MScHPE Curriculum

Learn about degree requirements and course options for the Master of Science Program in Health Professions Education

Degree Requirements

Master of Science Program in Health Professions Education (MScHPE) program requires students to complete 32 semester credit hours, which are organized into three components: four core courses, electives, and a thesis.

Core courses (16 credits)

The core courses HPE 350-501, 350-502, 350-503, and 350-504 each carry 4 credit hours, for a total of 16 credit hours.

Electives (8 credits)

Students accumulate 8 credits by completing 4 elective courses or transfer credits from graduate programs at other universities (maximum 8 credits)

Thesis (12 credits)

The remaining 12 credit hours are accumulated in thesis research, when students work with an advisor and committee to develop a mentored work of scholarship.

Core Course

The core courses, HPE 350-501, 350-502, 350-503, and 350-504, are offered in on-campus and online formats.

HPE 350-501 Scholarship in Health Professions Education
HPE 350-502 Instruction and Assessment in Health Professions Education
HPE 350-503 Curriculum and Program Evaluation in Health Professions Education
HPE 350-504 Leadership in Health Professions Education

HPE 350-501 Scholarship in Health Professions Education

Introduction to scholarship in health professions education (HPE); overview of types and standards of educational scholarship; application of conceptual frameworks in the development of educational policies, programs, and research; practice in planning the initial stages of an educational research project; analysis of appropriate use of quantitative, qualitative, and survey research methodologies

HPE 350-502 Instruction and Assessment in Health Professions Education

Introduction to concepts, methods, and issues of effective instruction and assessment in health professions education; examination of instructional strategies that support student learning; analysis of assessment approaches for evaluating learning outcomes; application of assessment evidence to inform faculty decision making

HPE 350-503 Curriculum and Program Evaluation in Health Professions Education

Examination of methods and key issues in the planning of educational programs in the health professions; analysis of approaches to the evaluation of educational programs; consideration of institutional factors influencing program planning and evaluation; examination of social forces and contextual influences affecting educational program development and assessment and assessment

HPE 350-504 Leadership in Health Professions Education

Introduction to theories of organizational behavior applicable to leadership and organizational dilemmas; application of organizational behavior theories within health professions contexts; development of practical experience in leadership and organizational management; use of tools for assessing individual and organizational performance; leadership and management of individual and organizational change in health professions settings

Elective Course

Elective courses may be selected from the following:

Courses offered by the Department of Medical Education. See Course Descriptions below for a listing of available elective courses.
Courses offered by other UIC schools, such as the School of Public Health or the College of Education.
Independent Study: selected problems or issues in health professions education are investigated under the direction of a DME faculty member selected by the student.
Transfer of credits to PSU from a graduate program from another university: up to 8 semester hours of graduate level credit which has not been applied toward another degree may be transferred if the student received an A or B grade and has the approval of the Director of Graduate Studies.

HPE 350-511 Artificial Intelligence in Health Professions Education

Concepts, principles, and applications of artificial intelligence in health professions education; use of artificial intelligence to support teaching, learning, assessment, and learner development; ethical considerations, data security, and critical use of artificial intelligence

HPE 350-512 The Elements of Persuasive Writing

Principles and elements of persuasive writing; audience analysis, logical structure, and effective language use; persuasive academic and professional writing for clear, credible, and impactful communication

HPE 350-513 Module: Assessment of Competencies and milestones

Concepts, principles, and tools for competency assessment and developmental milestones; design and use of assessment for learning, decision-making, and continuous learner development; ethical and evidence-informed use of assessment data

HPE 350-514 Reflective Theory & Practice

Concepts, theories, and models of reflective practice; application of reflection for learning, self-development, and professional growth; use of reflective tools and feedback critically and ethically

HPE 350-551 Special Topics in Health Professions Education I

Contemporary and specialized topics in health professions education; critical analysis and integration of research, policy, and best practices; discussion and application in real-world educational and professional contexts

HPE 350-552 Special Topics in Health Professions Education II

Thesis

The thesis is the capstone of the MScHPE program, in which students apply what they have learned to produce a rigorous work of HPE scholarship suitable for publication (although publication is not required).

The thesis is closely supervised by a DME major advisor with input from at least two other committee members; one committee member may be a faculty
member at the student’s home institution (the other is another DME faculty member).

Typical thesis projects

Educational research questions

The development, piloting and evaluation of instructional programs or learner assessments

Literature reviews

Theses often tackle actual problems in the student’s own institutional setting, while at the same time addressing a gap in the broader field of health professions education.

Faculty of Medicine, Prince of Songkla University (PSU)

Department of Medical Education, University of Illinois at Chicago, College of Medicine (DME-UIC)

Faculty of Medicine, Prince of Songkla University (PSU) In collaboration with

Department of Medical Education, University of Illinois Chicago (DME-UIC)

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