phd healthcare education

PhD in Health Professions Education

Become a health professions educator, scholar, and leader

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

• Concentration Tracks
• MS to PhD Path

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

Applicants can earn their PhD through one of two paths:

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

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

View Curriculum Plan

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

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

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

• Interprofessional Education
• Customized concentration

We are now accepting applications for Fall 2024 entry on a rolling admissions basis.

If you have any questions, please email us at  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . 

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

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

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

Application Fee

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

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

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

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

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

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

TOEFL/ IELTS

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

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

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

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

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

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

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

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

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

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

Personal Statement

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

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

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

Diversity Statement (Optional)

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

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

Recommendation Letters

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

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

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

Resume or CV

Applicants are required to submit a current resume or CV.

Tuition Reduction for MGB Employees, Alumni and Affiliates

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

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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.

Spring 2024 Commencement Ceremony - Saturday, April 27, 2024

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Online Degree

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

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

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

Average length of program.

$800 per credit hour

60 Credit Hours.

Full Tuition and Fees Here

Next Trimester Start

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

Impact Health Care for Generations to Come

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

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

Requirements

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

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

No GRE Required

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

Job Outlook

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

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

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

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

What are the admission requirements?

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

What courses will I be taking for this degree?

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

Why should I choose Logan’s program?

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

What are the requirements for the Practicum courses?

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

What is the ARP?

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

Doctor of Education in

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

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

Your Experience Matters

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

Closing the Skill Gap

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

Doctor of Education in Health Professions Education Program Learning Outcomes

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

View Outcomes

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

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

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

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

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

6. Advance education practice through scholarly research.

LOGAN MENTORS

Speak to Dr. Rauscher

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

Additional Resources

Admission requirements, academic degree plan.

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

• 2023-2024 Academic Degree Plan

Academic Schedules

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

Tuition & Fees

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

Course Descriptions

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

• 2023-2024 Ed.D. Course Descriptions

Angelita Howard, EdD, MBA-PM

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

Jan Edwards-Webster, EdD, MEd

Adjunct Professor

• Undergraduate

Jeffrey Harding, Ph.D.

Adjunct Faculty

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

Kristi Husk, PsyD, CBIS

Laila Thompson, MEd, PhD

• College of Health Sciences

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

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

• Center for Teaching and Learning

Melinda Boyd, DCN, MPH, MHR, RD

Michael Furtado, PT, DPT, EdD.

Adjunct Faculty (Part-Time)

Sarah Carter, PhD

Assistant Professor for the DHPE/Ed.D. Program

Wesley Benton, DC, MA, MSEd

William Sobotor, PhD

Adjunct Instructor

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

How to Become a Doctor of Health Professions Education

Do you have a passion for health care and an interest in education? Logan’s Doctor of Health Professions Education (DHPE) can set you on...

How Logan’s DHPE Helps Health Care Professionals Transition from Clinic to Classroom

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

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

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Department of Medical Education

Phd in health professions education.

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

Program Overview Heading link Copy link

What is the phd in hpe.

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

Who is this program for?

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

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

What should students expect to gain?

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

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

Program format and cost

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

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

Degree Requirements Heading link Copy link

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

Details on hours

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

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

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

• View course descriptions

Details of mentorship

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

There are 3 exams

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

Dissertation details

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

How to Apply Heading link Copy link

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

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

Please review the application requirements before applying.

Application requirements Heading link Copy link

Details on prior degree requirements.

Applicants must have earned a baccalaureate degree.

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

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

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

Transfer credits

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

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

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

GPA details

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

Which tests to take

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

Applicants whose native language is not English must take either the Test of English as a Foreign Language (TOEFL), the exam of the International English Language Testing System (IELTS), or the Pearson’s PTE Academic. The test score cannot be more than two years old. For English proficiency test score minimums, reporting requirements, and exemptions, see the UIC Admissions International Requirements page for more details.

• UIC Admissions International Requirements

Review for submitting

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

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

Read if you are applying from outside the United States

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

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

Next steps Heading link Copy link

What to expect after applying.

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

Contact for more program info Heading link Copy link

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

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

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

FAQs Heading link Copy link

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

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

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

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

Q: What are you looking for in applicants?

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

Q: Is the program entirely online?

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

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

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

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

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

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

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

Q: What is advanced standing credit?

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

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

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

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

Q: Can graduates of the DME MHPE program apply?

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

Q: How much does the program cost?

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

Q: Is there funding available?

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

Q: How many students are accepted each year?

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

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

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.

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.

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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• International Applicants

Health Professions Education Leadership

Doctorate (edd).

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

Full-time or part-time options

Fully online option

 Full and partial assistantships

Program overview

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

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

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

Key program features

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

Prerequisites

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

Scholarships, Tuition, & Financial Aid

Full or partial assistantships available for doctoral students.

UR Employees

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

Add Advanced Certificates

Opportunities for additional specializations.

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

Customize your degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

Ready to apply?

Career opportunities.

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

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

Core Program Faculty

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

David Miller Learning in the digital age; entrepreneurship in education

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

Sarah Peyre Health professions education

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

Contact admissions

(585) 275-3950

[email protected]

Request information

Receive a $70 application fee waiver when you complete the form below.

Take a course before you apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related degrees

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

Start your application

University of Evansville

Degree in Health Professions Education

Unlock the potential to shape the future of healthcare through innovative teaching methodologies and advanced research with a PhD in Health Professions Education.

Introduction

Become a visionary leader and researcher with our blended PhD in Health Professions Education program and drive transformative change in healthcare education and practice.

Earn your terminal academic doctorate degree in Health Professions Education, a program that is uniquely designed for working clinicians ready to transition to higher education or current individuals in faculty positions who are looking to expand their professional opportunities. The PhD in Health Professions Education will be an avenue to help clinicians develop the skills necessary to be effective educators who contribute scholarship to interdisciplinary research across the healthcare continuum.

The program is grounded in a dual-core curriculum featuring a quality education in both evidence-based teaching effectiveness and research methodology and design. The curriculum delivery is designed in an online format that distinctively features the option of in-person interaction and instruction or access to synchronous work via a telepresence classroom. The curriculum is a convenient and flexible online curriculum that will fit into a full-time professional’s schedule.

Higher Learning Commission 230 South LaSalle Street, Suite 7-500 Chicago, IL, 60604-1411 Telephone: (312) 263-0456 Email: [email protected] Website: hlcommission.org .

Dr. Kyle Matsel , PT, DPT, PhD, SCS, CSCS

Associate Professor and Program Director PhD in Health Professions Education

Stone Family Center of Health Sciences 515 Bob Jones Way, #3009 Evansville, IN 47708 812-488-5105 [email protected]

Related Links

• Health Professions Education Schema
• Health Professions Education Student Handbook

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Master of Science in Public Health (MSPH) in Health Education and Health Communication

Offered By: Department of Health, Behavior and Society

Onsite | Full-Time or Part-Time | 1.5 – 2 years

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• Olayinka O. Shiyanbola, BPharm, PhD
• Sarah Ronis, MD, MPH
• Susan D. Brown, PhD
• Tara Lagu, MD, MPH
• Theresa Hoft, PhD
• Wynne E. Norton, PhD
• Yvonne Mensa-Wilmot, PhD, MPH
• A. Susana Ramírez, PhD, MPH
• Animesh Sabnis, MD, MSHS
• Autumn Kieber-Emmons, MD, MPH
• Benjamin Han, MD, MPH
• Brooke A. Levandowski, PhD, MPA
• Camille R. Quinn, PhD, AM, LCSW
• Justine Wu, MD, MPH
• Kelly Aschbrenner, PhD
• Kim N. Danforth, ScD, MPH
• Loreto Leiva, PhD
• Marie Brault, PhD
• Mary E. Cooley, PhD, RN, FAAN
• Meganne K. Masko, PhD, MT-BC/L
• PhuongThao D. Le, PhD, MPH
• Rebecca Lobb, ScD, MPH
• Allegra R. Gordon, ScD MPH
• Anita Misra-Hebert, MD MPH FACP
• Arden M. Morris, MD, MPH
• Caroline Silva, PhD
• Danielle Davidov, PhD
• Hans Oh, PhD
• J. Nicholas Dionne-Odom, PhD RN ACHPN
• Jacqueline Mogle, PhD
• Jammie Hopkins, DrPH, MS
• Joe Glass, PhD MSW
• Karen Whiteman, PhD MSW
• Katie Schultz, PhD MSW
• Rose Molina, MD
• Uriyoán Colón-Ramos, ScD MPA
• Andrew Riley, PhD
• Byron J. Powell, PhD, LCSW
• Carrie Nieman MD, MPH
• Charles R. Rogers, PhD, MPH, MS, CHES®
• Emily E. Haroz, PhD
• Jennifer Tsui, Ph.D., M.P.H.
• Jessica Magidson, PhD
• Katherine Sanchez, PhD, LCSW
• Kelly Doran, MD, MHS
• Kiara Alvarez, PhD
• LaPrincess C. Brewer, MD, MPH
• Melissa Radey, PhD, MA, MSSW
• Sophia L. Johnson, PharmD, MPH, PhD
• Supriya Gupta Mohile, MD, MS
• Virginia McKay, PhD
• Andrew Cohen, MD, PhD
• Angela Chen, PhD, PMHNP-BC, RN
• Christopher Salas-Wright, PhD, MSW
• Eliza Park MD, MS
• Jaime M. Hughes, PhD, MPH, MSW
• Johanne Eliacin, PhD, HSPP
• Lingrui Liu ScD MS
• Meaghan Kennedy, MD
• Nicole Stadnick, PhD, MPH
• Paula Aristizabal, MD
• Radhika Sundararajan, MD
• Sara Mamo, AuD, PhD
• Tullika Garg, MD MPH FACS
• Allison Magnuson, DO
• Ariel Williamson PhD, DBSM
• Benita Bamgbade, PharmD, PhD
• Christopher Woodrell MD
• Hung-Jui (Ray) Tan, MD, MSHPM
• Jasmine Abrams, PhD
• Jose Alejandro Rauh-Hain, MD
• Karen Flórez, DrPH, MPH
• Lavanya Vasudevan, PhD, MPH, CPH
• Maria Garcia, MD, MPH
• Robert Brady, PhD
• Saria Hassan, MD
• Scherezade Mama, DrPH
• Yuan Lu, ScD
• 2021 Scholars
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• Course/Section Numbers Explained
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• The George G. Graham Lecture

About the MSPH in Health Education and Health Communication Program

This program provides specialized formal academic training in health education, health promotion, and health communication, with an emphasis on strategies for working with individuals, organizations, and communities. Students are equipped with advanced skills in program planning, implementation, and evaluation, as well as a solid foundation in behavioral sciences’ principles and theories.

For the final requirement of the program, students complete a practice-based proposal on a topic relevant to their field placement. Students are eligible to sit for the national certification exam to become Certified Health Education Specialists. Part-time applicants are welcome.

MSPH in Health Education and Health Communication Program Highlights

1 academic year of coursework.

tailored to your career goals

6-month field placement experience

to prepare for domestic and international career opportunities

knowledge and skills in health education and health communication

to help the future of the field

Eligibility to sit for the CHES national certification exam

to become Certified Health Education Specialists

What Can You Do With a Graduate Degree In Health Education and Health Communication?

Sample careers.

• Communication Specialist
• Research Program Coordinator
• Training Manager
• Patient Outreach Coordinator
• Evaluation Specialist
• Program Director
• Population Health Research Associate

Curriculum for the MSPH in Health Education and Health Communication

Browse an overview of the requirements for this master's program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory , and find many more details in the program's Student Handbook .

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. This specific program also requires:

Prior Coursework

College-level math course equivalent to Algebra or higher

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE, GMAT, or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Program Faculty Spotlight

Vanya C. Jones

Vanya Jones, PhD '06, MPH, a health education researcher, employs social and behavioral science methods to create, implement, and evaluate behavior change programs.

Joanna Cohen

Joanna Cohen, PhD, MHSc, is Chair of the Department of Health, Behavior & Society. She conducts research and capacity building to inform and advance interventions to eliminate tobacco-caused death and disease.

Janice V. Bowie

Janice Bowie, PhD '97, MPH, is Chair of the Doctor of Public Health program and an expert in health disparities and community-based research methods.

The Master’s Tuition Scholarship is available to students in good academic standing in a two-year, full-time master’s program. The MTS is a 75% reduction in tuition for year two of an eight-term program.

Questions about the program? We're happy to help.

Application and Admissions Procedural Questions

Please direct questions about application and admissions procedures to the BSPH Admissions Office.

Email:   [email protected] Phone:   410-955-3543

General Academic Questions

For general academic questions about the MSPH in Health Education and Health Communication, please contact our Department's academic program administrator, L. Robin Newcomb.

Email:   [email protected]

DOCTOR OF PHILOSOPHY Health Professions Education

• Application
• Request Information

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.

Barbara Jackson, Ph.D., RN Dr. Jackson serves as the chair of the Ph.D. in Health Professions Education program, is an Associate Professor and Associate Chair of Assessment and Accreditation 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] .

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• Community Engagement

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 are closed for Fall 2024. Stay tuned for more updates.

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 and part-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.
• Maryam Wagner, Carlos A Gomez-Garibello

Health Sciences Education: For description see HSED 702D1 .

• Prerequisite: HSED 702D1
• Winter 2025

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
• Peter I Nugus

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:

• An indicative research proposal (two pages, including references). 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 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.

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.

U.S. News Releases 2024 Best Graduate Programs Rankings

Find the top-ranked graduate schools in business, education, law, nursing and other fields.

U.S. News Ranks Best Graduate Schools

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To help prospective graduate students find a school that fits their needs, U.S. News released the 2024 rankings for multiple graduate fields.

Depending on the job or field, earning a graduate degree may lead to higher earnings, career advancement and specialized skill development.

But with several types of degrees and hundreds of graduate schools, it can be difficult to narrow down the options. To help prospective graduate students find a school that fits their needs, U.S. News released its 2024 Best Graduate Schools rankings today. They evaluate business, education, fine arts, health, law, library studies, nursing, public affairs, science, and social sciences and humanities graduate programs. Medical school and engineering rankings are not being released at this time.

A notable methodology change includes a new salary indicator based on profession in the business rankings.

Additionally, for the first time in four years, there are new rankings for a blend of doctoral and master's programs in audiology, occupational therapy, physical therapy, pharmacy, nurse midwifery and speech-language pathology. Graduate programs in nurse anesthesia and social work are also ranked for the first time since 2016 and 2022, respectively. Those and other specialty rankings are based on reputation ratings from scholars at other surveyed schools.

Read each program's specific methodology for the most detailed explanations of all the changes. The rankings are one source of information among many that prospective college students can use to inform their college decision. Below is a summary of the top-ranked schools in four major graduate program areas:

Best Law Schools

Best business schools, best nursing schools, best education schools.

Among the top 10 law schools . Yale Law School in Connecticut and California-based  Stanford Law School shared the top spot again. The  University of Chicago Law School in Illinois maintained its No. 3 rank, followed by a four-way tie at No. 4: Duke University School of Law in North Carolina, Harvard Law School in Massachusetts, the University of Pennsylvania Carey Law School and the University of Virginia School of Law .

Columbia Law School in New York ranked No. 8 again, while there was a three-way tie for No. 9: New York University School of Law , Northwestern University's Pritzker School of Law in Illinois and the University of Michigan—Ann Arbor Law School .

Looking beyond the top 10, multiple law schools moved up in the rankings. William & Mary Law School in Virginia, for instance, jumped nine spots from a tie at No. 45 to a five-way tie at No. 36.

U.S. News also ranked 13 law specialties: business/corporate, clinical training, constitutional, contracts/commercial, criminal, dispute resolution, environmental, health care, intellectual property, international, legal writing, tax and trial advocacy. (You can filter by specialty on the  main ranking page .)

Meanwhile, in the  part-time law school rankings – which consists of law schools with at least 20 part-time students enrolled in fall 2022 and fall 2023 – the top three stayed the same. The  Georgetown University Law Center in Washington, D.C., is once again at the top while D.C.-based  George Washington University Law School , now No. 3, switched places with the  Fordham University School of Law in New York City, which claimed second place.

Previously ranked at No. 3 and No. 6 respectively, the University of Pennsylvania's Wharton School and Stanford Graduate School of Business took the top spot in this year's full-time MBA program rankings . Northwestern's Kellogg School of Management and the University of Chicago's Booth School of Business moved down from their previous places in the top two to tie at No. 3.

While the top 10 mostly consists of the same schools as last year, both the Haas School of Business at the University of California, Berkeley and the University of Virginia's Darden School of Business joined those ranks this year. UC Berkeley rose from a three-way tie at No. 11 to a three-way tie at No. 7, while UVA moved up four spots from No. 14 to a tie at No. 10.

Farther down the full-time MBA rankings, there were some big changes. For example, Pitt's Joseph M. Katz Graduate School of Business soared 39 spots from a tie at No. 86 to a tie at No. 47.

Meanwhile, the very top of the part-time MBA rankings looks similar to last year, with the same schools in the top 5: UChicago, UC Berkeley, Northwestern, NYU's Leonard N. Stern School of Business and the Anderson School of Management at the University of California—Los Angeles. But UChicago took the No. 1 spot from UC Berkeley this year.

Moving up from No. 2, Johns Hopkins University School of Nursing in Maryland tied with Emory University's Nell Hodgson Woodruff School of Nursing in Georgia to claim the top spot in this year's nursing master's program rankings. Duke University School of Nursing in North Carolina climbed up by one to claim the third spot.

Johns Hopkins ranked No. 1, as it did last year, in the Doctor of Nursing Practice program rankings. George Mason University School of Nursing in Virginia – which reported more graduates and resources per faculty – soared from a four-way tie at No. 39 to take the No. 2 spot. Duke tied with the University of Washington School of Nursing to round out the top three.

Duke also ranked No. 1 in all of the ranked nursing master's nursing practice specialties, including administration, family, both acute and primary care adult gerontology, and mental health.

Once again, Teachers College, Columbia University in New York was No. 1 in the graduate education schools rankings. This year, however, it tied with the University of Wisconsin—Madison School of Education , which climbed two spots.

The University of Michigan—Ann Arbor's School of Education dropped from the top position to tie with the UCLA School of Education and Information Studies at No. 3. UCLA was previously tied at No. 7.

U.S. News also ranks nine education specialties, with the College of Education at Michigan State University claiming the top spot in the following categories: curriculum and instruction, educational administration, elementary teacher education, higher education administration and secondary teacher education.

Searching for a grad school of education? Access our  complete rankings  of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: students , graduate schools , medical school , business school , law school , education graduate school , engineering graduate school , MBAs , nursing programs

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Admission office: +7 969 2834820 [email protected]

First Moscow State Medical University

Be a student of the best medical unviersity in Russia

• Study medicine in Russia

The highest quality of education for low tuition fees

Admission 2021-2022 is started

All foreign students can apply online now

• Admission is open

Welcome to FMSMU

I.M. Sechenov First Moscow State Medical University is the oldest leading medical university in Russia that has become a cradle of most medical schools and scientific societies of our country. For decades it has been unofficially known as “First Med”.University success is based on a blend of glorious traditions and actual innovative approaches multiplied by a great potential of human resources. We are proud to be a unique educational, scientific and medical complex that graduates, certifies and provides lifelong professional education for physicians and other healthcare workers; that contributes significantly to the domestic and global medicine. The University is closely linked to the fundamental and applied research, highly efficient medical treatment, and propaganda of medical and pharmaceutical achievements. Our University is rich with knowledge and experience that is generously transferred to our students, to those whose mission will be to face the challenges of the 21st century in the field of medicine and people aiding, to implement new methods and technologies in healthcare.

Rector, P. V. Glybochko

CHOOSE COURSE

Fill application form, admission proccess, enjoy your study, explore our faculties.

Faculty of Medicine

Faculty of Dentistry

Faculty of Pharmacy

Postgraduate

Faculty of Postgraduate

Preventive Medicine

Faculty of Preventive Medicine

Faculty of Pediatrics

Health Care Management

Faculty of Health Care Management and Economics

Preparatory

Faculty of Preparatory Studies

Faculty of Higher Nursing Training, Psychology and Social Work

First moscow state medical university.

We are the best medical university in Russia in big number of rankings

MBBS in Russia | MBBS in Moscow | Study in Russia | Study in Moscow | Education in Russia | Education in Moscow | I.M. Sechenov First Moscow State Medical University | FMSMU | MBBS Admission in I.M. Sechenov First Moscow State Medical University | MBBS Fee in I.M. Sechenov First Moscow State Medical University | Direct Admission in I.M. Sechenov First Moscow State Medical University | Apply for MBBS Admission in I.M. Sechenov First Moscow State Medical University | How to Get Direct Admission in MBBS in I.M. Sechenov First Moscow State Medical University | Study in I.M. Sechenov First Moscow State Medical University | About I.M. Sechenov First Moscow State Medical University | Tuition Fee in I.M. Sechenov First Moscow State Medical University

Latest news more....

02 February 2021

Admission 2021-2022 is open

Dear prospective students. We are glad to inform you that First Moscow State Medical University start admission for 2021-2022. All foreign students can apply now

May 27, 2020

Season’s Greetings from Sechenov University

Sechenov University Maintained its Position in the 5-100 Project

Russian Urologists to Create an “ideal” Protocol for Managing Early Stages of Prostate Cancer

Sechenov University to Host a Major Urology Conference

University News | Student life in Russia | Student life in Moscow | News and events in Russia | News and events in Moscow | Study in Russia | Study in Moscow | Education in Russia | Education in Moscow | Study abroad in Russia | International students life abroad | Study abroad in Russia…

• Admission process
• Admission requirements
• Application form
• Admission 2021-2022
• Tuition fee
• Apply online
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Is a Doctorate Degree Worth It?

Know before you read At SNHU, we want to make sure you have the information you need to make decisions about your education and your future—no matter where you choose to go to school. That's why our informational articles may reference careers for which we do not offer academic programs, along with salary data for those careers. Cited projections do not guarantee actual salary or job growth.

Earning a doctorate takes time, money and discipline. Like many things worth doing, the process is challenging but also rewarding. Becoming an expert in your subject area and immersing yourself in your chosen area of study makes the process of earning a doctorate important to many people. Certain professions require or value a doctorate for promotion potential.

In fact, career advancement, love of the subject matter and personal satisfaction are three of the top reasons why Dr. Bridgitte Kiprop '23 , Dr. Jennifer Barry ’23 and Dr. Torialyn Draper Crook earned their doctorates.

• For Kiprop '23, part of her motivation for earning a doctorate in International Business was setting an example for her six children.
• For Barry, ’23, who earned a doctor of education degree in educational leadership, part of her motivation was to prepare for success in meeting her long-term career goal to become a university president.
• And for Crook, earning her doctorate in education was a commitment that she undertook to honor her family’s legacy of valuing education.

How Difficult is Earning a Doctorate?

For Kiprop, time management was her key to success. With six children, she had to make the most of any time in the day that she could find. “If I had … five minutes, I would use the five minutes,” she said. “Other times, I was luckier (and had) two hours.”

Despite the time-management  challenges of earning an advanced degree while raising her family, Kiprop feels that the process of earning that degree was a way to inspire her children to work hard to meet their own goals.

“I really hope that my children will ... know that whatever it is they feel called to do, whatever their ambitions, their goals are achievable,” she said.

To manage the challenge of advanced studies, having the right people around you as you work on your degree is essential, according to Crook. “Surround yourself with family, friends, colleagues and mentors who can provide encouragement during challenging times,” she said.

Crook stresses that everyone’s journey to earning their doctorate is unique. She recommends being prepared for the unexpected, and remaining flexible in adjusting your path as you work toward completing your degree.

How Long Does a Doctorate Take?

Students may have family commitments, health challenges or need to work full or part-time while attending school . Many students face all of these circumstances. Crook managed to complete her doctorate in 5 years, though it wasn't easy for her. She faced a significant personal health challenge and was raising two children while also attending school.

For Barry, earning her doctoral degree is part of an educational path that started with her bachelor’s degree at SNHU (formerly New Hampshire College) in 2000. She then continued her education to earn a master's degree throughout several jobs and geographic moves.

Barry views her entire educational journey as part of the process that led to meeting her ultimate goal of earning a doctorate.

What Skills Are Needed to Earn a Doctorate?

While every academic program is different, Crook finds certain skills and competencies necessary for success, regardless of field. These skills include:

• Building relationships
• Organizational skills
• Self-motivation
• Writing skills

Crook finds building relationships particularly important. While working on her degree, the strong relationship that she developed with her dissertation chairperson proved essential. She also built positive relationships with other doctoral students, which led to a strong peer support network throughout her program.

Kiprop echoes the importance of building relationships in her field as well. For her, building new relationships is a way to open your mind to new experiences and opportunities.

Find Your Program

What types of jobs can you get with a doctorate.

While a doctorate is helpful for working in leadership roles at colleges and universities, there are many opportunities for doctoral degree holders to work at the highest levels in their profession outside of higher education as well.

Some of the top professions that require a doctoral or professional degree and have a faster-than-average predicted growth rate, according to the BLS, are:

• Astronomers* (SNHU does not currently offer graduate degrees in astronomy or physics)
• Biochemists and biophysicists* (SNHU does not currently offer graduate degrees in biochemistry or biophysics)
• Clinical and counseling psychologists* (SNHU does not currently offer doctorates in psychology, but you could start with a bachelor's in psychology , followed by a master's in psychology )
• Higher education teachers and professors — particularly business, computer science and engineering teachers*

Two more examples of areas where a doctorate can help prepare you for advancement in your career are educational leadership and international business.

A doctorate in educational leadership can be a Doctor of Philosophy degree, known as a PhD, or a Doctor of Education degree, known as an EdD. The PhD in Education Leadership  typically leads to higher education roles in teaching and research. The EdD in Educational Leadership , which Barry earned, typically leads to leadership and strategy roles in an education setting that may be at the higher education or secondary school level.

A PhD in International Business  may include addressing a gap in an existing body of knowledge by conducting research. Kiprop, who earned her doctorate at SNHU, plans to use her degree to research entrepreneurship in small business finance.

Motivated by being from a developing country — Kenya — she has a personal interest in helping grow small businesses in similar developing areas. “I can also use that same knowledge at the New Hampshire level because the issues there perhaps are different but still … relevant,” she said.

Regardless of your program field, the process of earning a doctorate can help you explore ways of applying your newfound and existing knowledge that you may not have considered prior to starting your program.

Is it Better to Have a Master’s or Doctorate?

Both a master’s degree  and a doctorate offer opportunities for career advancement. Choosing which to earn, or whether to earn both, is a highly personal decision based on your personal and professional goals and aspirations, according to Crook.

Before deciding which degree is right for you, consider your goals. Speaking with a career counselor  or graduate admissions counselor to learn about career options and pathways toward earning the degree can be a helpful step toward making this decision.

In many fields, a master’s degree is enough  to move forward in your career. But, earning a doctorate is an opportunity to take your career a step further, according to Crook. That step “gives one the opportunity to direct their career trajectory specifically through research and other specialized skills and knowledge,” she said.

How Valuable is a Doctorate?

A doctorate isn’t for everyone, but it can be right for you depending on your chosen field and career path.

For many people, earning a doctorate is just as important as a personal accomplishment as it is a professional one. “I (always) understood the significance of progressing in my career and staying connected to my field of higher education,” Crook said. “My doctoral journey was worthwhile as it aligned with my career goals  and personal aspirations,” she said.

For Barry, the doctorate was worth it because she believes strongly in the power of education . “You see how (education) transforms people’s lives and … gives people opportunities that they didn’t see before,” she said.

She has seen many people earn degrees only for their family members to then continue in their footsteps. “I just think that generationally, (education) is creating pathways for people,” she said.

Deciding whether to pursue a doctorate is ultimately a very personal decision, but one that can lead you to build new relationships and a new knowledge base while helping you reach or exceed your career goals.

A degree can change your life. Find the SNHU doctorate degree  that can best help you meet your goals.

*Cited job growth projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth. Actual salaries and/or earning potential may be the result of a combination of factors including, but not limited to: years of experience, industry of employment, geographic location, and worker skill. 

A former higher education administrator, Dr. Marie Morganelli  is a career educator and writer. She has taught and tutored composition, literature, and writing at all levels from middle school through graduate school. With two graduate degrees in English language and literature, her focus — whether teaching or writing — is in helping to raise the voices of others through the power of storytelling. Connect with her on LinkedIn .

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About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

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Enhancing personal and public health through an elite partnership.

The Nutrition and Dietetics Teaching Kitchen joins the Teaching Kitchen Collaborative

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

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

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

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

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

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

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

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

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

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

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

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

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

About the College of Health Professions at Pace University

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

About Pace University

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

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