phd in health professions education online

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 Spring 2025 & Fall 2025 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 Spring & Fall 2025 application cycles:

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

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

Application Fee

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

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

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

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

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

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

TOEFL/ IELTS

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

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

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

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

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

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

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

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

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

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

Personal Statement

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

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

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

Diversity Statement (Optional)

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

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

Recommendation Letters

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

Recommendation letters should come from individuals who are able to address your academic ability, character and integrity, as well as your potential for graduate professional study. At least one letter should come from an academic reference. One letter is required from an MGH Institute faculty member particularly if you are IHP alumni or have previously worked with one of our faculty.

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

Resume or CV

Applicants are required to submit a current resume or CV.

Tuition Reduction for MGB Employees, Alumni and Affiliates

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

Schedule a Consultation

Upcoming Events

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

Associate Professor Health Professions Education School of Healthcare Leadership

• [email protected]

Anshul Kumar, PhD

Assistant Professor Health Professions Education Genetic Counseling

• [email protected]

Anne W. Thompson, PT, EdD

Adjunct Associate Professor Term Lecturer Health Professions Education

• [email protected]

The New England Commission of Higher Education (NECHE)

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

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Department of Medical Education

Phd in health professions education.

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

Program Overview Heading link Copy link

What is the phd in hpe.

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

Who is this program for?

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

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

What should students expect to gain?

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

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

Program format and cost

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.

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 coursework please contact Laura Schaaf ([email protected]).

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.

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.

• Transcript Review
• Program Details
• Admission Requirements
• Graduate Events

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 Editorial Board with the Kentucky Nurse’s Association. 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] .

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
• 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
• Statement of professional goals and proposed research interests
• Proof of current professional license for applicants who are clinically practicing
• Practice-based experience, working a minimum of 2 years in one’s clinical profession
• 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, PhD 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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620 W. Lexington St. Baltimore, MD 21201 (410) 706-3100

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Health Professions Education (EdD)

• Graduate doctorate program
• Doctor of Education Degree
• Online program
• EdD students are automatically eligible for a 25% tuition deduction

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The purpose of the online Doctor of Education in Health Professions Education program is to:

• Help students transition from a practitioner into an educator
• Encounter curriculum tailored to those who do not have a background in education
• Hone writing skills appropriate for a professional or educational setting
• Complete coursework that will apply to their work setting
• Support those who desire to become experts in their leadership and education roles

Students who wish to take individual courses but not pursue a degree may contact the Allen College Admissions Office .

The EdD program begins in the fall and spring semesters.

Qualified applicants must have earned a master’s or higher academic degree from a regionally accredited institution prior to matriculation.

Required application materials can be submitted as they are completed, but  all materials  must be received before admission consideration.

Complete applicant files are reviewed on a rolling basis. Admission decisions take 3 to 4 weeks after the application is complete. 

The Allen College Doctor of Education in Health Professions Education Program is completely online.

Looking for more information? Read the  Online EdD Programs  interview  with the Allen College Program Director.

Doctor of Education in Health Professions Education

Program mission.

Allen College provides a quality doctoral program that prepares individuals from culturally, racially, and ethnically diverse communities for teaching and leadership roles in the health sciences. The online Doctor of Education in Health Professions Education (EdD-HPE) program focuses on teaching that reflects societal needs for education in a variety of post-secondary educational settings and is dedicated to preparing individuals for the highest level of educational teaching and leadership.

Ed.D. Program Goals

• Prepare educators and leaders for roles in a variety of educational settings.
• Provide graduate education programs of excellence through the use of information, communication and practice.
• Provide leaders in policy formation, problem solving, service and teaching.
• Improve quality delivery and outcomes in the practice arenas of health care, administration and education.
• Develop health care educators to function as facilitators, innovators, leaders and consultants.

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The philosophy and purpose of the Ed.D.-HPE program arise from the mission, philosophy and goals of Allen College. The faculty believes that doctoral education in health sciences education provides the student with learning that emphasizes critical evaluation of the concepts and theories that underlie the nature and practice of teaching and the extension of the processes of inquiry developed at the master's and baccalaureate levels (problem solving, critical thinking and research). The purpose of this learning is to develop and test knowledge and to translate the evidence into teaching practice. The faculty recognizes that diverse areas of specialization are guided by an ever changing state of knowledge and emerging societal needs. These provide the groundwork promoting leadership and the ongoing advancement of new knowledge in a variety of health education disciplines.

The faculty also believes that students bring diverse and varying educational, personal and cultural experiences to their graduate studies. These are valuable to the program and student learning and provide strengths that must be fostered within the educational environment. Students are recognized as self-directed scholars with specific learning needs to support both independent and collaborative practice. The learning environment for doctoral study emphasizes collegial relationships with students, faculty and professionals from other disciplines.

The faculty believes in the values and goals of higher learning and supports the mission of education, scholarship, practice and service. Doctorally prepared educators function in the roles of experts and leaders in various health science disciplines and contribute to the body of knowledge that provides a base for practice and the development of those disciplines. Further, doctoral education requires learning experiences and environments that reflect the multicultural composition of the world and the skill of influencing the sociopolitical process as a means of affecting the health care of individual, families and populations.

In concert with the philosophy of Allen College, the graduate will:

• Demonstrate advanced educator competencies to enact increasingly complex faculty and leadership roles.
• Facilitate curriculum design, development, and evaluation of program and learner outcomes using evidence-based strategies.
• Advance the scholarship of education in a variety of health science and nursing professions.
• Evaluate, synthesize, utilize and disseminate the scholarship related to discovery, integration, application, and teaching to further knowledge and competencies of the health science and nursing education professions.
• Demonstrate organizational and systems leadership to advance quality improvement and systems change.
• Apply analytical methods and research to develop best practices and practice guidelines.
• Assume leadership roles in interprofessional collaboration to improve the health outcomes of individuals, families, and populations through the educational preparation and graduation of health science and nursing professionals.

The terminal project for the EdD program is an original scholar-practitioner research dissertation. Students work to identify a problem or issue that affects their local situation or setting, complete a review of applicable literature, and choose an appropriate research design to address the problem. The dissertation committee includes a chair and committee member, and an external reviewer provides input at specific points during the development of the dissertation.

Examples of work from graduates of the EdD program include:

• Steffens, C. L. (2018). Inventory and analysis of the online teaching self-efficacy beliefs of nurse educators [Unpublished doctoral dissertation]. Allen College.
• Kreger, M. A. (2018). Down the rabbit hole:  A grounded theory of health professionals' transitioning from practice to academia [Unpublished doctoral dissertation]. Allen College.
• Sacino Murphy, L. (2020). Relationship between grit and academic success in undergraduate and graduate nursing students [Unpublished doctoral dissertation]. Allen College.
• Preston, L. (2021). Nursing faculty caring attributes [Unpublished doctoral dissertation]. Allen College.