Overview
The MEd in Health Professions Education (MEd-HPE) curriculum provides a broad scholarly and practical experience in the theory, research, and practice of HPE by providing learners with the opportunity to participate in a series of formal courses, conduct an education and/or leadership Culminating Project, and obtain other practical experiences to further enhance their leadership, research, and educator skills. The MEd-HPE curriculum is a rigorous degree to include a variety of courses and the requirement for a disseminated Culminating Project with guidance and mentoring by world-class HPE faculty. This Culminating Project aligns with the intellectual tradition in health professions education that outlines five domains in scholarship (Boyer) with the MEd-HPE emphasizing the scholarship of teaching and learning (while the MHPE thesis emphasizes the scholarship of discovery and integration (e.g., a peer reviewed publication).
The MEd-HPE is primarily designed for individuals planning leadership and/or scholarship careers in HPE (medicine, nursing, dental and other health professions) within the uniformed services, although the content is relevant to all individuals engaged in the education of health professionals. The MEd-HPE is targeted for core clinical and basic science teachers, and directors of courses, clerkships, residencies, and fellowships, as well as vice chairs, chairs, deans, and other administrative leaders in HPE (e.g., research directors).
This degree places primary emphasis on learners’ growth in education and/or leadership skills. This degree focuses on recognized domains in the scholarship of teaching and learning (e.g., curriculum development, teaching, assessment, mentoring/advising, and leadership/administration). Matriculants may include, but are not limited to, physicians, dentists, nurses, pharmacists, physical therapists, optometrists, or those that are committed to working with health professionals as a career (e.g., executive administrators) and who wish to apply the core disciplines of education, scholarship, and leadership to their career field. Uniformed personnel with experience as a health professional are given priority for admission.
The goal of the MEd-HPE is to provide each learner with the necessary academic background to serve as an academician and leader in the uniformed services. Graduates are expected to use their acquired skills in educational theory, scholarship, and leadership to positively impact DoD educational programs at the undergraduate (medical, nursing or dentistry school), graduate (residency training), and continuing HPE levels. The degree emphasizes scholarship of teaching and learning (education and/or leadership competencies). In addition, graduates will have the skills to plan, analyze, manage, and improve professional education programs for the DoD.
The MEd-HPE is sequenced to be completed within 36 months of part-time study. The MEd-HPE degree program consists of a number of components including required and selective courses, , a portfolio, and a Culminating Project. The required courses include educational theory, qualitative and quantitative research methods, leadership, and assessment and instructional methods.
*Note: All three degrees in HPE can be completed on a full-time or part-time basis. To be eligible for admission into any of the HPE programs, an individual must be an employee of the federal government (either civilian or uniformed) unless otherwise specified through an agreement (e.g., Memorandum of Understanding) between USU and the relevant institution.
Degree Requirements
Complete the following:
| HPE 500 | Leadership Theories in Practice | 2 |
| HPE 504 | Principles of Instruction in Clinical Settings | 2 |
| HPE 505 | Quantitative Research Methods in HPE | 2 |
| HPE 506 | Principles of Online Instruction | 2 |
| HPE 507 | Qualitative Research Methods in HPE | 2 |
| HPE 550 | Learning Theories | 2 |
| HPE 555 | Teaching Methods | 2 |
| HPE 560 | Measurement, Assessment and Evaluation | 2 |
| HPE 565 | Curriculum Development | 2 |
| HPE 602 | Teaching with Technology | 2 |
| HPE 603 | Reflections on Leadership | 2 |
| HPE 605 | Mixed Methods | 2 |
| HPE 612 | Scholarly Innovation I | 2 |
| HPE 613 | Scholarly Innovation II | 2 |
| HPE 400 | Master’s Practicum in HPE | 1-9 |
| Total Credit Hours: | 29-37 |
Degree Selectives
| HPE 800 | Fundamentals of Systems Thinking | 2 |
| HPE 801 | Advanced Theories in HPE | 2 |
| HPE 802 | Advanced Qualitative Research Methods in HPE | 2 |
| HPE 803 | Advanced Quantitative Research Method in HPE | 2 |
| HPE 804 | Advanced Instruction and Curriculum Development in HPE | 2 |
| HPE 805 | Advanced Measurement, Assessment, and Evaluation in HPE | 2 |
| HPE 806 | Advanced Principles of Leadership in HPE | 2 |
| HPE 807 | Advanced Online Learning and Instruction within HPE | 2 |
Degree Electives
| HPE 503 | Practice of Assessment of Competence | 1 |
| HPE 607 | Grant Writing | 2 |
| HPE 608 | Meet the Experts | 1 |
| HPE 610 | Leadership and Followership in Teams: A Social Psychology Perspective | 1 |
| HPE 611 | Accept, Reject, or Revise? Becoming a Reviewer and Author in Health Professions Education | 2 |
| HPE 614 | Principles of Simulation-Based Learning in HPE | 2 |
| HPE 615 | AI in Health Professions Education: Implications for Educators and Leaders | 2 |
| HPE 616 | Leading with Imagination | 2 |
| HPE 912 | Independent Study in HPE | 1-9 |
Students must complete a minimum of 40 credit hours which includes required selective and research courses not shown above.
Two (2) credits of selective are required. Elective credits are not required.