phd in health education

Health Education

(Doctor of Philosophy)

Leading the way in Health Education

Are you passionate about promoting health and wellness?  The Health Education doctoral program, at the University of Cincinnati, offers a unique and interdisciplinary approach in helping people and communities to adopt healthy behaviors and healthy lifestyles through leadership and research. This nationally recognized program equips students with the knowledge and skills to be leaders in their communities through research and transformative action. With a robust curriculum and dedicated faculty, we empower students to drive positive change, tackle pressing issues, and shape a better future. Join our program and become part of a dynamic community of scholars, researchers, and changemakers who are making a lasting impact in health education. 

Our comprehensive PhD program in Health Education, is ideal for those aspiring to work as faculty members/professors in academic settings, researchers in health or governmental agencies, or professionals eager to serve as leaders in community health settings, health departments, nonprofit agencies, wellness centers, hospitals, corporate wellness programs, and health organizations. Dive deep into the latest research and theories, expanding your intellectual horizons and developing a nuanced understanding of the complexities within the field of Health Education.

The University of Cincinnati is ranked #3 among the nation’s elite institutions for co-op and internships (US News & World Report 2020)

Why pursue a doctoral degree in Health Education?

With evolving health trends, research findings, and best practices, the demand for well-trained healthcare professionals, educators, policymakers and community leaders is on the rise. Educational Institutions, community organizations, corporate wellness programs, government agencies, and non-profit organizations are actively seeking individuals who can contribute to the development and success of the next generation. We believe that your passion and commitment to making a difference in the field of Health Education will be a valuable addition to our graduate program. Join us at the University of Cincinnati and unlock new opportunities for personal and professional growth.

I always knew I wanted to be in the health field and now I get to work with communities focusing on health.

Kelsey Smothers

Education Beyond the Classroom

Beyond the classroom, our program offers invaluable teaching and research opportunities. These experiences provide a platform to apply the knowledge and skills you've cultivated, solidifying your expertise in the field. Explore the broader landscape of health education research and innovation by participating in professional conferences. Here, you can connect with peers, share your insights, and gain fresh perspectives.

Top Research Institution

At the University of Cincinnati, we take pride in our faculty's commitment to developing policies, techniques, and training that bridge the gap between research and practice. As a research-intensive university, the University of Cincinnati supports and encourages an active research agenda for faculty. Thus, students are invited to engage in research with faculty at numerous levels. Most faculty have research teams that include masters and doctoral students. Learn more about the types of research opportunities for students in the doctoral program.

Apply to our PhD in Health Education

The University of Cincinnati’s Health Education Doctoral program features an industry-leading experience through a proven curriculum. Interested in learning more? Request more information today!

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.

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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.

Realize your personal & professional development goals.

The Richard W. Riley College of Education and Human Sciences: PhD in Health Education and Promotion

• The Richard W. Riley College of Education and Human Sciences
• BS in Elementary Education
• Master of Arts in Teaching (MAT) in Elementary Education
• Master of Arts in Teaching (MAT) in Special Education (K- Age 21)
• Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Semester)
• BS in Early Childhood Studies
• MS in Developmental Psychology
• MS in Early Childhood Studies (Semester)
• MS in Education (Semester)
• MS in Health Education and Promotion
• MS in Higher Education (Semester)
• MS in Instructional Design and Technology (Semester)
• MS in Psychology
• Education Specialist (EdS) in Curriculum, Instruction, and Assessment
• Education Specialist (EdS) in Early Childhood Education
• Education Specialist (EdS) in Educational Administration and Leadership
• Education Specialist (EdS) in Educational Technology
• Education Specialist (EdS) in Learning, Instruction, and Innovation
• Education Specialist (EdS) in Reading, Literacy, and Assessment
• Education Specialist (EdS) in Special Education
• Doctor of Education (EdD)
• PhD in Developmental Psychology
• PhD in Education
• PhD in Health Education and Promotion

Note on Certification

Learning outcomes, specializations, minimum degree requirements, residency requirements, course sequences, master of philosophy (embedded degree).

• Doctoral Writing Assessment

8-Year Maximum Time Frame

• BS in Child Development
• MS in Instructional Design and Technology (Quarter)
• MS in Education (Quarter)
• Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Quarter)
• MS in Early Childhood Studies
• MS in Higher Education (Quarter)

Program Website  

In recent years, public, professional, governmental, and medical groups have increasingly come to recognize the need for more health and wellness promotion initiatives, as the majority of adults do not meet the minimum recommendations to eat healthfully, exercise more, and make behavioral changes that can reduce disease and prolong their lives. With the focus of healthcare shifting toward preventive care and education, the demand for qualified health educators is projected to rise 21% by 2020.* Now is the time for students to gain the knowledge, skills, and credentials needed to plan, implement, and evaluate prevention programs and services. With an online PhD in Health Education and Promotion degree, students can help groups and individuals lead healthier lifestyles or conduct research in an area that will help make the world a healthier place.

As one of a small number of online doctoral programs that is fully dedicated to this topic, Walden’s health education and promotion degree program explores both individual and population health, focusing on health behavior theory and techniques for changing behaviors. Using the latest technology, students will review case studies that touch on current trends and research and explore best practices from a global perspective.

The PhD in Health Education and Promotion has been designed to reflect the Eight Areas of Responsibility for Health Educators outlined by the National Commission for Health Education Credentialing (NCHEC) and to prepare students to sit for the national Certified Health Education Specialist (CHES) and Master Certified Health Education Specialist (MCHES) exams. Walden enrollment specialists can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she resides. Additionally, prospective students are advised if they choose to relocate to carefully review, evaluate, and understand the requirements of the applicable licensure board in the state in which they intend to relocate. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information about the CHES and MCHES exams, students should visit  http://www.nchec.org .

At the completion of this program, students will be able to:

• Evaluate the factors that impact individual and population health.
• Synthesize assessment results to identify and prioritize health problems.
• Engage in collaborative planning of health interventions.
• Apply knowledge that results in successful implementation and monitoring of health promotion and disease prevention interventions.
• Evaluate the effectiveness of health promotion and disease prevention interventions.
• Conduct original health education-related research.
• Demonstrate ethical behavior as a health education scholar-practitioner.
• Facilitate efforts among stakeholders to achieve common goals related to individual and community health.
• Apply health education principles, theories, and models to create professional communication and establish positive public relations.
• Use evidence-based research to advocate for policies and programs that promote positive social change related to the health of individuals and communities.
• Track 1 (prior MS in Health Education and Promotion degree, Master of Public Health (MPH), or related health education and promotion degree)

Track 2 (master’s degree in an academic discipline other than the health education or public health field)

Specialization in behavioral health, specialization in global health, specialization in management and leadership, specialization in online teaching in higher education, specialization in population health, specialization in research.

• Foundation course (3 credits)
• Core courses (20 credits)
• Research courses (20 credits)
• Specialization courses (15 credits)
• Dissertation support course (5 credits)
• Dissertation writing courses (continuous enrollment in 5 credits per term for a minimum of 4 terms until completion)
• Quarter Plans
• Four PhD residencies

Foundation Course (3 credits)

• Students may take this as a non-degree course.

Core Courses (20 credits)

Specialization courses (15 credits).

See requirements by specialization above.

Research Courses (20 credits)

• Students may take this a non-degree course.

Completion of Doctoral Capstone

*Students are continuously enrolled in HLTH 9101 for a minimum of four quarters until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Learn more about the dissertation process in the  Dissertation Guidebook .

• Core courses (50 credits)

Curriculum 

Core courses (50 credits).

• Complete Residency 1 Term 1; required in order to advance into RSCH 8110.
• Complete Residency 2 between Terms 2 and 5; required in order to advance into HLTH 8551.
• Complete Residency 3 between Terms 6 and 7; required in order to advance into HLTH 9101.
• Residency 4 General  (RESI 8404) OR
• Residency 4 Proposal Writing  (RESI 8404Q) OR
• Residency 4 Methods & Data Collection: Qualitative  (RESI 8404R) OR
• Residency 4 Methods & Data Collection: Quantitative  (RESI 8404S) OR
• Residency 4 Publishing & Presenting  (RESI 8404T) OR
• a  dissertation intensive  (DRWI 8500). Contact Student Success Advising to register.  Note:  Intensives are  not  included in Fast Track tuition.
• Optional:  Complete a PhD  dissertation intensive  (DRWI 8500) during your dissertation. Contact Student Success Advising to register.

Track 1 Course Sequence

The recommended course sequence is as follows:

*Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the  Dissertation Guidebook .

Track 2 Course Sequence

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

• All required PhD core courses (or KAMs)
• All required PhD specialization courses (or KAMs)
• All required doctoral research and advanced research courses
• Program prospectus development course
• Residencies 1, 2, and 3
• A minimum 3.0 GPA is mandatory.
• The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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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

What is the program format.

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

What is the cost of the program?

The online tuition is currently $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 2025 is December 1 st , 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 admission and application requirements before applying.

Applicants will be informed of admissions decisions in the spring. Please note that 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 in Chicago.

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:

• UIC online graduate application  (All application materials must be submitted through the UIC online graduate application.)
• 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)
• Your background and/or experiences (past or present) that are relevant to the field of health professions education (these may include research, teaching, curricular development, administration, etc.).
• Future potential research agenda – please include at least one future project idea.
• 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.

Contact for more program info Heading link Copy link

Laura e. hirshfield, laura 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. 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. Some MHPE courses may also have additional on-site components.

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. The majority of PhD in HPE students are not eligible for the most common ways that UIC PhD students fund their graduate degrees; specifically, funding is most often made available only to full-time graduate students. That said, 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. PhD students may also be able to seek funding through their employers.

Q: How many students are accepted each year?

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

Texas A&M University Catalogs

Doctor of philosophy in health education.

The Doctor of Philosophy (PhD) in Health Education  prepares students for research in health education. Graduates may aspire to research-oriented positions in higher education and professional schools of allied health, as well as voluntary or governmental health and/or safety agencies. Graduates of this program are prepared for careers in teaching and research in each of these areas.

This comprehensive curriculum prepares students to help individuals improve their health, and thereby quality of life, through effective health education, powerful networking, strong leadership, impactful research, and selfless service to others. 

For more information, please visit https://public-health.tamu.edu/departments/hb/doctoral/phd.html .

Steps to Fulfill a Doctoral Program  

Program Requirements

• Student's Advisory Committee

Degree Plan

Transfer of credit, research proposal, preliminary examination, preliminary examination format, preliminary examination scheduling, preliminary examination grading, failure of the preliminary examination, retake of failed preliminary examination, final examination, final examination grading, dissertation, student’s advisory committee.

After receiving admission to graduate studies and enrolling, the student will consult with the head of their major or administrative department (or chair of the intercollegiate faculty) concerning appointment of the chair of the advisory committee. The student’s advisory committee will consist of  no fewer than four members of the graduate faculty  representative of the student’s several fields of study and research, where the chair or co-chair must be from the student’s department (or intercollegiate faculty, if applicable), and  at least one or more of the members must have an appointment to a department other than the student’s major department . The outside member for a student in an interdisciplinary degree program must be from a department different from the chair of the student’s committee.

The chair, in consultation with the student, will select the remainder of the advisory committee. Only graduate faculty members located on Texas A&M University campuses may serve as chair of a student’s advisory committee. Other Texas A&M University graduate faculty members located off-campus may serve as a member or co-chair (but not chair), with a member as the chair.

If the chair of a student’s advisory committee voluntarily leaves the University and the student is near completion of the degree and wants the chair to continue to serve in this role, the student is responsible for securing a current member of the University Graduate Faculty, from the student’s academic program and located near the Texas A&M University campus site, to serve as the co-chair of the committee. The Department Head or Chair of Intercollegiate faculty may request in writing to the Associate Provost and Dean of the Graduate and Professional School that a faculty member who is on an approved leave of absence or has voluntarily separated from the university, be allowed to continue to serve in the role of chair of a student’s advisory committee without a co-chair for up to one year. The students should be near completion of the degree. Extensions beyond the one year period can be granted with additional approval of the Dean.

The committee members’ signatures on the degree plan indicate their willingness to accept the responsibility for guiding and directing the entire academic program of the student and for initiating all academic actions concerning the student. Although individual committee members may be replaced by petition for valid reasons, a committee cannot resign  en masse . The chair of the committee, who usually has immediate supervision of the student’s research and dissertation or record of study, has the responsibility for calling all meetings of the committee. The duties of the committee include responsibility for the proposed degree plan, the research proposal, the preliminary examination, the dissertation or record of study and the final examination. In addition, the committee, as a group and as individual members, is responsible for counseling the student on academic matters, and, in the case of academic deficiency, initiating recommendations to the Graduate and Professional School.

The student’s advisory committee will evaluate the student’s previous education and degree objectives. The committee, in consultation with the student, will develop a proposed degree plan and outline a research problem which, when completed, as indicated by the dissertation (or its equivalent for the degree of Doctor of Education or the degree of Doctor of Engineering), will constitute the basic requirements for the degree. The degree plan must be filed with the Graduate and Professional School prior to the deadline imposed by the student’s college and no later than 90 days prior to the preliminary examination.

This proposed degree plan should be submitted through the online Document Processing Submission System located on the website  http://ogsdpss.tamu.edu . A minimum of 64 hours is required on the degree plan for the Doctor of Philosophy for a student who has completed a master’s degree. A student who has completed a DDS/DMD, DVM or a MD at a U.S. institution is also required to complete a minimum of 64 hours. A student who has completed a baccalaureate degree but not a master’s degree will be required to complete a 96-hour degree plan. Completion of a DDS/DMD, DVM or MD degree at a foreign institution requires completion of a minimum of 96 hours for the Doctor of Philosophy. A field of study may be primarily in one department or in a combination of departments. A degree plan must carry a reasonable amount of 691 (research). A maximum of 9 hours of 400-level undergraduate courses may be used toward meeting credit-hour requirements for the Doctor of Philosophy.

Additional coursework may be added by petition to the approved degree plan by the student’s advisory committee if it is deemed necessary to correct deficiencies in the student’s academic preparation. No changes can be made to the degree plan once the student’s Request for Final Examination is approved by the Graduate and Professional School.

Approval to enroll in any professional course (900-level) should be obtained from the head of the department (or Chair of the intercollegiate faculty, if applicable) in which the course will be offered before including such a course on a degree plan.

No credit may be obtained by correspondence study, by extension or for any course of fewer than three weeks duration.

For non-distance degree programs, no more than 50 percent of the non-research credit hours required for the program may be completed through distance education courses.

To receive a graduate degree from Texas A&M University, students must earn one-third or more of the credits through the institution’s own direct instruction. This limitation also applies to joint degree programs. 

Courses for which transfer credits are sought must have been completed with a grade of B or greater and must be approved by the student’s advisory committee and the Graduate and Professional School. These courses must not have been used previously for another degree. Except for officially approved cooperative doctoral programs, credit for thesis or dissertation research or the equivalent is not transferable. Credit for “internship” coursework in any form is not transferable. Courses taken in residence at an accredited U.S. institution or approved international institution with a final grade of B or greater will be considered for transfer credit if, at the time the courses were completed, the courses would be accepted for credit toward a similar degree for a student in degree-seeking status at the host institution. Credit for coursework taken by extension is not transferable. Coursework  in which no formal grades are given or in which grades other than letter grades (A or B) are earned (for example, CR, P, S, U, H, etc.) is not accepted for transfer credit . Credit for coursework submitted for transfer from any college or university must be shown in semester credit hours, or equated to semester credit hours.

Courses used toward a degree at another institution may not be applied for graduate credit. If the course to be transferred was taken prior to the conferral of a degree at the transfer institution, a letter from the registrar at that institution stating that the course was not applied for credit toward the degree must be submitted to the Graduate and Professional School.

Grades for courses completed at other institutions are not included in computing the GPA. An official transcript from the university at which transfer courses are taken must be sent directly to the Office of Admissions.

The general field of research to be used for the dissertation should be agreed on by the student and the advisory committee at their first meeting, as a basis for selecting the proper courses to support the proposed research.

As soon thereafter as the research project can be outlined in reasonable detail, the dissertation research proposal should be completed. The research proposal should be approved at a meeting of the student’s advisory committee, at which time the feasibility of the proposed research and the adequacy of available facilities should be reviewed. The approved proposal, signed by all members of the student’s advisory committee, the head of the student’s major department (or chair of the intercollegiate faculty, if applicable), must be submitted to the Graduate and Professional School at least 20 working days prior to the submission of the Request for the Final Examination.

Compliance issues must be addressed if a graduate student is performing research involving human subjects, animals, infectious biohazards and recombinant DNA. A student involved in these types of research should check with the Office of Research Compliance and Biosafety at (979) 458-1467 to address questions about all research compliance responsibilities. Additional information can also be obtained on the website  http:// rcb.tamu.edu .

Examinations

The student’s major department (or chair of the interdisciplinary degree program faculty, if applicable) and their advisory committee may require qualifying, cumulative or other types of examinations at any time deemed desirable. These examinations are entirely at the discretion of the department and the student’s advisory committee.

The preliminary examination is required. The preliminary examination for a doctoral student shall be given no earlier than a date at which the student is within 6 credit hours of completion of the formal coursework on the degree plan (i.e., all coursework on the degree plan except 681, 684, 690, 691, 692, 693, 695, 697, 791, or other graduate courses specifically designated as S/U in the course catalog). The student should complete the Preliminary Examination no later than the end of the semester following the completion of the formal coursework on the degree plan.

The objective of preliminary examination is to evaluate whether the student has demonstrated the following qualifications:

a.     a mastery of the subject matter of all fields in the program;

b.     an adequate knowledge of the literature in these fields and an ability to carry out bibliographical research;

c.     an understanding of the research problem and the appropriate methodological approaches.

The format of the preliminary examination shall be determined by the student’s department (or interdisciplinary degree program, if applicable) and advisory committee, and communicated to the student in advance of the examination. The exam may consist of a written component, oral component, or combination of written and oral components.

The preliminary exam may be administered by the advisory committee or a departmental committee; herein referred to as the examination committee.

Regardless of exam format, a student will receive an overall preliminary exam result of pass or fail. The department (or interdisciplinary degree program, if applicable) will determine how the overall pass or fail result is determined based on the exam structure and internal department procedures. If the exam is administered by the advisory committee, each advisory committee member will provide a pass or fail evaluation decision.

Only one advisory committee substitution is allowed to provide an evaluation decision for a student’s preliminary exam, and it cannot be the committee chair.

If a student is required to take, as a part of the preliminary examination, a written component administered by a department or interdisciplinary degree program, the department or interdisciplinary degree program faculty must:

a.     offer the examination at least once every six months. The departmental or interdisciplinary degree program examination should be announced at least 30 days prior to the scheduled examination date.

b.     assume the responsibility for marking the examination satisfactory or unsatisfactory, or otherwise graded, and in the case of unsatisfactory, stating specifically the reasons for such a mark.

c.     forward the marked examination to the chair of the student’s advisory committee within one week after the examination.

Students are eligible for to schedule the preliminary examination in the Academic Requirements Completion System (ARCS) if they meet the following list of eligibility requirements:

Student is registered at Texas A&M University for a minimum of one semester credit hour in the long semester or summer term during which any component of the preliminary examination is held. If the entire examination is held between semesters, then the student must be registered for the term immediately preceding the examination.

An approved degree plan is on file with the Graduate and Professional School prior to commencing the first component of the examination.

Student’s cumulative GPA is at least 3.000.

Student’s degree plan GPA is at least 3.000.

At the end of the semester in which at least the first component of the exam is given, there are no more than 6 hours of coursework remaining on the degree plan (except 681, 684, 690, 691, 692, 693, 695, 697, 791, or other graduate courses specifically designated as S/U in the course catalog). The head of the student’s department (or Chair of the Interdisciplinary Degree Program, if applicable) has the authority to approve a waiver of this criterion.

Credit for the preliminary examination is not transferable in cases where a student changes degree programs after passing a preliminary exam.

If a written component precedes an oral component of the preliminary exam, the chair of the student’s examination committee is responsible for making all written examinations available to all members of the committee. A positive evaluation of the preliminary exam by all members of a student’s examination committee with at most one dissension is required to pass a student on their preliminary exam.

The student’s department will promptly report the results of the Preliminary Examination to the Graduate and Professional School via the Academic Requirements Completion System (ARCS) within 10 working days of completion of the preliminary examination.

If an approved examination committee member substitution (one only) has been made, their approval must be submitted to the Graduate and Professional School via ARCS. The approval of the designated department approver is also required on the request.

After passing the required preliminary oral and written examinations for a doctoral degree, the student must complete the final examination within four years of the semester in which the preliminary exam is taken. Exams taken in between terms will expire at the end of the term that ended prior to the exam. For example, a preliminary exam taken and passed during the Fall 2023 semester will expire at the end of the Fall 2027 semester. A preliminary exam taken in the time between the Summer and Fall 2023 semesters will expire at the end of the Summer 2027 semester.

First Failure

Upon approval of a student’s examination committee (with no more than one member dissenting), and approval of the Department and Graduate and Professional School, a student who has failed a preliminary examination may be given one re-examination. In accordance with Student Rule 12.5, the student’s department head or designee, intercollegiate faculty, or graduate advisory committee should make a recommendation to the student regarding their scholastic deficiency.

Second Failure

Upon failing the preliminary exam twice in a doctoral program, a student is no longer eligible to continue to pursue the PhD in that program/major. In accordance with Student Rule 12.5.3 and/or 12.5.4, the student will be notified of the action being taken by the department as a result of the second failure of the preliminary examination.

Adequate time must be given to permit a student to address inadequacies emerging from the first preliminary examination. The examination committee must agree upon and communicate to the student, in writing, an adequate time-frame from the first examination (normally six months) to retest, as well as a detailed explanation of the inadequacies emerging from the examination. The student and committee should jointly negotiate a mutually acceptable date for this retest.  When providing feedback on inadequacies, the committee should clearly document expected improvements that the student must be able to exhibit in order to retake the exam.  The examination committee will document and communicate the time-frame and feedback within 10 working days of the exam that was not passed.

Candidates for the doctoral degrees must pass a final examination by deadline dates announced in the  Graduate and Professional School Calendar  each semester. A doctoral student is allowed only one opportunity to take the final examination.

No unabsolved grades of D, F, or U for any course can be listed on the degree plan. The student must be registered for any remaining hours of 681, 684, 690, 691, 692, 791 or other graduate courses specifically designated as S/U in the course catalog during the semester of the final exam. No student may be given a final examination until they have been admitted to candidacy and their current official cumulative and degree plan GPAs are 3.00 or better.

Refer to the  Admission to Candidacy  section of the graduate catalog for candidacy requirements.

A request to schedule the final examination must be submitted to the Graduate and Professional School via ARCS a minimum of 10 working days in advance of the scheduled date. Any changes to the degree plan must be approved by the Graduate and Professional School prior to the submission of the request for final examination.

The student’s advisory committee will conduct this examination. Only one committee member substitution is allowed with the approval of the Graduate and Professional School. If the substitution is for the sole external member of the advisory committee - with an appointment to a department other than the student's major department - then the substitute must also be external to the student's major department. In extenuating circumstances, with the approval of the Graduate and Professional School, an exception to this requirement may be granted.

The final examination is not to be administered until the dissertation or record of study is available in substantially final form to the student’s advisory committee, and all concerned have had adequate time to review the document.  Whereas the final examination may cover the broad field of the candidate’s training, it is presumed that the major portion of the time will be devoted to the dissertation and closely allied topics. Persons other than members of the graduate faculty may, with mutual consent of the candidate and the chair of the advisory committee, be invited to attend a final examination for an advanced degree. A positive vote by all members of the graduate committee with at most one dissension is required to pass a student on their exam. A department can have a stricter requirement provided there is consistency within all degree programs within a department. Upon completion of the questioning of the candidate, all visitors must excuse themselves from the proceedings.

The student’s department will promptly report the results of the Final Examination to the Graduate and Professional School via the Academic Requirements Completion System (ARCS) within 10 working days of completion of the final examination. The Graduate and Professional School will be automatically notified via ARCS of any cancellations.

A positive evaluation of the final exam by all members of a student’s advisory committee with at most one dissension is required to pass a student on their final exam. If an approved committee member substitution (1 only) has been made, their approval must be submitted to the Graduate and Professional School via ARCS.

The dissertation,  which must be a candidate's original work demonstrates the ability to perform independent research . Whereas acceptance of the dissertation is based primarily on its scholarly merit, it must also exhibit creditable literary workmanship. Dissertation formatting must be acceptable to the Graduate and Professional School as outlined in the Guidelines for Theses, Dissertations, and Records of Study.

After successful defense and approval by the student’s advisory committee and the head of the student’s major department (or chair of intercollegiate faculty, if applicable), a student must submit the dissertation in electronic format as a single PDF file to https://etd.tamu.edu/ . Additionally, a dissertation approval form with original signatures must be received by the Graduate and Professional School through the Academic Requirements Completion System (ARCS). Both the PDF file and the completed ARCS approval form must be received by the deadline.

Deadline dates for submitting are announced each semester or summer term in the Graduate and Professional School Calendar (see Time Limit statement). These dates also can be accessed via the  Graduate and Professional School website .

Each student who submits a document for review is assessed a one-time thesis/dissertation processing fee through Student Business Services. This processing fee is for the thesis/dissertation services provided. After commencement, dissertations are digitally stored and made available through the Texas A&M Libraries.

A dissertation that is deemed unacceptable by the Graduate and Professional School because of excessive corrections will be returned to the student’s department head or chair of the intercollegiate faculty . The manuscript must be resubmitted as a new document, and the entire review process must begin anew. All original submittal deadlines must be met during the resubmittal process to graduate.

Additional Requirements

Continuous registration, admission to candidacy.

• 99-Hour Cap on Doctoral Degree

Application for Degree

A student who enters the doctoral degree program with a baccalaureate degree must spend one academic year plus one semester in resident study at Texas A&M University. A student who holds master’s degree when they enter a doctoral degree program must spend one academic year in resident study. One academic year may include two adjacent regular semesters or one regular semester and one adjacent 10-week summer semester. The third semester is not required to be adjacent to the one year. Enrollment for each semester must be a minimum of 9 credit hours each to satisfy the residence requirement. A minimum of 1 credit hour must be in a non-distance education delivery mode. Semesters in which the student is enrolled in all distance education coursework will not count toward fulfillment of the residence requirement.

To satisfy the residence requirement, the student must complete a minimum of 9 credit hours per semester or 10-week summer semester in resident study at Texas A&M University for the required period. A student who enters a doctoral degree program with a baccalaureate degree may fulfill residence requirements in excess of one academic year (18 credit hours) by registration during summer sessions or by completion of a less-than-full course load (in this context a full course load is considered 9 credit hours per semester).

Students who are employed full-time while completing their degree may fulfill total residence requirements by completion of less-than-full time course loads each semester. In order to be considered for this, the student is required to submit a Petition for Waivers and Exceptions along with verification of employment to the Graduate and Professional School. An employee should submit verification of employment at the time they submit the degree plan. See  Registration .

See  Residence Requirements .

All requirements for doctoral degrees must be completed within a period of ten consecutive calendar years for the degree to be granted. A course will be considered valid until 10 years after the end of the semester in which it is taken. Graduate credit for coursework more than ten calendar years old at the time of the final oral examination may not be used to satisfy degree requirements.

After passing the required preliminary oral and written examinations for a doctoral degree, the student must complete the final examination within four years of the semester in which the preliminary exam is taken. Exams taken in between terms will expire at the end of the term that ended prior to the exam. For example, a preliminary exam taken and passed during the fall 2019 semester will expire at the end of the fall 2023 semester. A preliminary exam taken in the time between the summer and fall 2019 semesters will expire at the end of the summer 2023 semester.

A final corrected version of the dissertation or record of study in electronic format as a single PDF file must be cleared by the Graduate and Professional School within one year of the semester in which the final exam is taken. Exams taken in between terms will expire at the end of the term that ended prior to the exam. For example, a final exam taken and passed during the fall 2022 semester will expire at the end of the fall 2023 semester. A final exam taken in the time between the summer and fall 2022 semesters will expire at the end of the summer 2023 semester. Failure to do so will result in the degree not being awarded.

A student in a program leading to a Doctor of Philosophy who has completed all coursework on their degree plan other than 691 (research) are required to be in continuous registration until all requirements for the degree have been completed. See  Continuous Registration Requirements .

To be admitted to candidacy for a doctoral degree, a student must have:

• completed all formal coursework on the degree plan with the exception of any remaining 681, 684, 690 and 691, or 791.
• a 3.0 Graduate GPA and a Degree Plan GPA of at least 3.0 with no grade lower than C in any course on the degree plan,
• passed the preliminary examination (written and oral portions),
• submitted an approved dissertation proposal,
• met the residence requirements. The final examination will not be authorized for any doctoral student who has not been admitted to candidacy.

A student is required to possess a competent command of English. For English language proficiency requirements, see the Admissions section of this catalog. The doctoral (PhD) foreign language requirement at Texas A&M University is a departmental option, to be administered and monitored by the individual departments of academic instruction.

99-Hour Cap on Doctoral Degrees

In Texas, public colleges and universities are funded by the state according to the number of students enrolled. In accordance with legislation passed by the Texas Legislature, the number of hours for which state universities may receive subvention funding at the doctoral rate for any individual is limited to 99 hours. Texas A&M and other universities will not receive subvention for hours in excess of the limit.

Institutions of higher education are allowed to charge the equivalent of non-resident tuition to a resident doctoral student who has enrolled in 100 or more semester credit hours of doctoral coursework.

Doctoral students at Texas A&M have seven years to complete their degree before being charged out-of-state tuition. A doctoral student who, after seven years of study, has accumulated 100 or more doctoral hours will be charged tuition at a rate equivalent to out-of-state tuition. Please note that the tuition increases will apply to Texas residents as well as students from other states and countries who are currently charged tuition at the resident rate. This includes those doctoral students who hold GAT, GANT, and GAR appointments or recipients of competitive fellowships who receive more than $1,000 per semester. Doctoral students who have not accumulated 100 hours after seven years of study are eligible to pay in-state tuition if otherwise eligible.

Doctoral students who exceed the credit limit will receive notification from the Graduate and Professional School during the semester in which they are enrolled and exceeding the limit in their current degree program. The notification will explain that the State of Texas does not provide funding for any additional hours in which a student is enrolled in excess of 99 hours. Texas A&M University will recover the lost funds by requiring students in excess of 99 hours to pay tuition at the non-funded, non-resident rate. This non-funded, non-resident tuition rate status will be updated for the following semester and in all subsequent semesters until receipt of a doctoral degree. Please see the  Tuition Calculator  at the non-resident rate for an example of potential charges.

The following majors are exempt from the 99-Hour Cap on Doctoral Degrees and have a limit of 130 doctoral hours:

• Biochemistry and Molecular Biophysics
• Biomedical Sciences
• Clinical Psychology
• Counseling Psychology
• Genetics and Genomics
• Health Services Research
• Medical Sciences
• Microbiology
• Neurosciences (College of Medicine)
• Oral and Craniofacial Biomedical Sciences
• Pharmaceutical Sciences
• Public Health Sciences
• School Psychology

For information on applying for your degree, please visit the  Graduation  section.

Doctor of Public Health

Learn to translate knowledge into powerful results as the leader of a public health organization.

For more information on the DrPH Program , please visit our website ( here ). 

The Harvard Doctor of Public Health (DrPH) will prepare you for high-level leadership to make a difference in the fields of public health and health care. This first-of-its-kind, multidisciplinary degree provides advanced education in public health along with mastery of skills in management, leadership, communications, and innovation thinking. This is accomplished within a highly collaborative, small-group learning environment. The DrPH Program is a three-year program (with an option to extend to a fourth year) and during this time, students will learn how to address complex problems of public health policy and use advanced analytical and managerial tools to lead organizational and societal change. You will learn the scholarship of translation, assembling scientific evidence and using it to achieve real results in the field. Also, you will gain hands-on experience working to achieve a specific public health objective under the guidance of Harvard’s world-renowned faculty.

The Harvard DrPH is planned as a 3-year academic program (with an option to extend to a fourth year).  The first two years of the Harvard DrPH involve full-time, on-campus study as part of a collaborative cohort of approximately 9 – 15 students. The academic training will cover the biological, social, and economic foundations of public health, as well as essential statistical, quantitative, and methodological skills you will need to address today’s complex public health challenges, which rarely fall within neat disciplinary boundaries. You will also shape an individualized course of study in your second year by selecting courses to deepen specific areas of expertise and build skills that you will apply during your third year capstone project.

The DrPH Doctoral Project is the culminating experience of the Harvard DrPH degree program, and the primary locus of the knowledge translation elements of the degree. The pedagogical intent behind the Doctoral Project’s design is to provide an opportunity for the DrPH degree candidate to practice and develop personal leadership skills while engaging in a project that contributes substantively to advances in public health or healthcare.  

The optional fourth year are for students who need more time to complete their Doctoral Project.

Your Future

As a Harvard DrPH graduate, you will be ready to lead. You will be equipped with experience gained through real-world case work and field work conducted at a variety of organizations. You will have the skills to possibly start new organizations or work from within to change existing ones. You will know how to translate public health research into effective policies, programs, and initiatives that dramatically improve individual and population health. You will be comfortable in a leadership role and confident in your public health expertise. And whether you choose to pursue a career in a nongovernmental organization, health ministry, government agency, health care provider, start-up, or more established private sector business, you will be prepared to make a difference.

If you aspire to a leadership position in public health—whether at a health ministry, government agency, consulting firm, health-related start-up, established corporation, nongovernmental organization, or international organization—the Harvard DrPH will equip you to meet your goals.

Our Community

As a DrPH student, you will work closely with Harvard’s renowned faculty through rigorous case discussions, simulations, and field experiences in a variety of major public health organizations. You will also collaborate with passionate, highly skilled classmates who bring diverse talents, backgrounds, and creative problem-solving skills to the classroom. The rich relationships you establish during this experience will become lasting sources of collaboration and support, along with the global network you will gain as a member of the Harvard alumni community.

Who Should Apply?

All candidates for admission to the Harvard DrPH should have, at a minimum:

• A master’s OR doctoral degree in the health sciences or in another related field or non-US equivalent.
• At least six years of full-time public health and/or public service experience in a relevant discipline .  Advanced degrees will not be considered in lieu of work experience as coursework will build directly on professional skills and experiences.
• Prior coursework in public health-related methods and in specific technical areas of public health is also beneficial.

Beyond the formal qualifications, we seek top applicants who demonstrate an appetite and vision to effect change, displaying the energy and creativity to have already moved along that path early in their careers. We also explicitly seek to admit students with interest and experience across a broad cross-section of public and private areas of public health and health care locally, nationally, and internationally.

All students admitted to the DrPH program, including international students, should complete the financial aid application process . For admitted students with financial need, 50% tuition scholarships are offered for the first two years of the program.

Health Professions Education, 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 PhD in Health Professions Education provides the next generation of health professions faculty advanced training in education. This program aims to provide students with the necessary tools to further develop interprofessional health profession course and curricular design, research, and assessment skills. Learners will build on existing health professional competencies gained through their professional education. Topics such as educational theory and using educational research to advance knowledge in teaching and the learning in health professions are core to this program. The primary discipline will serve as one lens through which educational theory and phenomena can be examined. After the completion of this program graduates will continue their careers with the tools necessary to adequately prepare health professions students to impact the health of our diverse society. Applications for admission to the fall term are due by February 1.

• Application Instructions

Details, Dates & Deadlines

Program details, class format, program location.

Predominantly online

Program Length

36-60 months

Credits to Complete

Cost/credit hour.

In State: $798 Out of State: $997

• Online application
• $75 application fee
• Official transcripts
• 3 Letters of recommendation
• Proof of English language proficiency for international students
• Current CV or resume
• Master’s degree or higher in the health professions or a related field
• Proof of English language proficiency for international applicants
• No GRE required 

Dates & Deadlines

Fall Deadline: February 1

Career Outlook

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

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. 

Program Structure

The PhD in health professions education consists of a total of 60 credits. 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.

Program Completion Timeline

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

Learning Outcomes

Graduates of the PhD in HPE program will be prepared to apply the skills that they have acquired to higher education employment in their profession, the private sector, as well as local, state and government positions in healthcare and education.

Graduates of the PhD in HPE will:

• Advance theory through the generation and dissemination of rigorous educational research and scholarship.
• Demonstrate proficiency in curriculum design, delivery, and evaluation.
• Work effectively in interprofessional research
• Demonstrate academic and executive-level administration and leadership skills needed to lead higher education programs, institutions, agencies, and organizations in the health professions.
• Demonstrate evidence-based teaching and assessment methods at the course or program level.
• Demonstrate the ability to apply analytical skills to improve educational programs and institutional effectiveness.
• Participate in the broader national and global health professions community to improve health professions education.

Hear from a few of our students

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]

Meet Your Faculty

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

Your path to success starts here

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PhD in Health Sciences Education

• Master of Arts in Educational Psychology
• Graduate Certificate in Foundations of Health Sciences Education
• Medical and Health Sciences Education Electives
• Meakins Fellowship
• Class of Medicine 1970 Educational Award for Teaching Excellence and Innovation

Applications for Fall 2025 will open on September 15, 2024.

The PhD in Health Sciences Education is a unique, interdisciplinary and interprofessional program offered by McGill University’s Institute of Health Sciences Education (IHSE), within the Faculty of Medicine and Health Sciences.

This program uses a theoretical approach to guide aspiring researchers in health professions and health sciences education (HSE) to develop the skills to make conceptually informed design and methodological choices in their research projects.

After completing the program, students will join a new, innovative and fast-growing field in the health sciences, where researchers from a broad range of disciplines contribute practice-informed evidence that advances:

• societal health and well-being
• the quality and safety of patient care
• the education of the next generation of health care professionals.

As PhD students are based at the IHSE, a unit specially devoted to the field in Canada, they will also gain opportunities for networking, collaboration and mentorship, as well as access to research and clinical sites.

The PhD program is offered on a full-time basis at the IHSE, located on the McGill University campus in downtown Montreal.  

Who should apply?

This program is designed for qualified candidates from various disciplines (e.g. health professions, biomedical and natural sciences, humanities and social sciences, and education) who possess a strong background in teaching, mentoring, coaching and educational scholarship.

As this program focuses on theoretical perspectives and research design, it is expected that candidates aspire to produce original and theoretically informed research and contribute to new evidence within HSE.

Accepted candidates will be eager to develop expertise in research, educational scholarship, knowledge translation (including written and oral communication), leadership, research mentoring, capacity building, career development and grant writing.

Structure and Delivery

This four-year PhD program covers a broad spectrum of topics within health professions education and health sciences education.

Completing the PhD program involves:

• completing mandatory courses (see below) that focus on theoretical perspectives of relevant topics and research design during the first two years
• completing an advanced methodology course of the student’s choosing
• passing a comprehensive written and oral examination, which will cover the content of the mandatory courses and the student’s own research project
• producing, submitting and defending a PhD thesis, as an original and theoretically informed contribution to health sciences education.

During the third year, students are expected to continue to work on their thesis and are expected to submit their thesis by the end of the fourth year. Students will also deliver an oral defense of their research project.  

Course Information and Assessment

The following courses in the PhD program are mandatory in the first two years of the program:

Health Sciences Education: The relationship between research knowledge and health educational practice, including the continuum of knowledge creation and engagement; education and healthcare systems, including research on: policy, governance and regulation; program design and teaching and learning approaches in health sciences education (HSE); assessment and evaluation frameworks, including: quantitative and qualitative approaches; social accountability in HSE and HSE research including: equity, diversity and inclusion; and professional research skills, including: research management, academic communication in various genres, and research supervision.

Offered by: Health Sciences Education

• Prerequisite: Permission of the Instructor
• Students must register for both HSED 702D1 and HSED 702D2
• No credit will be given for this course unless both HSED 702D1 and HSED 702D2 are successfully completed in consecutive terms
• Language of instruction is English.
• Peter I Nugus

Health Sciences Education: For description see HSED 702D1 .

• Prerequisite: HSED 702D1
• Winter 2025
• Maryam Wagner, Carlos A Gomez-Garibello

Health Sciences Education: Various frameworks, theories and methodologies that contribute to health sciences education (HSE) research, and how these elements fit together to make a particular project coherent. Examination of the character of inter-disciplinary academic contributions and foci in HSE research. Emphasis on different types of research perspectives (such as constructionism, postmodernism and positivism) and approaches (qualitative, quantitative, participatory and mixed-methods).

• Language of Instruction is English.
• Meredith E Young

Health Sciences Education: An examination process covering two components: a written component and an oral component. Submission of a written proposal for examination which, following responses or amendments and re-examination, is the basis of an oral examination. The comprehensive examination must be passed by all doctoral candidates in order to continue in the doctoral program.

• Prerequisites: HSED 702 , HSED 703
• Language of instruction is English

Program Details

Instructors and supervisors.

Tamara Carver , PhD, Director of the Office of Ed-TECH, Associate Professor, Institute of Health Sciences Education and Associate Member, Department of Surgery

Carlos Gomez-Garibello , PhD, Assistant Professor, Institute of Health Sciences Education

Jason M. Harley , MA, PhD, Associate Professor, Department of Surgery and Associate Member, Institute of Health Sciences Education

Elizabeth Anne Kinsella , MAdEd, PhD, Director and Full Professor, Institute of Health Sciences Education and Associate Member, School of Physical and Occupational Therapy

Sylvie Lambert , RN, PhD, Associate Professor, Ingram School of Nursing and Principal Scientist, St. Mary’s Research Centre

Monica Molinaro , PhD, Assistant Professor, Institute of Health Sciences Education

Peter Nugus , MA (Hons), MEd, PhD, Associate Professor and Associate Director (Graduate Programs), Institute of Health Sciences Education and Associate Member, Department of Family Medicine and Department of Oncology

David Ragsdale , PhD, Associate Professor, Department of Neurology and Neurosurgery at the Montreal Neurological Institute and Associate Member, Institute of Health Sciences Education

Charo Rodríguez , MD, MSc, PhD, Professor, Department of Family Medicine and Associate Member, Institute of Health Sciences Education

Linda Snell , MD, MHPE, Professor and Associate Director (Outreach), Institute of Health Sciences Education and Professor, Department of Medicine

Yvonne Steinert , PhD, CM, Professor, Department of Family Medicine and Faculty Member, Institute of Health Sciences Education

Aliki Thomas , PhD, OT, Associate Professor, School of Physical and Occupational Therapy and Associate Member, Institute of Health Sciences Education

Maryam Wagner , BSc, BEd, MEd, PhD, Assistant Professor, Institute of Health Sciences Education

Meredith Young , BSc, PhD, Associate Director (Research) and Associate Professor, Institute of Health Sciences Education

Admission Requirements

Applicants must apply through McGill University's Slate application system . To be considered for this program, candidates must provide:

• The transcripts of the applicant should show a Cumulative Grade Point Average (CGPA) of at least 3.4 out of a possible maximum CGPA of 4.0, or a GPA of 3.6 out of 4.0 for the last two years of full-time studies.
• A personal statement (1-2 pages)
• A curriculum vitae (CV) identifying the candidate’s formal qualifications, scholarly outputs, background or experience as an educator, work experience, any relevant prizes received, any financial awards/grants received for scholarly work, and any community or professional service that would demonstrate potential contribution to and engagement with the IHSE community.
• A writing sample (no more than 10 pages) that should showcase the candidate’s writing ability. It could be a published article, book chapter or assignment submitted in a previous course.
• Two written references, which should convey the candidate’s ability, attitude, commitment, productivity and work ethic, that would enable them to successfully complete a PhD in Health Sciences Education.
• A research proposal (up to 1-page description, does not include reference list) of your PhD research interests that you would want to pursue in your studies. You may wish to also describe methods and/or methodologies of interest to you. Although this is not expected to be a complete or final proposal, it should show that the candidate has given thought to the appropriate design and conduct of a research proposal that is situated in the field of health sciences education. It is suggested that the candidate use headings, such as Introduction/Background, Methodology and Expected Contributions.

The Slate application system has separate sections for uploading transcripts and details of referees. Other documents need to be uploaded under “Supporting Documents”. Candidates are also expected to attend an online or in-person interview with the prospective supervisor and the Associate Director (Graduate Programs) prior to or during the application process.

We expect candidates to ensure they meet the full criteria for admission before applying.

Research Domains

Students can choose from a range of topics within HSE research for their research project. At the IHSE, members are engaged in a wide variety of educational topics related to health care, including:

• Professionalism and Professional Identity Formation
• Faculty Development and Continuing Professional Development
• Innovations in Teaching and Learning
• Assessment and Program Evaluation
• Decision-Making and Clinical Reasoning
• Education and Health Care Systems

Cutting across these domains are the following principles and strategies, which reflect the IHSE’s commitment to patient- and learner-centred research:

• Advancement of Theory and Research Methodology
• Development of Policy and Practice
• Knowledge Translation
• Social Accountability

Tuition Fees

Tuition fees for this program can be found on the Student Accounts website . On this site, you will find tuition fees and charges for each semester. These may fluctuate based on annual adjustments to the fees and charges.

For the duration of their PhD, students are required to apply for scholarships each year to fund their studies.

Benefits and Professional Opportunities

Upon completion of the PhD in Health Sciences Education, the student is expected to be able to:

Design, conduct and disseminate a conceptually coherent and ethical research project, which makes an original contribution to the field of HSE research

Demonstrate a core area of content expertise, based on detailed understanding of different approaches and perspectives related to HSE research

• Demonstrate a core area of methodological expertise relevant to HSE research

Demonstrate understanding of the relationship between topics in HSE research, and the conceptual, professional, policy, translational and social accountability implications of various HSE research topics and perspectives

Facilitate knowledge production and knowledge exchange from a range of conceptual and methodological perspectives, to address a range of research and applied challenges in HSE

Engage and develop new ways of learning that result in interdisciplinary and interprofessional collaboration, with strong understanding of and ability to navigate complex applied health services and contextual issues

Develop HSE research networks both within academia as well as the broader health sciences, educational, institutional, and policy-oriented communities to facilitate knowledge translation and exchange

Furthermore, the student may find employment in:

A medicine and health sciences faculty within a university as a professor, researching and teaching health sciences education

The health system, as a clinician-educator or clinical education manager (e.g. medical or surgical residency director, or nursing preceptor)

The health system or in a university, undertaking research and practice in the management and facilitation of accreditation, curriculum development, learning, or assessment and evaluation

Policy-making in education or health care

Industry, as a strategic learning development lead in, for example, the biotech, pharmaceutical or medical equipment industry

For more information, please contact: Institute of Health Sciences Education Lady Meredith House, Room 205 1110 Pine Avenue West Montreal, Quebec H3A 1A3 E-mail: gradcoord-ihse.med [at] mcgill.ca

Please note: McGill University reserves the right to make changes to the program, content, and services as it deems necessary.

Department and University Information

Institute of health sciences education.

DOCTOR OF PHILOSOPHY Health Professions Education

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Earn your Ph.D. through 100% online coursework.

• Certificate Health Professions Education

Program Highlights

Frequently asked questions.

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Why earn your Ph.D. in Health Professions Education at Bellarmine?

Our Ph.D. in Health Professions Education is a 48-hour (post master’s degree) cohort-based program with a completely online delivery format. The degree prepares students from diverse healthcare backgrounds for college and university teaching, leadership, and research careers.

Graduates of the program will fill the significant shortages of academically qualified faculty to meet regional and professional accrediting body requirements in healthcare related fields including, but not limited to, nursing, physical therapy, respiratory therapy, occupational therapy, athletic training, speech-language pathology, medical laboratory sciences, imaging sciences, pharmacy, physician assistants, radiation therapy, dental hygiene, and health care administration.

This program is intended for working professionals with classes held virtually. Courses are offered through a blend of both synchronous and asynchronous virtual class sessions, with guided online work completed independently throughout the semester. Coursework can be completed in eight semesters (no more than two courses per semester) with the dissertation completed in semesters nine and ten.

Bellarmine’s Ph.D. in Health Professions Education curriculum prepares students to teach in both the college/university and clinical settings. The program includes student development theories, as well as pedagogical strategies for teaching in the classroom, online, clinical, and laboratory settings. In addition, the program prepares graduates to understand and employ multiple teaching-learning theories as well as evaluate program and curricular effectiveness. Coursework in both qualitative and quantitative statistics and research methods will ultimately prepare students to engage in scholarly activities.

How would this program benefit me in the workplace? Bellarmine’s Ph.D. in Health Professions Education curriculum prepares students to teach in both the college/university and clinical settings.

Would I be eligible for any financial assistance? Yes. You will want to file the FAFSA and apply for federal loans at fafsa.ed.gov. Graduate students are eligible for loans in the amount of $20,500 per academic year (fall, spring and summer) while enrolled.

Will I be assigned a program advisor who will mentor me and guide me through my course work? Yes. Each graduate student will have a program advisor who serves as a mentor to assist with course selection, practicum site identification and dissertation efforts.

Student Story

“As a full-time educator, wife and mom, and part-time physical therapist, finding time to pursue my goal of completing a PhD and finding the right program was a daunting task. After spending many months researching various programs I came across Bellarmine’s PhD in Health Professions Education and I was excited to see a program that could fit all of my needs. This program has robust and diverse curriculum that prepares students to be great educators in the dynamic and evolving health professions programs, as well as, the flexibility to complete course work online and at a pace that did not take away from my other responsibilities. The faculty are also extremely supportive and truly come alongside the student to help them complete the program. This degree will allow me to progress in leadership roles in higher education and has made me a better educator in physical therapy education. I’m grateful for the opportunities this degree opens up for me and my future. ”

Bethany Huebner, PT, DPT Clinical Specialist in Sports Physical Therapy Certified Manual Therapist Department Chair/Associate Professor of Physical Therapy University of Evansville

Faculty Profiles

Here is a quick snapshot of a few of our faculty members.

Christy Kane, PhD, RRT, RRT-NPS, RRT-ACCS, AE-C, FAARC Dr. Kane serves as the chair of the Ph.D. in Health Professions Education program as well as the chair of the graduate and undergraduate Respiratory Therapy Programs. In addition, Dr. Christy Kane currently serves as the Associate Dean of the Donna and Allen Lansing School of Nursing and Clinical Sciences. Since coming to Bellarmine in 2001, her primary teaching responsibilities have included adult critical care, pharmacology, and capstone. Her research focuses on exercise’s influence on cognitive function, smoking cessation, and topics in adult critical care. Her work has been published in the Mayo Clinic Proceedings, Dimensions of Critical Care Nursing, Physiology and Behavior, American Journal of Health Promotion, as well as Preventive Medicine. In addition to the Registered Respiratory Therapist credential, she has also earned credentials as a Neonatal Pediatric Specialist, Asthma Educator Certification, and Adult Critical Care Specialist. She is actively involved in her professional organizations and is an AARC Fellow. In 2023, Dr. Kane was inducted as a Distinguished Scholar Fellow to the Respiratory Care Academy of the National Academies of Practice.

Barbara Jackson, Ph.D., RN Dr. Jackson is an Associate Professor of the Lansing School of Nursing and Clinical Sciences. She was elected to the Education and Research Cabinet with the Kentucky Nurse’s Association, where she also serves as secretary. Dr. Jackson earned her BSN at Indiana University Southeast and her Ph.D. in Nursing from the University of Louisville. Her research interests include a focus on vulnerable populations, including homelessness, poverty, and incarceration. She has worked with mothers who live in urban settings, mothers in prison, as well as rural and urban pediatric populations. She works with a hospital research council on topics related to patient education and staff development. Her primary teaching responsibilities have included health policy, evidence-based practice, scholarship and pedagogy in HPE and Qualitative Research.

Megan Danzl, PT, DPT, Ph.D., NCS Dr. Danzl teaches in the following courses: Introduction to Acute Care, Service Learning Clinic, and Neurological Rehabilitation for the Adult Patient. Her current scholarship interests include examining the practice of patient and caregiver education in physical therapy practice, the use of qualitative research methods in physical therapy research, and neurorehabilitation. She serves as the research and education coordinator in the Bellarmine University and Norton Healthcare neurologic physical therapy residency.

Learn more about Bellarmine University.

For more information, call 502.272.7100 or email your questions to [email protected] .

DrPH in Health Education

Program director - anna nelson, drph health education (available online).

The Doctor of Public Health in Health Education is designed for individuals who desire to add depth to their health education specialization and develop research, writing, professionalism, management, and leadership capabilities. The emphasis in health education offers advanced knowledge and competencies in the health education process and includes planning and evaluation of health behavior change, advocacy and communication, and critical analysis.

The program emphasizes the practice of  healthful lifestyle behaviors  and  community health education . The  online technology-mediated format  is targeted toward working professionals and requires specific hardware and software specifications.

The curriculum consists of synchronous learning, online courses, blended courses, and a visit to the campus during the research process for defenses of proposals, dissertation, and graduation. Students are also welcomed to take a course or two on-campus during the summer months.

The DrPH in Health Education is designed to provide advanced knowledge, skills, and research capacity. Graduates are prepared for university-level teaching and planning, as well as the management and evaluation of health education programs domestically and globally.

Individually planned and mentored, this program requires a master’s degree in public health or a related field. Graduates are typically employed in leadership roles in government, private, or academic settings.

The program prepares you from day one for competent public health practice in any setting. –O'Neal Malcolm, DrPH Health Education student

Learner Outcomes

Upon completion of the Dr.P.H. degree in Health Education, you will be able to:  

•    Synthesize assessment results to determine and prioritize health problems; •    Apply theoretical concepts and models in developing health interventions; •    Evaluate the effectiveness of health education interventions; •    Provide mentorship and consultation on health education-related issues; •    Apply evidence-based research to develop advocacy efforts for policies and programs promoting health

Possible Jobs : University Professor, County Health Director, Grant Manager

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Admission Requirements

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

• Required: Baccalaureate degree
• Preferred: 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.

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 iBT  80, with subscores of Reading 19, Listening 17, Speaking 20, and Writing 21,  OR ,
• IELTS Academic  6.5, with 6.0 in each of the four subscores,  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.
• Coursework In addition to the required coursework listed below, any remaining hours required should be distributed between Methodology coursework, Health Professions Education Area of Study coursework, and Dissertation credits according to the recommendation of the DGS and faculty advisor. ​

UIC MHPE Graduates

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

Specific coursework 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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Doctor of Philosophy (PhD) in Health Policy and Management

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About the PhD in Health Policy and Management Program

The PhD in Health Policy and Management is a full-time doctoral program that trains its students to conduct original investigator-initiated research through a combination of coursework and research mentoring. The curriculum includes core coursework that is common across the four concentrations and courses specific to each individual concentration. Applicants to the PhD in Health Policy and Management apply directly to one of four concentrations. All four options have the same deadline, structure, and funding.

Concentration Areas

This concentration is designed for students interested in conducting independent research on ethical issues in public health policy, research and practice such as domestic and international research ethics, learning health systems, emerging biomedical technologies, ethics and public health genetics, national and global food policy, access to care and health care priority setting. By the end of their training, students are equipped to function as independent researchers, conducting empirical research related to bioethics, public health and health policy, as well as prepared to provide practical and normative recommendations regarding ethics and public health policy.

View more program information about the Concentration in Bioethics and Health Policy.

This concentration is designed for students interested in preventing leading public health problems through the development, analysis, implementation and evaluation of public health policies. Students affiliated with this concentration employ an interdisciplinary approach to their research in areas such as environmental and occupational health policy, injury prevention and control, social policy, and health and the practice of prevention.

View more program information about the Concentration in Health and Public Policy .

This concentration prepares doctoral students for conducting innovative and rigorous research on the economics of health and healthcare. The curriculum stresses a solid grounding in applied modern microeconomic theory, quantitative methods, and econometrics applications. Students take courses through the Department of Economics in the Krieger School of Arts and Sciences.

View more program information about the Concentration in Health Economics and Policy.

This concentration prepares doctoral students for conducting innovative and rigorous quantitative and qualitative research and evaluation in health services delivery. The curriculum includes exposure to a wide variety of research methods, content areas, and datasets. It also offers the opportunity for in-depth study in areas such as public health informatics, quality of care and patient-centered outcomes research, including a focus on older adults, and health care disparities.

View more program information about the Concentration in Health Services Research and Policy.

Curriculum for the PhD in Health Policy and Management

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

What Can You Do With a Graduate Degree In Health Policy And Management?

Our graduates graduates pursue research careers in top-tier universities, research and policy-making organizations, the health care industry and government agencies. Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. All concentrations follow the same admission process. Please see below for full details on the scope of each concentration.

PhD in Health Policy and Management – Bioethics and Health Policy

PhD in Health Policy and Management – Health and Public Policy

PhD in Health Policy and Management – Health Economics and Policy

PhD in Health Policy and Management – Health Services Research and Policy

For general information regarding tuition and fees, visit the Bloomberg School’s  Tuition and Fees  page.

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the CBA to review specific benefits, compensation, and other terms.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU starting in Fall 2023 or beyond can apply to receive a need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help. [email protected]  

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Social, Emotional, and Behavioral Health and Inclusive Education (SHIE) Ph.D.

Type of degree, school or college, area of study, program format, credit hours to graduate.

UVM is recognized as one of the Best Graduate Schools for Education and Social Work by U.S. News and World Report

Program Overview

UVM's PhD in SHIE prepares highly trained experts with cutting-edge interdisciplinary methodological skills that address critical issues to enhance educational equity and inclusive education to promote the social, emotional, and behavioral health of children, youth, and adults (birth to age 21) impacted by adversity such as trauma, maltreatment, poverty, racism, and other forms of marginalization. 

SHIE graduates will be highly skilled in conducting meaningful research and prepare resilient educators and leaders to ensure the social, emotional and behavioral health of future generations.

Interdisciplinary and Collaborative Approach

Drawing on the disciplines, frameworks and research modalities of special education, social work, and public health, doctoral scholars will engage in interdisciplinary collaborations, training, and methodological rigor in advancing equity and inclusive education. Scholars will participate in applied research teams working to develop and test programs and practices in school and community settings. 

We place intentional emphasis on scholarship and activity that supports collaboration within the cohort and among our core faculty’s professional networks. Scholars will engage in in-person seminars, online learning, and professional conferences that support their success within the program while completing courses and fieldwork that prepares them to conduct rigorous and meaningful research.

View Coursework and Degree Requirements

Fulfilling a Critical Need

The American Association for Employment in Education indicates the need for specially trained practitioners in special education and social, emotional, and behavioral health exceeds the supply of specialists. The recent pandemic exacerbated longstanding shortages in university faculty with expertise in inclusive education. The overall result is diminished school capacity which challenges the wellbeing of children, youth, and their families that falls disproportionately on students of color and students with disabilities.

SHIE Scholar Spotlight

“I love building relationships with kids, especially the ones having a tough time. Building a relationship with a student who is experiencing many feelings means knowing that whenever they come to my classroom, they are safe, appreciated and valued—and we are learning something.” – SHIE Scholar Emily West Geary

Meet Our Internationally Recognized Core Faculty

Associate Professor Shana Haines, PhD

Faculty Profile

Dr. Haines' research focuses on improving meaningful family, school, and community collaborations in order to increase well-being and belongingness, especially for historically marginalized students and families.

Associate Professor Justin Garwood, PhD

Dr. Garwood's research and teaching focuses on students with and at risk for emotional and behavioral disorders (EBD) across three specific areas: (1) pre-service preparation and teachers use of relationship-based pedagogy, (2) academic interventions, and (3) classroom management.

Green and Gold Professor Bernice Garnett, ScD

Dr. Garnett is a public health prevention scientist interested in childhood obesity, bullying, discrimination and harassment, youth health disparities, food access and food security, community based participatory research, school climate and restorative justice.

Associate Professor Colby Kervick, EdD

Dr. Kervick is deeply committed to preparing future teachers who holistically support the academic and social-emotional needs of children through fostering inclusive, equitable and accessible learning environments.

Professor Jessica Strolin-Goltzman, PhD

Dr. Strolin-Goltzman is an implementation scholar focusing on interventions to improve the resilience and social and emotional wellbeing of children, youth, and families across child welfare, mental health, and school settings, with specific expertise in trauma-informed practices.

Funding and Scholarships

Learn more about our funding and scholarships for doctoral students .

Information Sessions (Online)

Sign up for an information session to meet our faculty and learn more about the program.

Our co-directors would be happy to answer any questions you have about the program:

• Email Dr. Justin Garwood
• Email Dr. Shana Haines

You are also welcome to reach out to our Office of Graduate Student and Program Support .

How to Apply

• Review the Admissions Requirements before you submit an application.
• Final deadline for submitting an application is February 15 .

We welcome applications from professionals in education and related fields (e.g., social work, counseling, mental health) who have experience working with students with disabilities in applied settings. Applicants are strongly encouraged to identify at least one core faculty member as a potential advisor and explain the fit between yourself and the faculty member’s research interests. You are welcome to reach out to Dr. Garwood or Dr. Haines for more information.

Application reviews begin on December 1st. The final deadline for submitting an application is February 15.

Requirements for Admission and Retention of Students

To be admitted, applicants must have the following:

• Master’s degree in special education or a related field (e.g., social work, counseling, school psychology);
• Two years of professional experience (special education teacher, social worker, behavior interventionist or related role);
• Three letters of recommendation indicating excellence regarding potential for leadership and research;
• Personal statement with a clear articulation of career goals as special education faculty or related discipline;
• Writing sample providing evidence of excellent skills in scholarly writing, a commitment to social change and justice for students with SEBH needs, and the potential to conduct independent research.

Selection Process

Core faculty will use a common rating scale to evaluate applicants’ application materials. We will then conduct virtual interviews with top contenders. Applications are due to UVM by February 15 of each year, with notification made by mid-April.

SHIE doctoral students will:

• Demonstrate knowledge of practices and research related to culturally responsive family-school-community partnership aimed at supporting educational equity, inclusion, and social-emotional-behavioral health (SEBH).
• Contribute to active research-practice partnerships and the reciprocal translation of applied, community-engaged research.
• Demonstrate knowledge and skills in psycho-educational and relationship-based interventions with children and youth with and at risk for emotional-behavioral disorders.
• Apply knowledge, skills, and methodological expertise to design, implement, evaluate, and disseminate theoretically-informed, applied and evidenced-based school and community practices that promote the SEBH of children and youth.
• Design and deliver effective education to pre-service and in-service practitioners.

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A Comprehensive Guide to Master’s Degrees in Public Health

• Kate Gibson

Related topics

• Public Health

In today’s rapidly evolving healthcare landscape, the importance of advanced degrees in public health cannot be overstated. In the aftermath of a global pandemic, many public health professionals are seeking new ways to effectively prepare for the increasingly complex challenges our current healthcare system faces. 

As a result, many are turning to advanced education to better understand how to drive innovations and improve global health outcomes. However, choosing the right degree is essential for aligning your education with your career goals. There are several non-clinical degree programs that can help you become a more informed healthcare professional. 

Here’s an overview of master’s degrees in public health and which one is right for you. 

Why Earn a Master’s Degree in Public Health

Investing in a master’s degree in public health is a significant commitment—both financially and personally. However, the benefits of advanced education in this field are substantial and can lead to a rewarding and impactful career. 

A master’s degree in public health equips professionals with the knowledge and skills necessary to tackle some of the most pressing health issues facing communities today. It provides a comprehensive understanding of public health principles, from epidemiology and biostatistics to health policy and environmental health, ensuring graduates are well-prepared to address complex health challenges.

An advanced degree can also open up a wide range of career opportunities. With the healthcare sector continuously evolving, there’s a growing demand for highly trained public health professionals who can lead initiatives, drive policy changes, and implement innovative health solutions. 

For example, according to the U.S. Bureau of Labor Statistics, employment for health educators and community health workers is projected to grow 14 percent from 2022 to 2032 —much faster than the average for all occupations. This demand highlights the value of advanced education in securing impactful roles within the industry.

“These advanced degree programs aim to prepare individuals to become future leaders and innovators in this space,” Maniar says.

As a result, many institutions offer public health master’s degrees to shape the future of this field. Prospective public health professionals can earn degrees such as:

• Master of Public Health (MPH)
• Master of Science in Public Health (MSPH)
• Master of Public Health Policy (MPHP)
• Master of Public Administration (MPA)

Despite their varying focuses, these degrees frequently lead to similar professional opportunities, helping you achieve your career goals. 

“There are several degrees available to a public health professional, but many times these credentials are very similar with slightly different names,” Maniar notes. “And in addition, as healthcare, healthcare administration, and public health grow in scope, there’s more overlap between these degrees, ensuring more versatility and transferability among them.”

Despite this overlap, many still wonder which degree is right for them. If that’s the case, here’s a closer look at the various master’s degrees you can get in public health and how to determine which one is right for you.

Overview of Master’s Degrees in Public Health

Master of public health.

The Master of Public Health (MPH) degree is a comprehensive and versatile program designed to equip students with the knowledge and skills necessary to address a wide range of public health issues.

The MPH curriculum typically includes courses in:

• Epidemiology
• Biostatistics
• Environmental health
• Health policy

In addition, MPH programs emphasize addressing social determinants of health. Students are trained to understand the complex factors that influence health outcomes and to develop strategies to reduce health disparities.

“Public health professionals need to understand that as we prepare for the future of public health, we cannot let go of those foundational competencies, those foundational areas of knowledge and expertise that are really the bedrock of good public health practice,” Maniar says.

As a result, MPH graduates make a significant impact on various public health sectors. 

For example, MPH graduates have been pivotal in addressing the opioid epidemic in the United States. They conduct research to identify the root causes of opioid misuse, design intervention programs to support affected communities, and implement policies to regulate the prescription of opioids.

This is just one example of how versatile an MPH program is, ensuring graduates are well-prepared to tackle diverse public health challenges, drive meaningful change, and promote healthier communities worldwide.

Master of Science in Public Health

The Master of Science in Public Health (MSPH) degree is designed for individuals who want to focus on the research and scientific aspects of public health. It provides a rigorous foundation in public health methodologies, preparing graduates to contribute to public health knowledge through research, data analysis, and advanced study.

The MSPH curriculum typically includes courses in:

• Health services research

This comprehensive coursework equips students with the skills necessary to design, conduct, and analyze public health research, ensuring they’re well-prepared to contribute to the scientific community.

This focus on research and academic training teaches students how to apply quantitative and qualitative research methods to public health problems, interpret and present research findings, and develop evidence-based solutions.

“Research is the backbone of public health advancements,” Maniar adds. “An MSPH degree equips professionals with the tools to uncover critical insights and drive health innovations.”

Consider public health professionals’ role in environmental health research. MSPH graduates investigate the health effects of environmental exposures, such as air pollution and hazardous chemicals, and develop interventions to mitigate these risks. 

These tactics can make a huge impact on respiratory health and help advocate for policies to reduce emissions and protect vulnerable populations.

Master of Public Health Policy

The Master of Public Health Policy (MPHP) degree is designed to equip students with the expertise needed to influence and shape health policy at local, national, and global levels. It combines a thorough understanding of the intricacies of health policy and prepares graduates to create and implement policies that improve public health outcomes.

The MPHP curriculum typically includes courses in:

• Health policy analysis
• Health economics

This comprehensive coursework provides students with the skills to evaluate existing policies, design new health policies, and understand the legal and ethical considerations involved in public health decision-making.

As a result, students learn to critically assess the impact of health policies on various populations, advocate for effective policy changes, and understand the political and economic contexts in which these policies are made. 

“The ability to navigate and influence health policy is crucial for driving systemic changes that can lead to significant improvements in public health,” Maniar says.

For instance, during the COVID-19 pandemic, public health policy professionals played a critical role in formulating and implementing policies to mitigate the spread of the virus. They advised government officials on social distancing measures, mask mandates, and vaccination strategies. 

Their expertise in health policy analysis and strategic planning has been crucial in developing evidence-based responses to health crises like these.

Master of Public Administration

The Master of Public Administration (MPA) degree is designed for individuals seeking to develop leadership and management skills in the public and nonprofit sectors. It provides a comprehensive foundation in public administration principles, preparing graduates to effectively manage public programs, implement policy, and lead organizations in serving the public interest.

The MPA curriculum typically includes courses in:

• Public policy analysis
• Financial management
• Human resources

This comprehensive coursework equips students with the skills necessary to design, manage, and evaluate public programs, ensuring they are well-prepared to contribute to effective governance and administration.

These competencies can be particularly useful for public health professionals who want to lead large-scale health initiatives, develop policies that address community health needs, and implement programs that improve health outcomes and reduce disparities in various populations.

Public health administration is another area where MPA graduates have made a difference. 

They’ve managed public health departments, overseen vaccination campaigns, and coordinated public health initiatives. For example, public administrators have led efforts to improve vaccination rates by managing logistics, ensuring equitable distribution, and engaging with communities to increase trust and participation.

Take the First Step Toward a Career in Public Health

Choosing the right advanced degree in public health is a critical step in shaping your career and making a meaningful impact on community health. With a variety of programs available, each offers unique opportunities to address public health challenges in different ways.

“It’s important to think about how you want to use the degree to achieve your career goals,” Maniar concludes. “All of these programs offer unique opportunities, but understanding the focus and outcomes of each can help you make the best decision for your future.”

Northeastern University offers a robust MPH program that emphasizes experiential learning and real-world application. Whether you’re passionate about combating epidemics, improving mental health services, or advocating for health equity, Northeastern’s MPH program provides the tools and experiences necessary to drive meaningful change.

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K. Davina Frick, PhD

K. Davina Frick (she/her) is a professor who teaches economics for decision-making, business leadership and human values, frameworks for analyzing healthcare markets, and a course on how the U.S. health care system in the past, present, and future facilitates innovation.

Frick studied health policy and administration at Penn State, followed by economics and health services research at the University of Michigan. In 1996, she joined the faculty of the Johns Hopkins Bloomberg School of Public Health, where she still has joint appointments. She moved to a leadership position at the Carey Business School in 2013 and returned to an exclusively faculty role in 2021.

Much of Frick’s research focuses on measuring costs associated with diseases or measuring the cost-effectiveness of new treatments, care systems, or community-based interventions. The most focused area has been public and private eye care, and she is currently co-chairing a National Academies of Science, Engineering, and Medicine workgroup on myopia. In addition, she is co-chairing an AcademyHealth project on health services research’s inclusivity, impact, and innovation. She focuses on research translation, specializing in linking peer-reviewed research with the information business leaders need to make decisions about companies that operate in the real-world marketplace. She plans for future research to focus on mentoring, leadership, and DEIB issues.

Frick has mentored students, faculty, and staff, and spoken about mentoring to many audiences—particularly mentoring as a two-way street. She has focused on DEIB issues as a member of a team that produced a series of videos about LGBTQ+ Narratives in Academia, as part of a second team that produced a video called Business of Pronouns, by serving on the school’s Inclusive Teaching committee as well as the university’s Diversity Leadership Council, by reading names at graduation for 10 years, and by serving on the Diversity and Anti-Racism Team for the Society for Medical Decision Making.

• Ph. D, Economics and Health Services Organization and Policy, University of Michigan
• MA, Economics, University of Michigan
• BS, Health Policy & Administration, Pennsylvania State University

Selected publications

• Garcia J, Yesantharao L, Frick KD, Fakhry C, Koch W, Mydlarz W, Eisele DW, Gourin CG. Concentration of high-cost head and neck cancer surgical patients. d and neck cancer surgical patients. The Laryngoscope . Forthcoming.
• Markoulli M, Fricke T R, Arvind A, Frick KD, Hart KM, Joshi M., Kandel H, Filipe Macedo A, Makrynioti D, Retallic N, Garcia-Porta N, Shrestha G, Wolffsohn JS. (2024). BCLA CLEAR Presbyopia: Epidemiology and impact. Contact lens & anterior eye : the journal of the British Contact Lens Association , 102157. Advance online publication. https://doi.org/10.1016/j.clae.2024.102157
• Wong B, Singh K, Everett B, O’Brien KS, Ravilla T, Khanna RC, Chase H, Frick KD.  The Potential of Eye Health Investment as a Best Buy in Global Health and Development: A Systematic Review and Economic Modeling Analysis.  Bulletin of the World Health Organization . Forthcoming.
• Sun J, Frick KD, Liang H, Chow CM, Aronwitz S, Shi L.  Examining cancer screening disparities by race/ethnicity and insurance groups: A comparison of 2008 and 2018 National Health Interview Survey (NHIS) data in the United States.  PLOS ONE . Forthcoming.
• Saraswathula A, Yesantharao ., Gourin CG, Rowan NR, Frick KD. (2023). Cost-effectiveness analysis comparing in-office posterior nasal nerve ablation to surgical therapies. American Journal of Otolaryngology , 44(2), 103776. https://doi.org/10.1016/j.amjoto.2022.103776.
• Wong B, Singh K, Khanna RC, Ravilla T, Kuyyadiyil S, Sabherwal S, Sil A, Dole K, Chase H, Frick KD. Strategies for cataract and uncorrected refractive error case finding in India: costs and cost-effectiveness at scale. The Lancet Regional Health—Southeast Asia.  Forthcoming.   
• Miller, J. R., Frick, K. D., & Gourin, C. G. (2022). Hospital Markup in Head and Neck Cancer Surgery in the US. JAMA otolaryngology-- head & neck surgery. 148(12): 1147–1155. https://doi.org/10.1001/jamaoto.2022.3340.   
• Saraswathula, A., Austin, J. M., Fakhry, C., Vosler, P. S., Mandal, R., Koch, W. M., Tan, M., Eisele, D. W., Frick, K. D., & Gourin, C. G. (2023). Surgeon Volume and Laryngectomy Outcomes . The Laryngoscope , 133(4), 834–840.

Working Papers

• Segal J, Yanek L, Jager L, Okoli E, Hatef E, Dada M, Frick KD. Higher percentage of virtual primary care associated with differences in achievement of some quality metrics.
• Wong B, Singh K, Ravilla T, Khanna RC, Chase H, Frick KD.The Potential of Eye Health Investment as a Best Buy in Global Health and Development.
• Collins ME, Alexander G, Guo X, Tariq A, Frick KD. Cost Analysis of a School-Based Vision Program in an Urban, High-Poverty School District.
• Frameworks for Analyzing Health Care Markets
• Business Leadership and Human Values
• U.S. Health Care System: Past, Present, and Future
• Economics for Decision Making

Honors and distinctions

• Penn State Alumni Association, Martin R. Cepeda, Jr. Award for Alumni Career Advancement and Development, (August 2024) 
• Johns Hopkins University Diversity Recognition Award (2024) Johns Hopkins Carey Business School (2023)
• Collaborative Leadership Award  Johns Hopkins University Diversity Recognition Award (2022)
• Interviewer and interview annotator for the LGBTQ+ Narratives in Academia Project   Journal of Nutrition Education and Behavior, Best Article Award (2017). 
• Co-author on “APHA Vision Care Section Distinguished Service (2011)      
• Golden Apple Award for Small Class Sizes (2011), Johns Hopkins Bloomberg School of Public Health Student Assembly             
• Golden Apple Award for Internet-based Classes (2011), Johns Hopkins Bloomberg School of Public Health 
• Student Assembly Penn State Schreyer Honors College (2009) Outstanding Scholar Alumnus

Impacts and Engagements

• Editor, Sage Knowledge Healthcare Management Series (2024-Present) 
• Associate Editor, Women’s Health Issues (2020-Present) 
• Sponsored and participated in a panel discussion following the presentation of the documentary You Belong Here (about coming out) at the Johns Hopkins University School of Nursing 
• Spoke about developing a joy-centered personal mission statement at the National Conference for College Women Student Leaders 
• Spoke about health care economics at an NIDCD/FDA Working Group on Accessible and Affordable Hearing Health Care for Adults 

Multiple podcasts and blogs on leadership, values, and DEIB

• DEIB Summit: ERGs & Affinity-Based...
• HCA Healthcare Info Session
• Industry Insights & Connections with Alumni in...

Graduate Medical Education Program Manager - Physical Medicine & Rehabilitation

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/ORTHOPEDICS AND REHABILITATION
• Health and Wellness Services
• Partially Remote
• Staff-Full Time
• Opening at: Aug 23 2024 at 13:30 CDT
• Closing at: Sep 6 2024 at 23:55 CDT

Job Summary:

The GME Program Manager functions as a member of the Department of Orthopedics & Rehabilitation Education team. In conjunction with the Program Directors, the position has primary responsibility for managing all aspects of the Physical Medicine & Rehabilitation residency and Pain Management fellowship programs within the Department of Orthopedics & Rehabilitation. The position will coordinate and manage a wide variety of duties that directly impact the residents, fellows, medical students and faculty of the department, working collaboratively and collegially with each. This role will ensure that programs comply with requirements set forthby the Accreditation Council for Graduate Medical Education (ACGME) and the UW Health Graduate Medical Education (UWH GME) Office. A strong background in graduate medical education is essential. This position requires an individual with strong communication and interpersonal skills, excellent organizational skills, careful attention to detail, the ability to work as a team player and the capability to perform multiple tasks in a fast-paced and often stressful environment. This position is expected to demonstrate well-developed assessment skills and decision making abilities and judgment.

Responsibilities:

• 40% Maintains a thorough understanding of accreditation program requirements and related policies, regulatory requirements, and hospital and program policies to provide expert consult to the Program Director to maintain accreditation and compliance with regulatory bodies and pertinent policies
• 15% Collaborates with the Program Director to assess curriculum and evaluations, developing the structure and delivery mechanism, and maintaining accurate records of curriculum, evaluations, and participation
• 10% Provides guidance for resident/fellow recruitment, credentialing, and onboarding to maintain compliance with regulatory bodies and hospital policies
• 15% Serves as the primary contact for the program, liaising with those directly associated with the program, the Institutional GME Office, and regulatory agencies. Advises residents/fellows, program staff/faculty of program and institutional policies and procedures
• 5% Regularly attends monthly program coordinator meetings and GME educational offerings. Collaborates with other colleagues to develop best practices, and serves as an administrative reviewer of other GME programs. Should regularly attend national GME or specialty conference(s)
• 5% Maintains the resident/fellow and program expenditures. Advises fiscal leadership on program budgetary needs and monitors program expenses within budget constraints
• 5% Responsible for ensuring resident/fellow and program compliance with policy, accreditation, and regulatory requirements and that appropriate documentation is maintained
• 5% May exercise supervisory authority, including hiring, transferring, suspending, promoting, managing conduct and performance, discharging, assigning, rewarding, disciplining, and/or approving hours worked of at least 2.0 FTE or equivalent employees

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree

Qualifications:

-Minimum two years relevant experience in Graduate Medical Education required -Previous experience working within the University of Wisconsin System and/or Graduate Medical Education (GME) & familiarity with accrediting bodies is preferred Applicants should be able to demonstrate: -Strong verbal, written and organizational skills -Exceptional administrative and interpersonal skills

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $72,000 ANNUAL (12 months) Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and sick leave; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ ). SMPH Academic Staff Benefits flyer: ( https://uwmadison.box.com/s/r50myohfvfd15bqltljn0g4laubuz7t0 )

Additional Information:

University sponsorship is not available for this position, including transfers of sponsorship. The selected applicant will be responsible for ensuring their continuous eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without the need of an employer sponsorship) on or before the effective date of appointment. This position is an ongoing position that will require continuous work eligibility. UW-Madison is not an E-Verify employer, and therefore, is not eligible to employ F1 STEM OPT Extension participants. If you are selected for this position you must provide proof of work authorization and eligibility to work.

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a current resume/CV and a cover letter briefly describing your qualifications and experience, and a document listing contact information for three (3) references, including your current/most recent supervisor. References will not be contacted without prior notice.

Rachel Timbers [email protected] 608-263-7659 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Grad Medical Edu Prog Mgr(HS071)

Department(s):

A53-MEDICAL SCHOOL/ORTHO&REHAB/ORTHO&REHB

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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