ordination, collaboration, brokering, and consultation.

EDU 6373 Education of Marginalized Youth (3 units)

Examination of the social ecology and educational problems and needs of diverse groups of marginalized youth in different contexts in Canada and in other countries; related socio-political issues, policy implications, and intervention strategies.

EDU 6375 Psychopathology and Assessment (3 units)

Critical analysis of diagnostic features and assessment of psychological disorders including: etiology, symptomatology, prevalence, as well as the methods and instruments for clinical evaluation.

EDU 6421 Public Memory, Lived Histories and Education (3 units)

Critical examination of the social construction of public memory through schooling; relations between public memory, peoples' lived histories and the making of communities; the roles of public memory in shaping social identities of race, nation and gender.

EDU 6422 Education and Democratic Communities (3 units)

Inquiry into the democratic purposes of schooling and the theory and practices of democratic education; implications for civic engagement, curriculum, school organizations and leadership.

EDU 6426 Citizenship and Global Education (3 units)

Theories of citizenship, global education and their related pedagogies.

EDU 6428 Social Contexts of Education (3 units)

Examination of education and its role as part of the fabric of society; exploration of changing norms of schooling, school organization, and social environments; the effects of schooling on social stratification, the relationships between schools and other social institutions, and the paradoxes of education in pluralistic societies; inquiry into issues of authority, power, socialization and culture.

EDU 6429 Pedagogies of Difference (3 units)

Exploration of diversity and education from cultural, economic, historical and political perspectives including critical pedagogy and pedagogies of transformation.

EDU 6460 Inquiries in Between Curriculum, Culture and Language (3 units)

Examination of the ways in which curriculum works to reproduce and/or suppress certain identities; interdisciplinary inquiries into how current curricular language is situated in relation to identity formations; deconstruction of the marginalization of identities across various curricular contexts.

Prerequisite: one of EDU 5260 , EDU 5262 or EDU 5265

EDU 6470 Multicultural Counselling (3 units)

Exploration of practical and theoretical issues relevant to counselling individuals, groups, and families from diverse cultural backgrounds. Emphasis on development of attitudes, values, and skills that promote effective interpersonal relations and counselling.

EDU 6472 Seminar and Practicum in Group Counselling (3 units)

Examination of group counselling theory and technique; emphasis on dynamics of group behaviour, social-psychological interactions in small groups, and practice in developing and providing group counselling services.

Prerequisites: EDU 5271 , EDU 5471 .

EDU 6473 Practicum in Counselling Psychology I (3 units)

Seminar and minimum of 200 hours of supervised on-site experience in an approved counselling setting. Examination of organizational issues in the delivery of counselling and psychotherapy services; development of professional competence.

Prerequisites: ( EDU 5271 or EDU 5671 ) , ( EDU 5471 or EDU 5871 ).

EDU 6474 Practicum in Counselling Psychology II (3 units)

Seminar and minimum of 200 hours of supervised on-site experience in an approved counselling setting. Critical examination of selected helping techniques; critical examination of ethical and legal issues in counselling psychology.

Prerequisite: EDU 6473 or EDU 6871 .

EDU 6501 Séminaire en enseignement aux professionnels de la santé (3 crédits)

Examen critique des thèmes reliés à l'enseignement aux professionnels de la santé et inspirés de la recherche et des enjeux disciplinaires. (Ouvert aux étudiantes et étudiants du M. Éd. avec la permission du directeur des études supérieures).

EDU 6504 Éducation dans une perspective historique (3 crédits)

(Société, culture et littératies) Étude du rôle de la langue, de la culture, de l'ethnicité, du genre et de la religion dans le développement de l'éducation en milieu majoritaire et minoritaire au Canada et dans le monde. Analyse de diverses perspectives en histoire de l'éducation.

EDU 6505 Enjeux actuels en enseignement (3 crédits)

(Enseignement, apprentissage et évaluation) Étude des problématiques actuelles en éducation et de leurs enjeux en enseignement.

EDU 6506 Sciences technologies, société et environnement (3 crédits)

(Enseignement, apprentissage et évaluation) Examen critique de l'impact social des sciences et des technologies, et leur implication éducationnelle. Rôle des littératies écologiques et scientifiques.

EDU 6508 Perspectives de la didactique du français langue seconde en contextes nationaux (3 crédits)

Étude des particularités de l'enseignement et de l'apprentissage du français langue seconde au Canada. Analyse des conditions qui favorisent l'enseignement et l'apprentissage du français langue seconde parmi diverses populations et dans différents contextes.

EDU 6511 Enseignement et apprentissage des littératies en langues secondes selon les contextes culturels (3 crédits)

Analyse critique de pratiques pédagogiques liées à l'enseignement, à l'apprentissage et à l'évaluation des langues secondes en fonction de différents contextes culturels. Étude de divers courants et concepts qui s'y rattachent.

EDU 6516 Enseigner la grammaire à l’ère moderne (3 crédits)

Étude des courants linguistiques et didactiques qui sous-tendent l’enseignement de la grammaire. Identification des pratiques actuelles en enseignement de la grammaire (par la littérature, les technologies, etc.). Examen du rôle des langues dans l’enseignement grammatical.

EDU 6529 Approches théoriques et pratiques en littératies multiples (3 crédits)

Études des approches théoriques et pratiques associées aux différents champs des littératies tels que la littératie familiale, scolaire, personnelle et critique.

EDU 6530 Interprofessionnalisme en enseignement en santé (3 crédits)

Étude des fondements et des théories de l’interprofessionnalisme en enseignement en santé. Études des principes généraux de l’enseignement interprofessionnel en santé et de ses modalités, dont la simulation. Analyse de modèles de compétences interprofessionnelles en santé. Étude des rôles et de l’identité professionnelle en santé. Élaboration de l’enseignement l’interprofessionnalisme. Initiation au choix d’instruments de mesure et d’évaluation des compétences interprofessionnelles. Rappel de principes généraux de la recherche interprofessionnelle et de l’approche de recherche collaborative.

EDU 6531 Enseigner en santé (partie 1) (3 crédits)

Étude de la physiologie de l’apprentissage. Étude des fondements et des théories pédagogiques appliqués en enseignement en santé. Étude des éléments fondamentaux et de la planification systématique en enseignement en santé. Analyse des compétences requises pour accomplir les tâches professionnelles en enseignement en santé. Étude du parallèle entre la pratique clinique et la pratique éducative.

EDU 6532 Enseigner en santé (partie 2) (3 crédits)

Intégration des principes et des notions pédagogiques dans la planification systématique et le développement des formations en santé à l’ère du numérique. Initiation à l’évaluation des trois savoirs en santé et au choix d’instruments de mesure. Intégration de l’utilisation des données probantes en enseignement en santé. Planification d’un atelier pédagogique pertinent à la pratique professionnelle en santé. (préalable : EDU6531/MED6531)

EDU 6533 Séminaire en enseignement en santé (3 crédits)

Examen critique des thèmes reliés à l'enseignement en santé et inspirés de la recherche et des enjeux disciplinaires.

EDU 6536 Introduction à la recherche en enseignement en santé (3 crédits)

Initiation à la recherche en enseignement en santé. Élaboration d’une problématique et d’une recension d’écrits relative en enseignement en santé. Analyse de différentes approches de recherches appliquées.

EDU 6537 Méthodologie de la recherche en enseignement en santé (3 crédits)

Étude des approches, méthodes et étapes de la recherche en enseignement en santé. Examen de la complémentarité de divers types de recherche.

EDU 6538 Stages en enseignement en santé (3 crédits)

Insertion en tant que stagiaire dans un contexte professionnel. Analyse de pratiques et de thématiques actuelles en enseignement en santé. Rédaction d'un rapport de stage ciblant un thème lié au contexte d’enseignement en santé et intégrant les apprentissages sous forme de liens théorie-pratique.

EDU 6546 Théories d'apprentissage appliquées à l'enseignement des langues secondes (3 crédits)

Étude critique des théories d'apprentissage des langues secondes selon les perspectives linguistiques, cognitives et sociales.

EDU 6571 Séminaire en développement professionnel et en planification de carrière (3 crédits)

Approfondissement de certains aspects conceptuels du counselling et de la recherche appliquée au domaine du développement professionnel et de la planification de carrière.

EDU 6573 Travail et santé mentale (3 crédits)

Analyse des problèmes de santé mentale provoqués par le travail ou l'absence de travail : perte d'estime de soi, d'identité, de motivation, humiliation, culpabilité, épuisement professionnel, mise en chômage technique, etc. Nature et diagnostic. Mise en contexte de ces troubles dans divers courants de pensée. Étude des effets thérapeutiques du travail.

EDU 6591 Recherche quantitative (3 crédits)

Introduction à la planification, à l'analyse et à l'interprétation de la recherche quantitative selon les devis (méthodes) expérimentaux, quasi expérimentaux, observationnels et mixtes. (Ce cours de base s’adresse à des débutants en recherche quantitative)

EDU 6593 Fondements en mesure et testing (3 crédits)

Examen de la théorie classique des tests. Initiation aux concepts de fidélité et validité. Étude de notion d'échelle et des scores composites. Applications des notions précédentes dans le contexte d'une évaluation normative et d'une évaluation centrée sur un critère.

EDU 6600 Formateurs d'adultes et contextes de formation (3 crédits)

Étude des rôles et des fonctions des formateurs d'adultes. Analyse des savoirs, des savoir-être et des savoir-faire des formateurs. Développement de programmes et contextes de formation.

EDU 6604 Développement de l'adulte (3 crédits)

Étude des théories du développement de l'adulte et de leur impact sur son apprentissage. Analyse des dimensions psychologiques, sociales et existentielles de la vie de l'adulte.

EDU 6631 Coaching en milieu éducatif (3 crédits)

Examen de la culture de coaching et de son soutien à l’administration, aux politiques éducatives et au leadership en milieu éducatif. Étude des modèles de coaching dans une perspective d’accompagnement individualisé. Analyse des éléments et des processus favorables aux prises de conscience et aux changements de comportements.

EDU 6633 Climat collaboratif et relations interpersonnelles (3 crédits)

Analyse du climat de travail et des conditions pour favoriser l’inclusion, la collaboration et la bienveillance entre les membres de l’équipe. Sensibilisation à la dynamique de groupe, à la diversité et à l’engagement de ses membres. Examen des difficultés rencontrées lors de projets collaboratifs et exploration des solutions possibles.

EDU 6634 Planification et gestion de l'amélioration continue (3 crédits)

Examen des approches et pratiques de planification et de suivi de l’amélioration continue en milieu éducatif. Examen de la littératie concernant les données (type de données, collecte, analyse et utilisation éthique) et élaboration d’un cadre d’imputabilité.

EDU 6637 Accompagnement et gestion des ressources humaines en éducation (3 crédits)

Étude des principaux cadres de gestion des ressources humaines, tels que la santé et sécurité au travail, l’équité en emploi et les conventions collectives. Étude des pratiques d’accompagnement pour la croissance individuelle et collective du personnel ainsi que de l'évaluation du rendement du personnel.

EDU 6651 Éducation à la citoyenneté (3 crédits)

Études des différentes approches théoriques et pratiques associées à la citoyenneté et leur lien avec les inégalités et la marginalisation sociales.

EDU 6652 Littératie et diversité (3 crédits)

Examen des divers concepts associé à la littératie et leurs rapports avec la construction de la personne en lien avec le langage et l'identité ethnique et sociale.

EDU 6670 Counselling et orientation auprès des groupes minoritaires (3 crédits)

Études des caractéristiques des groupes minoritaires tels que les femmes, les gais et les lesbiennes, les handicapés, les minorités linguistiques et/ou ethniques, etc., selon la perspective du counselling et de l'orientation de carrière.

EDU 6671 Counselling et psychothérapie : Théories et pratiques II (3 crédits)

Théories et techniques portant sur le développement des habiletés, des attitudes et des savoir-faire en counselling et psychothérapie.

Prerequisite: EDU 5271 or its equivalent.

EDU 6672 Modèles et stratégies d'intervention en contexte de counselling scolaire (3 crédits)

Différents modèles d'intervention associés au développement d'habiletés interpersonnelles et sociales des élèves. Stratégies de solution de problèmes, de gestion de classe, de résolution de conflits et de gestion du temps.

EDU 6690 Méthodologie de la recherche (3 crédits)

Examen des étapes de la recherche ainsi que des devis méthodologiques et des fondements épistémologiques.

EDU 6693 Évaluation axée sur l'apprentissage (3 crédits)

Étude de la nature et du rôle de l'évaluation formative des apprentissages scolaires. Sensibilisation aux conditions de mise en application dans le contexte de la salle de classe.

EDU 6699 Évaluation des programmes : Théorie et problèmes actuels (3 crédits)

Analyse critique des aspects théoriques et techniques des différentes approches en évaluation de programmes.

Préalables: EDU 5299 ou PSY 7103 ou PSY 7503 ou CRM 6359 ou CRM 6759

EDU 6771 Thèmes choisis en psychologie du counselling (3 crédits)

Étude approfondie d'un thème en psychologie du counselling.

EDU 6775 Psychopathologie et évaluation (3 crédits)

Analyse critique des particularités reliées au diagnostic et à l'évaluation des désordres psychologiques incluant : la pathogénie, la sémiologie, l'étiologie, la fréquence ainsi que les méthodes et les instruments pour l'évaluation clinique.

EDU 6871 Stage en psychologie du counselling I (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière.

Préalables : EDU 5671 , EDU 5871 .

EDU 6872 Séminaire et practicum en counselling de groupe (3 crédits)

Application des techniques de groupes à divers milieux : la communauté, les institutions et organisations, le milieu scolaire. Dynamique du comportement de groupes. Interactions psychologiques et sociales des groupes restreints.

Préalable : EDU 5671 and EDU 5871 .

EDU 6873 Stage en psychologie du counselling II (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière. Approfondissement de la pratique du counselling et de la psychothérapie.

Préalable : EDU 6871 .

EDU 6874 Stage en psychologie du counselling III (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière. Consolidation théorique et pratique des apprentissages et des stages en psychologie du counselling I et II. Utilisation systématique des principaux tests psychométriques requis par les associations et ordres professionnels.

Prerequisite: EDU 6473 .

EDU 6997 Proposition de thèse de maîtrise / Master's Thesis Proposal

Volet / Course Component: Recherche / Research

EDU 6999 Mémoire de recherche / Major Research Paper (6 crédits / 6 units)

Production d'une recherche à petite échelle. Les activités y étant liées incluent la préparation de la proposition de recherche et l'analyse des données, la soumission du mémoire et la présentation orale de ce dernier. / Completion of a small-scale research project. Activities include preparation of a research proposal, analysis of data, submission of the major research paper, and an oral presentation of the research.

EDU 7000 Lecture dirigée / Directed (3 crédits / 3 units)

Volet / Course Component: Cours magistral / Lecture

EDU 7101 Selected Topics in Health Professions Education (3 units)

Critical analysis of selected topics and their implications for health professions education.

EDU 7141 Current Research in Second Language Education (3 units)

Examination of current research in second language education representing diverse contemporary issues and conceptual frameworks.

EDU 7151 Sociocultural Perspectives on Learning (3 units)

Critical examination of theories of learning from sociocultural perspectives and their effects on educational practices.

EDU 7163 Research Perspectives in Mathematics Education (3 units)

Study of theoretical perspectives in mathematics education, examination of the connection between theory, research and practice in mathematics teaching and learning.

EDU 7190 Qualitative Research (3 units)

Critical study of qualitative methodologies (e.g., case study, ethnography, phenomenology, narrative inquiry, grounded theory) and approaches to research design.

EDU 7210 Decision-making in Educational Organizations (3 units)

Overview of key theories concerning decision-making and policy making at individual, organizational and system levels and application to educational decisions and policies.

EDU 7214 Contemporary Topics in Environmental Education (3 units)

Introduction to environmental education, an intellectually dynamic and rich field, by critically examining current conversations and tensions within it.

EDU 7216 Decolonization and Anti-Colonialism in Education (3 units)

Critical examination of theories, challenges and opportunities of decolonization in relation to educational and community contexts.

EDU 7220 Mamatowisin (Mindfulness) in Scholarly Research (3 units)

Critical examination of Indigenous research methodologies, protocols, and ethical dilemmas.

EDU 7224 The Body, Movement and Affect in Education (3 units)

Examination of literature that pertains to philosophies and theories of the body, movement and affect in curriculum and pedagogy

EDU 7240 Feminist Perspectives in Education (3 units)

Collaborative inquiry into the intersections of racialization, gender, sexualities, social class, able-bodiedness, ethnicity, and culture in education through a feminist lens.

EDU 7242 Critical Disability Perspectives in Education (3 units)

Critical analysis of research and practice related to the intersectionality and lived experiences of learners and educators with disabilities in historical and contemporary settings.

EDU 7244 Queer Pedagogies (3 units)

Critical examination of intersectional gender issues, including theories of representation, texts, identities, and their implications for questioning pedagogical practices in social institutions.

EDU 7299 Selected Topics in Program Evaluation (3 units)

EDU 7300 Selected topics (3 units)

Indepth study of a current topic, developing field of inquiry or issue of importance in education.

EDU 7380 Methods of Knowledge Syntheses in Education (3 units)

Principles and techniques for gathering and synthesizing various sources of information in the form of scoping, systematic or other types of reviews.

EDU 7395 Methods of Quantitative Analysis (3 units)

Application and interpretation of quantitative analysis techniques (e.g., factor analysis, path analysis, meta-analysis and other selected techniques) in educational contexts. (Recommendation to have EDU 6191 or the equivalency).

EDU 6191 is strongly recommended.

EDU 7396 Methods of Qualitative Analysis (3 units)

Study of qualitative approaches to data analysis, interpretation, and application to educational contexts.

EDU 7190 is strongly recommended.

EDU 7397 Development and Evaluation of Data Collection Instruments (3 units)

Study of the construction of data collection instruments and of the validation of interpretations of findings.

EDU 7501 Thèmes choisis en enseignement aux professionnels de la santé (3 crédits)

Études critiques de thèmes choisis et les implications dans l'éducation aux professionnels de la santé.

EDU 7533 Thèmes choisis en sociétés, cultures et langues (3 crédits)

Étude approfondie d'un thème en sociétés, cultures et langues.

EDU 7541 Enjeux actuels de la recherche en didactique des langues secondes (3 crédits)

Analyse de la recherche en didactique des langues secondes fondée sur des questions propres au contexte éducatif et des cadres conceptuels divers.

EDU 7550 Séminaire en enseignement et apprentissage (3 crédits)

EDU 7563 Perspectives de recherche en éducation mathématique (3 crédits)

Étude des différentes perspectives de recherche en didactique des mathématiques. Examen des implications pour l'enseignement et l'apprentissage.

EDU 7590 Recherche qualitative (3 crédits)

Examen et revue critique des aspects fondamentaux des méthodologies et approches qualitatives associées aux devis de recherche tels que l’étude de cas, l’ethnographie, la phénoménologie, la recherche narrative et la théorie ancrée.

EDU 7662 Séminaire en curriculum (3 crédits)

Volet : Groupe de discussion, Laboratoire, Cours magistral, Recherche, Séminaire, Stage, Théorie et laboratoire, Tutoriel

EDU 7696 Méthodes d'analyse qualitative (3 crédits)

Étude de diverses approches qualitatives d'analyse de données. Utilisation de différents logiciels. Interprétation et mise en application des résultats.

EDU 7590 ou un cours équivalent est fortement recommandé.

EDU 7700 Sujet d'actualité (3 crédits)

Étude approfondie d’un sujet d’actualité, d’un domaine de recherche en développement ou d’une question d'importance en éducation.

EDU 7780 Méthodes de synthèse des connaissances (3 crédits)

Collecter, évaluer, synthétiser et intégrer des informations complexes de sources diverses pour développer des modèles conceptuels et les présenter efficacement sous forme de revue de la portée, revue systématique, etc.

EDU 7795 Méthodes d’analyse quantitative (3 crédits)

Planification et analyse de la recherche quantitative : application d’analyses statistiques avancées, y compris l’analyse factorielle, l’analyse de chemin, la méta-analyse et d’autres techniques sélectionnées. Interprétation et mise en application des résultats. (Il est recommandé d’avoir réussi le cours EDU6591 ou un cours équivalent)

EDU 6591 est fortement recommandé.

EDU 7797 Développement et évaluation des instruments de collecte de données (3 crédits)

Étude et mise en application des méthodes de construction et de validation d'outils de collecte de données en recherche qualitative, quantitative et mixte.

EDU 8002 Lecture dirigée / Directed (3 crédits / 3 units)

EDU 8105 Contemporary Issues in Education (3 units)

Examination of current issues in education from multiple research traditions; exploration of students' prospective PhD projects in relation to major trends in educational research. (Reserved for PhD students.)

EDU 8106 Epistemology and Research (3 units)

Critical study of epistemological foundations of research; implications for ethics and epistemological assumptions underlying diverse research designs. Application of research skills. (Reserved for PhD students.)

Reserved for students enrolled in the Doctorate.

EDU 8107 Seminar in Counselling and Supervision (3 units)

Examination and critique of current scholarship from multiple research traditions in counselling and supervision; implications for counselling and supervisory practice.

EDU 8190 Perspectives and Paradigms in Qualitative Research (3 units)

Critical examination of methodological, organizational, ethical, and political issues within qualitative research. (Recommendation to have EDU 7190 or the equivalency)

EDU 8253 Cognitive, Embodied and Ecological Perspectives on Learning (3 units)

Examination of neuroplasticity, the bodily basis of cognition, and dynamic interactions to understand the biological-cultural nature of learning.

This course is open to master`s students with permission of the instructor.

EDU 8505 Questions contemporaines en éducation (3 crédits)

Examen critique des questions contemporaines et interdisciplinaires en éducation selon diverses traditions de recherche. Critique des avant-projets doctoraux en fonction des tendances en recherche éducationnelle. (Réservé aux étudiants de doctorat.)

EDU 8506 Épistémologie et recherche (3 crédits)

Étude de l’épistémologie comme rapport au savoir et des principaux paradigmes de la recherche. Distinction de leurs fondements et des manières de les mettre en application (Réservé aux étudiantes et étudiants du Ph.D.)

Réservé aux étudiants inscrits au doctorat.

EDU 8507 Séminaire en counselling et supervision (3 crédits)

Étude critique des approches théoriques en counselling et supervision; implications pour les pratiques de counselling et de supervision.

EDU 8590 Recherche qualitative II (3 crédits)

Examen des questions méthodologiques, organisationnelles, déontologiques et politiques reliées à la recherche qualitative.

EDU 8653 Séminaire sur les processus cognitifs dans divers contextes éducatifs (3 crédits)

Analyse de processus cognitifs essentiels à partir de diverses perspectives théoriques; mise en application de théories d'apprentissage dans divers contextes.

EDU 8908 Internat en counselling et en supervision / Internship in Counselling and Supervision

Internat de 600 heures en counselling et en supervision dans un centre approuvé par la direction du programme; développement des compétences en supervision et application des normes éthiques relatives à la pratique et à la supervision en counselling. Noté S (satisfaisant) ou NS (non satisfaisant). / Internship of 600 hours of counselling and counsellor supervision in approved settings; development of advanced counselling and supervisory competence; application of ethical principles to counselling and supervisory practice. Graded S (Satisfactory) / NS (Not satisfactory).

EDU 8999 Rapport périodique / Interim Report

EDU 9997 Proposition de thèse de doctorat / Ph.D. Thesis Proposal

EDU 9998 Examen de synthèse (doctorat) / Ph.D. Comprehensive Examination

Undergraduate Studies

For more information about undergraduate studies at the University of Ottawa, please refer to your faculty .

Graduate and Postdoctoral Studies

For more information about graduate studies at the University of Ottawa, please refer to your academic unit .

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• International Applicants

Health Professions Education Leadership

Doctorate (edd).

We welcome applications on a rolling basis. The next priority application deadline is July 15, 2024.

Full-time or part-time options

Fully online option

 Full and partial assistantships

Program overview

If you want to engage in the preparation of healthcare practitioners or research at the intersection of healthcare and education, the field of education can offer you valuable perspectives and skills. By gaining this interdisciplinary expertise within a doctoral program, you will also gain credentials that can make you more competitive for academic positions.

Our flexible doctoral program in health professions education leadership will allow you to capitalize on a set of interdisciplinary courses in health professions education, as well as work with faculty in the Warner School of Education and the University of Rochester Medical Center, engaging in projects involving healthcare and education. Coursework for the EdD in health professions education leadership .

While we do not offer a PhD in health professions education leadership, our PhD in education program can be customized to pursue a focus in this area. If you are interested in this option, please contact the program director to explore further what it may entail. 

Key program features

• Minimum credits: 90 graduate credits; some of which can be transferred from previous programs (up to 36 credits).
• Fully online option: The program can be taken fully online at a distance, or by taking a combination of online and in-person courses that meet visa requirements for international students. View expectations and FAQ for online options
• Customizable: Tailor your doctoral program by choosing your area of specialization and electives, strategically selecting the topic of papers and projects, and most importantly by defining your dissertation topic.
• Choice of cohort-support or traditional dissertation: For your dissertation, you can decide to conduct an action research project supported by a three-semester sequence of dissertation seminars, or go at your own pace and choose among a variety of research methods for your study.
• Exciting research and innovation opportunities: You will have opportunities to work with the Warner School and UR Medical Center faculty who are engaged in exciting research and reform projects.
• Flexible: Program can be completed on a full-time or part-time basis, starting in any semester and with no full-time residency requirement.

Prerequisites

• Prior preparation and experience as a health educator and/or provider.
• Prior master's degree is highly desirable but not required; most students will have already completed a master's program.

Scholarships, Tuition, & Financial Aid

Full or partial assistantships available for doctoral students.

UR Employees

If eligible, up to 95% of your tuition costs can be covered depending on your position.

Add Advanced Certificates

Opportunities for additional specializations.

• Advanced Certificate in Program Evaluation (+3 credits): To strengthen your research skills in planning and conducting evaluations of existing programs.
• Advanced Certificate in Online Teaching (+3 credits): To be more competitive for positions that may involve teaching online.

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?

Career opportunities.

Our doctoral graduates are well prepared to assume research, teaching, and administrative roles at medical, dental, and nursing schools, as well as schools of education – in the United States and abroad.

Depending on the chosen area of specialization, graduates would also be qualified to be part of health-related interdisciplinary research teams, and/or take on supplemental or second careers in professional development, instructional design, or Telehealth.

Core Program Faculty

Raffaella Borasi Teacher education; learning in the digital age; entrepreneurship in education Michael Daley Science education; learning in the digital age Eric Fredericksen Online education; higher education

David Miller Learning in the digital age; entrepreneurship in education

Martha Mock Disabilities; inclusion; special education; early childhood education

Sarah Peyre Health professions education

Also supported by University of Rochester Medical Center faculty: Maria Marconi, Lydia Rotondo, Janine Shapiro, Tara Serwetnyk & Valerie Lang

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 degrees

If you are interested in non-doctoral level programs that will allow you to focus on health and education, you may want to check out the following programs: •     MS in Nursing Education •    MS in Health Professions Education •    MS in Human Development (with Specialization in Research)  

Start your application

Education, PhD

School of education.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit  https://education.jhu.edu/academics/phd/

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit https://education.jhu.edu/academics/phd/ .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

Doctoral programs in health professions education

Affiliation.

• 1 University of Illinois at Chicago , USA.
• PMID: 24164618
• DOI: 10.3109/0142159X.2013.847913

The interest to pursue doctoral degrees in the health professions is increasing exponentially. Some reasons for this increase include innovations in curriculum and instructional strategies, competency-based assessment, particularly at the postgraduate level, and accreditation requirements. Through various electronic search methods, interviews, review of documents and site visits, 24 structured doctoral programs were identified worldwide that offer a PhD in health professions education (HPE) or medical education. A number of other programs were also identified that do not follow a structured curriculum; however, through supervision and guidance, candidates could complete a number of publishable projects thus meeting the requirements for a doctorate degree. Also, some institutions train fellows for doctoral degrees in HPE without necessarily advertising or labeling the programs as a PhD in medical or HPE. There are also discipline-specific PhDs, such as medicine and dentistry, which focus on education. For example, a student interested in studying surgical technical skills could be directed to take a PhD in kinesiology. It is time for institutions and individuals to start thinking about disciplinary diversity and not focus exclusively on studies of medical education.

• Competency-Based Education / standards*
• Competency-Based Education / trends
• Databases, Factual
• Education, Graduate / standards*
• Education, Graduate / statistics & numerical data
• Education, Graduate / trends
• Health Personnel / education*
• Internationality
• Schools, Health Occupations / organization & administration*
• Schools, Health Occupations / standards
• Schools, Health Occupations / trends

2023-2024 Graduate Course Catalog > Programs of Study > Department of Health Professions Education (No Longer Accepting Applications for New Students) > PhD in Health Professions Education

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PhD in Health Professions Education

• Health Professions Educator Certificate
• Certificate of Advanced Graduate Studies in Health Professions Education
• Department of History
• School of Library and Information Science
• School of Nursing
• Department of Nutrition
• Department of Physical Therapy
• Department of Political Science and International Relations
• Department of Public Health
• School of Social Work
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NOTE as of Fall 2023, the PhD program in Health Professions Education is not accepting applications at this time.

Description, learning outcomes.

After completing this program, students will be able to:

• Analyze social, political, economic, and scientific trends in healthcare including policies and structures that require meaningful transformations in health professions education.
• Navigate health professions educational systems and organizations in order to implement successful innovation. 
• Apply educational theories and principles of cognitive and learning science to enhance student learning in health professions education. 
• Design and deliver creative and impactful lessons, courses, curricula, and programs in health professions education.
• Identify, evaluate, and apply evidence-based teaching strategies. 
• Design learning environments and organizational structures to intentionally and equitably support and engage all learners, particularly those from historically marginalized groups. 
• Develop and implement processes and tools to assess learning outcomes and evaluate programs in order to inform and improve practice. 
• Critically analyze and evaluate research in health professions education, marshaling evidence in support of arguments and using data to support educational practice.
• Design and conduct ethical and scientifically rigorous original research that informs best practices in health professions education
• Apply principles of ethical and inclusive educational leadership and management practices aligned with current research and theories of leadership in organizations
• Demonstrate proficiency in the range of research methods relevant to health professions education and in the collection, analysis, interpretation, and communication of data and evidence
• Critically analyze existing published research and theoretical underpinnings in order to identify areas amenable to further research
• Disseminate results of scholarly work in peer-reviewed journals, books, conferences, and other professional venues

Program Details

Degree requirements.

48 Credits 6-credits/semester sequence

Fall Year 1

Spring year 1, summer year 1, fall year 2, spring year 2, summer year 2, fall year 3, winter intersession, spring year 3, summer year 3.

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Institute of Medical Education

• MESSAGE FROM CHAIR
• MESSAGE FROM DIRECTOR
• VISION & MISSION
• CENTERS PROFESSIONAL DEVELOPMENT CENTRE (PDC) --> ABOUT MESSAGE FROM ADDITIONAL DIRECTOR FACULTY STAFF CENTRE OF PATIENT SAFETY (COPS) --> VISION & MISSION MEMBERSHIP ACTIVITIES CENTRE OF HEALTH LEADERSHIP (COHL) --> VISION & MISSION MEMBERSHIP ACTIVITIES DISTANCE LEARNING UNIT (DLU) --> VISION MISSION & VALUES VALUES ACTIVITIES DENTAL EDUCATION CELL (DEC) --> FUNCTIONS MEMBERS MEDICAL EDUCATION CELL (MEC) --> ABOUT FUNCTIONS MEMBERS

PHD IN HEALTH PROFESSION EDUCATION

• MASTER IN HEALTH PROFESSIONS EDUCATION (MHPE)
• CERTIFICATE IN HEALTH PROFESSIONS EDUCATIONS (CHPE)
• Short Courses
• Journal Club
• CALENDAR OF ACTIVITIES
• Full Time Faculty
• Joint appointments with qualifications in HPE & Research
• PUBLICATIONS
• ANNUAL REPORT
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• HEC FEEDBACK FORM

The PhD-HPE program offered by the Jinnah Sindh Medical University (JSMU) is poised to provide excellent opportunities to aspiring educational researchers to develop their creativity, critical inquiry, negotiation skills, professionalism and expertise in research of practical relevance to the local and international health professions community.

The conceptual model guiding the PhD-HPE program is that of the scientist-educator having an advanced educational, research, and leadership orientation. The program is aimed to maintain a balance of coursework, research, and educational practice.

The Ph.D. program comprises of course work and research. The program may be completed in a minimum of 3 and maximum of 5 years

Program outcomes

The PhD-HPE program aims to prepare its graduates to:

• demonstrate expert understanding of theoretical knowledge and to reflect critically on that theory and practice
• use intellectual independence to think critically, evaluate existing knowledge and ideas, undertake systematic investigation and reflect on theory and practice to generate original knowledge
• conduct high quality research and communicate it to scholarly and other audiences
• demonstrate clarity of vision and initiatives for research and education of health professionals
• engage in service and outreach that enhances scholarship and its public impact; and
• lead in a variety of settings, including universities, industry, government advisory boards, and think tanks

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Credit: Will Kirk / Johns Hopkins University

Johns Hopkins graduate programs again ranked among nation's best

'u.s. news & world report' includes 38 jhu programs among the top 10 in the u.s. in its annual rankings, including no. 1 ranked programs in nursing and public health.

By Hub staff report

Johns Hopkins University has 38 graduate schools, academic programs, and specialties ranked among the top 10 in the nation, including nine with No. 1 rankings, according to the latest edition of "Best Graduate Schools" from U.S. News & World Report , published earlier today.

Two schools at Hopkins—the Bloomberg School of Public Health and the School of Nursing —earned No. 1 rankings overall, and the School of Education entered the top 10, according to U.S. News & World Report .

Portions of the publication's annual list were released today but rankings for schools of medicine and engineering were delayed and will be released at a later date.

Among the new rankings released today:

The School of Nursing's DNP program ranked No. 1 for the third year in a row. Its master's degree programs tied at No. 1, up from No. 2 last year. In gerontology, the school moved up two spots to No. 1 for primary care, and up one spot to No. 2 for acute care. In other specialty areas, the School of Nursing's doctoral programs ranked:

• Psychiatric/mental health: No. 1
• Family: No. 3 (tied)
• Leadership: No. 4 (tied)
• Nursing Anesthesia: No. 36 (tie)

Public Health

The Bloomberg School retained its longtime No. 1 overall ranking among public health programs—it has held the top spot since 1994, the year the rankings began. In specialty areas, the Bloomberg School ranked:

• Environmental Health Sciences: No. 1
• Epidemiology: No. 1
• Health Policy and Management (Public Health): No. 1
• Social and Behavioral Sciences: No. 1
• Biostatistics: No. 2

Johns Hopkins tied at No. 8 in the Education category, up from No. 13 last year. The school also tied at No. 23 in higher education administration programs.

Public Affairs

Overall, Johns Hopkins programs in public affairs tied at No. 39. In subcategories, Johns Hopkins tied at No. 6 in Health Policy and Management (Public Affairs), No. 11 in International/Global Policy and Administration, and tied at No. 35 in Public Policy Analysis.

U.S. News & World Report updates some of its rankings each year and republishes the most recent rankings in other areas. Among the republished rankings for Hopkins, which are still current:

Biological Sciences

Hopkins is tied for No. 6 overall with six top 10 specialty rankings:

• Molecular biology: No. 3 (tie)
• Cell biology: No. 4
• Neuroscience: No. 4 (tie)
• Immunology: No. 5
• Genetics, genomics, and bioinformatics: No. 6 (tie)
• Biochemistry, biophysics, and structural biology: No. 8

Biostatistics

Hopkins is ranked No. 1 (tie) for Biostatistics at the doctoral level. (Note: U.S. News & World Report also ranks biostatistics as a sub-category of public health, where Hopkins is No. 2.)

The university is tied at No. 20 in Chemistry and ranks No. 9 in the Biochemistry subcategory.

Computer Science

The university is tied for No. 24 overall and tied at No. 21 in the specialty of Artificial Intelligence.

Earth Sciences

The university is tied at No. 30 in Earth Sciences.

Johns Hopkins' program in economics is tied at No. 22.

English tied at No. 13 overall with the following specialty rankings:

• Literary criticism and theory: No. 3
• British literature: No. 10 (tie)
• American literature after 1865: No. 17

Health Care Management

The university is No. 7.

Johns Hopkins ranks No. 10 overall, with the following specialty rankings:

• African-American history: No. 3 (tie)
• Cultural history: No. 4 (tie)
• U.S. Colonial history: No. 5 (tie)
• Women's history: No. 6 (tie)
• African history: No. 7 (tie)
• European history: No. 7 (tie)
• Modern U.S. history: No. 16 (tie)

Mathematics

Johns Hopkins is tied at No. 20 in Mathematics with the following specialty rankings: + Analysis: No. 18 (tie) + Algebra: No. 23 (tie) + Applied Math: No. 25

Overall, the university is tied at No. 13 with the following specialty rankings: + Living Systems: No. 5 (tie) + Cosmology: No. 7 + Condensed Matter: No. 13 (tie)

Political science

Overall, political science is tied at No. 41. In sub-categories, Johns Hopkins ranked: + Political theory: No. 8 (tie) + International politics: No. 24 (tie)

The university's graduate program in psychology is tied at No. 12 overall and tied at No. 5 in the subcategory of behavioral neuroscience.

Overall, sociology is tied at No. 29. The sub-category of sociology of population is tied at No. 17.

Posted in University News

Tagged u.s. news and world report , university rankings

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• Office of Postdoctoral Scholars >
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• UB schools among the best in U.S. News & World Report’s Best Graduate Schools rankings

UB schools among the best in U.S. News & World Report’s Best Graduate Schools rankings

Photo: Douglas Levere

By David J. Hill

Release Date: April 9, 2024

BUFFALO, N.Y. – Several schools within the University at Buffalo, New York’s flagship, are ranked among the top nationwide in U.S. News & World Report’s Best Graduate Schools rankings , released this morning.

The School of Pharmacy and Pharmaceutical Sciences is among the top 20 in the country, coming in at No. 19 overall and 18th among public universities.

“This achievement is a testament to our relentless pursuit of groundbreaking research, transformative discoveries, and unwavering commitment to the success of our students,” said Gary Pollack, PhD, dean of the School of Pharmacy and Pharmaceutical Sciences. “Our top 20 ranking reaffirms our steadfast commitment to cultivating the next generation of pharmacy and pharmaceutical science leaders who will push the boundaries of scientific inquiry, drive innovation in patient care, and elevate the standards of pharmaceutical research on a global scale.”

The School of Social Work is once again in the top 25, coming in at 24th nationally and No. 13 among public universities.

The School of Nursing’s Doctor of Nursing Practice (DNP) program moved up 11 spots to 34th in the country and No. 24 among public universities. In addition, the nursing anesthesia program was ranked 22nd.

“We are immensely proud to rank among the best DNP programs in the United States,” says School of Nursing Dean Annette Wysocki, PhD. “Our commitment to exceptional nursing education cultivates discipline of the mind to educate highly discerning nurse practitioners, who are indispensable in addressing the nation’s critical shortage of primary care providers. Quality nursing education remains paramount in safeguarding the health and wellness of our community.”

UB’s Graduate School of Education moved up four spots to No. 54 in Best Education Schools. Among public universities, the Graduate School of Education ranks 42nd. “Our steady climb in the rankings over the years is a testament to the hard work and high-quality research of GSE faculty,” says dean Suzanne Rosenblith, PhD.

The School of Public Health and Health Professions moved up four spots, to No. 46 nationally and No. 29 among public universities. Its programs in occupational therapy (41) and physical therapy (74) were also ranked, as was biostatistics (22).

Meanwhile, the School of Law moved up 17 places to No. 108 among Best Law Schools nationwide and 56th among public universities.

The School of Management’s MBA program came in at No. 74 in Best Business Schools and 38th among public universities, making it the highest rated business school within SUNY.

In addition, UB’s graduate programs in audiology (22) and speech language pathology (32) were also ranked this year.

Media Contact Information

David J. Hill Director of Media Relations Public Health, Architecture, Urban and Regional Planning, Sustainability Tel: 716-645-4651 [email protected]

• News & Events

UW School of Public Health ranks No. 7 in U.S. News & World Report Rankings

The University of Washington School of Public Health (UW SPH) continues to offer some of the best public health graduate education in the country, according to the 2024 rankings released by U.S. News & World Report . UW SPH ranked No. 7 among public health graduate schools and remains among the top 3 public schools in the annual rankings.  

UW SPH tied with Boston University for No. 7. The School’s programs also ranked highly, with five programs in the top 15: biostatistics (No. 7), environmental health sciences (No. 7), epidemiology (No. 9), health policy and management (No. 14), and social behavior (No. 14).  

The rankings of public health schools and programs are based on opinion surveys that are sent to deans, program directors, and other peers.  Learn more about U.S. News’ methodology here.  

The UW School of Law and the UW School of Medicine withdrew from the U.S. News rankings in 2022 and 2023, respectively, citing concerns that some of the methodology in the rankings for those specific disciplines incentivize actions and policies that run counter to the schools’ public service missions.  

UW leaders continue to work with U.S. News and other ranking organizations — to the extent they are open to it — to improve their methodologies. And schools, colleges and departments continually reevaluate the benefits and potential shortfalls of participating in specific rankings. 

This past year, UW SPH ranked No. 5 in the world on the Global Rankings of Academic Subjects lists for 2023, a widely used ranking conducted by researchers at the ShanghaiRanking Consultancy. 

2020 marked the 50th anniversary of the UW School of Public Health. The School opened in 1970, becoming the first school of public health in the Pacific Northwest, and grew rapidly in the 1970s and ‘80s to become a research powerhouse and sought-after training destination. 

The School houses five departments, four interdepartmental programs, and more than 30 centers and institutes. The School’s 11,000+ alumni work to improve the health and well-being of communities in Washington state and around the world. 

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Post Graduate Advanced Certificates

Program Overviews

Psychiatric-Mental Health NP adv. cert. program prepares nurses for roles as advanced practice registered nurses delivering psychiatric and mental health services. The Nursing Education adv. cert. program prepares nurses to become skilled nurse educators in academic and healthcare setting.

Post-Graduate Advanced Certificate (Psychiatric-Mental Health Nurse Practitioner)

Post-Graduate Advanced Certificate (Nursing Education)

Psychiatric-Mental Health Nurse Practitioner

36-credit post-graduate advanced certificate

Nursing Education

16–28-credit post-graduate advanced certificate

This program includes core courses in nursing and specialization courses that combine advanced knowledge with 630 hours of supervised clinical experience. NURS 717, 750, and 751 may be waived based on prior graduate coursework.

This program is offered on a part-time basis (4-9 credits per semester) and can be completed within two years (3-4 semesters, depending on prior graduate-level coursework). All courses are online with the exception of a 105-hour nurse educator residency practicum taken in the last semester, where students gain real teaching experience and experiential knowledge about the role of a nurse educator.

You must meet the following minimum requirements in order to be considered for admission. Meeting these minimum requirements does not guarantee acceptance to the program.

• A bachelor's degree in nursing with a minimum GPA of 3.0 (both cumulative and in the nursing major)
• Completion of a basic statistics course and an undergraduate research course or equivalent.
• New York State RN license and current registration.
• Two letters of recommendation. These letters are an important part of the admissions process. They should be from individuals who can address your potential for success in graduate studies and in the advanced role you have chosen.
• A statement of purpose of approximately 500 words describing your objectives in undertaking graduate study in the desired specialization.

Providing an exceptional academic value is what we do best. See how Hunter's annual tuition compares against other top Nursing programs in the area.

Career Paths

The career paths for individuals with a MS in Nursing can vary widely, and salaries can be influenced by factors such as experience, expertise, location, and the specific field. Here are ten potential career paths and salary ranges for program graduates.

Help individuals overcome addiction in various settings, from hospitals to private practice. Salary Range : $120,000-$180,000

Diagnose and manage mental health conditions in children and adolescents in schools, clinics, or community centers. Salary Range: $110,000-$160,000

Provide critical intervention and stabilization for patients in psychiatric crisis within emergency departments. Salary range: $130,000-$190,000

Apply your expertise to the legal system, assessing mental competency and treating incarcerated individuals. Salary Range: $125,000-$185,000

Support older adults facing mental health challenges in nursing homes, assisted living facilities, or geriatric clinics. Salary Range: $115,000-$170,000

Build your own practice on your terms, tailoring your schedule, fees, and clientele to your preferences. Salary Range: $100,000-$200,000

Contribute to advancements in mental health care through research conducted in academic institutions, pharmaceutical companies, or research hospitals. Salary Range: $90,000-$150,000

Develop and implement mental health programs for communities, working in health departments, government agencies, or nonprofits. Salary Range: $95,000-$145,000

Embrace technology to provide remote mental health services via video conferencing, offering flexibility and reaching patients in underserved areas. Salary Range: $100,000-$160,000

Provide specialized care and trauma-informed therapy to veterans facing mental health challenges, potentially in VA hospitals or community-based clinics. Salary Range: $110,000-$165,000

Prepares and instructs future nurses in clinical and classroom settings. Requires strong communication and assessment skills.

Salary Range : $57,000 - $95,000+

Conducts research studies to improve patient care, nursing practices, and healthcare outcomes. Requires research skills, critical thinking, and data analysis abilities.

Salary Range: $62,000 - $100,000+

Oversees nursing staff, manages budgets, and ensures efficient patient care delivery in hospitals or clinics. Requires leadership, communication, and administrative skills.

Salary range: $72,000 - $110,000+

Provides advanced clinical expertise and direct patient care in specialized areas like critical care, wound care, or pediatrics. Requires in-depth knowledge of a specific patient population.

Salary Range: $80,000 - $120,000+

Provides primary care or specialized care, diagnoses illnesses, prescribes medications, and orders diagnostic tests. Requires a Master's degree in Nursing.

Salary Range: $100,000 - $200,000+

Coordinates care for patients with complex needs, helps navigate healthcare systems, and advocates for patient well-being. Requires strong communication, organizational, and social work skills.

Salary Range: $52,000 - $85,000+

Provides virtual healthcare consultations and patient monitoring through video conferencing and technology platforms. Requires adaptability to technology and strong communication skills.

Salary Range: $58,000 - $90,000+

Develops and implements strategies to prevent and control the spread of infections in healthcare settings. Requires knowledge of epidemiology and infection control protocols.

Salary Range: $65,000 - $95,000+

Applies technology and data analysis to improve healthcare processes, patient care, and nursing workflows. Requires strong analytical skills and understanding of healthcare information systems.

Salary Range: $70,000 - $100,000+

Promotes health and well-being in communities, educates the public on health topics, and participates in disease prevention programs. Requires strong communication, community outreach, and public health knowledge.

Salary Range: $55,000 - $80,000+

Application Deadline

Applicants are encouraged to apply as early as possible. Hunter College may consider late applications on a rolling basis pending space is still available in the program.

Some programs may extend their application deadlines beyond those listed above. Please contact Graduate Admissions for specific information. For information on how to apply, click the link below.

Students Educated Outside the US

Applicants whose native language is not English and who have taken all or part of their undergraduate education in a country where English is not the native language are required to submit scores on the  Test of English as Foreign Language (TOEFL ) or the  International English Language Testing System (IELTS ). The following minimum scores must be obtained:

• TOEFL iBT: 80/ Paper Based Test: 550/ Computer Based Test: 213
• IELTS: 6.5 Overall Band Score

Ready to Apply?

Get started on your application now or visit the academic department's website to learn more about this graduate program.

Contact the Program

School of Health Professions Hosts Third Annual Interprofessional Education Day

In late March, more than 300 students from several programs in the School of Health Professions , along with students from the School of Social Welfare , participated in the School of Health Professions thi rd Annual Interprofessional Education Day.  The Interprofessional Education Collaborative’s (IPEC) Core Competency focus this year was communication, with the overarching theme of communicating in a responsive, responsible, respectful, and compassionate manner between the health care team and the patient. 

Small groups of students from different programs worked collaboratively with a facilitator to answer questions based off a video case study. The event ended with a panel addressing questions on access to health care and ways to effectively reduce communication barriers to health care for transgender patients.

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• SUNY Expands Chancellor’s Summer Research Excellence Fund April 16, 2024
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Enhancing personal and public health through an elite partnership.

The Nutrition and Dietetics Teaching Kitchen joins the Teaching Kitchen Collaborative

The Nutrition and Dietetics Teaching Kitchen at Pace University has been accepted into the Teaching Kitchen Collaborative (TKC), a leading invitational network of educational, research, and community organizations with teaching kitchens aimed at improving personal and public health.

In being part of the network, Pace joins organizations including Google, Compass Group, and Cleveland Clinic that are leading the teaching kitchen movement to improve health outcomes in the United States and around the world.

“We are thrilled to be accepted into the TKC as an organization member,” said Jessica Tosto, MS, RD, department chair and clinical associate professor, Nutrition and Dietetics. “Joining the TKC allows us to expand our network of innovative, like-minded colleagues, share resources, and collaborate on research and best practices in the field of culinary nutrition to achieve our mission.”

Teaching Kitchen activities take place at the renowned Zwilling JA Henckels Cooking Studio in Pleasantville where faculty teach future Registered Dietitians about the importance of food as medicine, health equity, sustainability, and culinary nutrition skills to future patients and clients. In addition, Nutrition and Dietetics students share their skills and knowledge with other students and members of the Pace community using our on-campus Mobile Teaching Kitchen.

Teaching kitchen programs include collaboration with Feeding Westchester Mobile Market to teach participants healthy cooking techniques, how to prepare unfamiliar foods, and inspire them to try something new.

The Teaching Kitchen also includes nutrition education for student athletes, and culinary nutrition education for the broader student body, which also focuses on utilization of fresh herbs and produce grown in the campus community garden and addressing the issue of food insecurity on campus.

By integrating culinary nutrition education, health, and sustainability, Pace University's Teaching Kitchen initiatives are fostering a new generation of leaders who are equipped with the skills and knowledge necessary to create healthier communities.

In addition to Tosto, the department chair, three Pace faculty members are members of the TKC. They include: Mary Opfer, MS, RDN, clinical associate professor of Nutrition and Dietetics; Denise Tahara, PhD, MPhil, MBA, department chair and associate professor of Health Science; and Beau Anderson, PhD, MA(Ed), associate dean of Allied Health Programs.

“As a Pace student, I am thrilled to witness and contribute to the blossoming of food equity and outreach within my community,” said Vida Velasco-Popov, a student who is graduating later this year. “It fills me with immense pride to be part of a collective effort that seeks to nourish and bridge the knowledge gap between perceived barriers in the kitchen and empowering others to get curious and learn something new. By sharing our knowledge of nutrition and cooking, we are not just helping today’s students, but we are building a healthier future for the entire Pace community.”

The TKC is a unique collaboration of medical professionals, chefs, educators, researchers, and food system experts dedicated to improving personal and public health. The TKC’s mission is to catalyze and empower a growing network of innovators who are changing lives through food. The TKC was formally launched in 2016 by Dr. David Eisenberg, in partnership with The Culinary Institute of America and Harvard’s T.H. Chan School of Public Health , as an invitational network of thought leading organizations using teaching kitchen facilities as catalysts of enhanced personal and public health across medical, corporate, school, and community settings.

In 2020, the TKC became a 501c3 and is now a global network of 58 teaching kitchens. Its members represent a diverse range of organizations, including leading academic medical centers, public youth services institutions, private employers, and public libraries. The TKC functions as a central hub and accelerator to support the reproducibility, scalability, and evaluation of emerging teaching kitchen models and educational programs.

"Pace University's Nutrition and Dietetics Department is teaching a new generation of leaders that food, individual/community health, and the health of our planet are inextricably linked,” said Katie Welch, TKC Executive Director. “The Teaching Kitchen Collaborative is proud to welcome Pace's incredible team to our network, where leaders in the field of culinary medicine share resources, network and collaborate. Through their membership, Pace's innovative collaborations, focus on food equity and sustainability, and robust programs for students and the community, will help inform teaching kitchens around the world."

To learn more about the TKC and for a full list of TKC members, visit their website .

About the College of Health Professions at Pace University

Established in 2010, the College of Health Professions (CHP) at Pace University offers a broad range of programs at the bachelor, master's, and doctoral levels. It is the College's goal to create innovative and complex programs that reflect the changing landscape of the health care system. These programs are designed to prepare graduates for impactful careers in health care practice, health-related research, or as educators, and equip graduates to work in health policy and global health fields. Students in clinical programs receive hands-on training in the College's interprofessional Center of Excellence in Healthcare Simulation and have the opportunity to apply their developing skills in real-world settings at many of the regions' leading clinical facilities. In addition to Nutrition and Dietetics, the College currently comprises several growing and important areas of study, which include Nursing, Physician Assistant, Communication Sciences and Disorders, Health Science, Occupational Therapy, Health Informatics, and Public Health.

About Pace University

Since 1906, Pace University has been transforming the lives of its diverse students—academically, professionally, and socioeconomically. With campuses in New York City and Westchester County, Pace offers bachelor, master, and doctoral degree programs to 13,600 students in its College of Health Professions , Dyson College of Arts and Sciences , Elisabeth Haub School of Law , Lubin School of Business , Sands College of Performing Arts , School of Education , and Seidenberg School of Computer Science and Information Systems .

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