The 34.5-credit Master of Education (M.Ed.) in the Health Professions (MEHP) with the embedded post-master’s certificate (see Post-Master’s Certificate in Evidence-Based Teaching in the Health Professions for more information) were developed through a partnership among five JHU schools: Education, Medicine, Nursing, Public Health, and Business. The educational experiences in the program are designed and delivered by interprofessional faculty teams from the partner schools. Core course requirements examine adult learning and development theories, hypotheses-driven education-based practice, curriculum development, assessment and feedback, instructional strategies, and educational scholarship.
The goal of the program is to develop interprofessional leaders and change agents who will globally transform health professions education. Specialization tracks in the second half of the program address leadership, research, or a customized combination of both leadership and research. All tracks include courses in Development, Management, and Evaluation, and a three-course capstone project sequence focused on evaluation or research in health professions education. Leadership courses include Leadership Essentials, and Leadership Theory in Practice. Research courses include Mixed Methods and Understanding Educational Research. The customized Leadership and Research track is an individualized combination of research and leadership courses that are accompanied by a rationale designed to address a Fellow’s specific career goals. Electives include Mentoring, Advanced Simulation, Applied Statistics, Survey Design, and Application of Artificial Intelligence in Health Professions Education.
This program is designed to serve accomplished health professionals with advanced degrees in medicine, nursing, public health, pharmacy, dentistry, and other allied health fields. The curriculum prepares participants (MEHP Fellows) to become effective educators, educational leaders, and educational researchers. Applicants are required to hold an advanced degree (terminal degree preferred) in a health professions related field. All courses are offered in an online format and MEHP Fellows can complete the masters' degree through an option of a schedule that is either two-years or four-years.
The master's program includes an overarching portfolio built through the various courses of the program and a capstone experience in either educational leadership/professional development or educational research. MEHP Fellows are provided opportunities to engage in deep discussions, team projects, and group presentations in an interactive online community. Courses are asynchronous with some synchronous sessions. The course schedule and online format is designed to complement the lives of busy health professionals who want to advance their competence as educators. Courses are designed so that learning is immediately applicable to healthcare issues and settings.
Program Requirements
Orientation
All incoming MEHP Fellows are required to complete an orientation that serves as the program's official onboarding experience. Beginning in late July and concluding at the start of fall classes in August, the orientation consists of a series of asynchronous online activities followed by two days of synchronous sessions held the Thursday and Friday before classes begin (recorded for Fellows with scheduling conflicts). Through this experience, Fellows develop technology navigation skills, identify their personal strengths, and are introduced to the MEHP's philosophy, support systems, and instructional approaches, preparing them to engage fully in the program.
Master’s Degree Tracks
To earn the full 34.5-credit master’s degree, MEHP students complete the core courses. Students select one specialty track option in Leadership, Research, or a customized track area (with permission of the Program Director) to align with career goals. The MEHP also includes an overarching portfolio and a capstone project to demonstrate the integration of learning and its application to career development.
Throughout the program, MEHP Fellows engage in a portfolio process providing integration, application, and reflection on learning and its relevance for career advancement. The portfolio consists of two components: a core focused on educational development and a specialization, focused on leadership/research development. For each component, Fellows provide reflection and evidence on achievement of the MEHP program outcomes in their learning, integration, and work application. In addition, to complete the MEHP, Fellows reflect on the impact of the MEHP on their professional growth and their plans for continuous development beyond graduation.
The capstone project provides the opportunity under a faculty member's guidance to focus program learning on scholarly evaluation/research to contribute to advancing health professions education literature and practice.
The Leadership Track provides the opportunity for learners to identify their strengths and build on them to maximize their performance in leading organizations. The Research Area guides learners in expanding their repertoire of research methodologies to support sound scholarship to advance health professions education. The Customized Track (designed with and approved by the program director) integrates elements from both focus areas to align the learner's development to a specific career path and goal.
Additionally, students must meet the GPA and Grade Requirements found on the Graduation Page for the School of Education.
Requirements
| Code | Title | Credits |
|---|---|---|
| Required Core Courses | ||
| ED.610.610 | Foundation to Innovation: Adult Learning | 3 |
| ED.880.629 | Evidence-Based Teaching | 3 |
| ED.880.631 | Ensuring Learning through Assessment and Feedback | 3 |
| ED.880.633 | Curriculum Development | 3 |
| ED.880.635 | Instructional Strategies I | 1.5 |
| ED.880.637 | Instructional Strategies II | 1.5 |
| ED.880.661 | Educational Scholarship: Design | 1.5 |
| ED.880.662 | Educational Scholarship: Implementation | 1.5 |
| Elective Course(s) (3 credits required) | 3 | |
| The following electives are 1.5 credits: | ||
| Advanced Simulation Strategies | ||
| Critical Issues in Health Professions Education | ||
| Survey Design for Research in Health Professions Education | ||
| Applications of Artificial Intelligence in Health Professions Education | ||
| The following electives are 3 credits: | ||
| Writing Grant and Contract Proposals for Health Professions Education | ||
| Mentoring in Health Professions Education Programs | ||
| Applied Statistics | ||
| Track Courses (complete one track as described in charts below) | 13.5 | |
| Total Credits | 34.5 | |
Leadership Track
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| ED.880.639 | Development, Management, and Evaluation of Health Professions Education Programs | 3 |
| ED.880.641 | Leadership Essentials for Health Professions Educators | 3 |
| ED.880.642 | Leadership Theory in Action for Health Professions Educators | 3 |
| ED.880.672 | Leadership Capstone in Health Professions Education I: Problem, Gap, Hook, and Methods | 1.5 |
| ED.880.673 | Leadership Capstone in Health Professions Education II: Implementation and Results | 1.5 |
| ED.880.674 | Leadership Capstone in Health Professions Education III: Analysis, Discussion, Conclusion, Dissemination | 1.5 |
| Total Credits | 13.5 | |
Research Track
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| ED.883.510 | Understanding Educational Research | 3 |
| ED.880.639 | Development, Management, and Evaluation of Health Professions Education Programs | 3 |
| ED.880.665 | Mixed Methods Research | 3 |
| ED.880.676 | Research Capstone in Health Professions Education I: Problem, Gap, Hook, and Methods | 1.5 |
| ED.880.677 | Research Capstone in Health Professions Education II: Implementation and Results | 1.5 |
| ED.880.678 | Research Capstone in Health Professions Education III: Analysis, Discussion, Conclusion, Dissemination | 1.5 |
| Total Credits | 13.5 | |
Customized Track
| Code | Title | Credits |
|---|---|---|
| For the customized track, students work with the Program Director to develop a course plan that meets their educational goals | 9 | |
| Capstone | 4.5 | |
| Total Credits | 13.5 | |
Sample Program Plans
Degree Completion in Two Years
| First Year | ||
|---|---|---|
| Fall | Credits | |
| ED.610.610 | Foundation to Innovation: Adult Learning | 3 |
| ED.880.633 | Curriculum Development | 3 |
| ED.880.635 | Instructional Strategies I | 1.5 |
| ED.880.661 | Educational Scholarship: Design | 1.5 |
| Credits | 9 | |
| Spring | ||
| ED.880.629 | Evidence-Based Teaching | 3 |
| ED.880.631 | Ensuring Learning through Assessment and Feedback | 3 |
| ED.880.637 | Instructional Strategies II | 1.5 |
| ED.880.661 | Educational Scholarship: Design | 1.5 |
| Credits | 9 | |
| Summer Term | ||
| Capstone 1 | 1.5 | |
| Credits | 1.5 | |
| Second Year | ||
| Fall | ||
| ED.880.639 | Development, Management, and Evaluation of Health Professions Education Programs | 3 |
| Research or Leadership Track Course 1 | 3 | |
| Capstone 2 | 1.5 | |
| Elective | 1.5 | |
| Survey Design for Research in Health Professions Education | ||
| Credits | 9 | |
| Spring | ||
| Research or Leadership Track Course 2 | 3 | |
| Capstone 3 | 1.5 | |
| Elective | 1.5 | |
| Advanced Simulation Strategies | ||
| Credits | 6 | |
| Total Credits | 34.5 | |
Degree Completion in Four Years
Completion in Four Years
| First Year | ||
|---|---|---|
| Fall | Credits | |
| ED.610.610 | Foundation to Innovation: Adult Learning | 3 |
| ED.880.635 | Instructional Strategies I | 1.5 |
| Credits | 4.5 | |
| Spring | ||
| ED.880.629 | Evidence-Based Teaching | 3 |
| ED.880.637 | Instructional Strategies II | 1.5 |
| Credits | 4.5 | |
| Second Year | ||
| Fall | ||
| ED.880.633 | Curriculum Development | 3 |
| ED.880.661 | Educational Scholarship: Design | 1.5 |
| Credits | 4.5 | |
| Spring | ||
| ED.880.631 | Ensuring Learning through Assessment and Feedback | 3 |
| ED.880.662 | Educational Scholarship: Implementation | 1.5 |
| Credits | 4.5 | |
| Third Year | ||
| Fall | ||
| ED.880.639 | Development, Management, and Evaluation of Health Professions Education Programs | 3 |
| Capstone 1 | 1.5 | |
| Credits | 4.5 | |
| Spring | ||
| Research or Leadership Track Course 1 | 3 | |
| Capstone 2 | 1.5 | |
| Credits | 4.5 | |
| Fourth Year | ||
| Fall | ||
| Research or Leadership Track Course 2 | 3 | |
| Capstone 3 | 1.5 | |
| Credits | 4.5 | |
| Spring | ||
| Elective Course | 3 | |
| Credits | 3 | |
| Total Credits | 34.5 | |
Learning Outcomes
Participants will learn to:
- Apply evidence-based strategies and methodologies to teach in a variety of settings.
- Use the assessment of learner needs in order to differentiate instruction.
- Effectively plan instruction and teach from an interprofessional perspective.
- Effectively teach as a member of an interprofessional team.
- Provide interdisciplinary learning experiences.
- Incorporate their knowledge of standards and standards-based instructional approaches to teaching.
- Demonstrate collaborative and clinical teaching models.
- Effectively assess learning.
- Effectively integrate technology into instruction.
- Demonstrate understanding of learning principles, theory, and development.
- Function as reflective practitioners.
- Demonstrate how to design, implement, and evaluate curriculum.
- Demonstrate cultural competence with colleagues and learners.
- Advise students effectively.
Educational Leadership/Professional Development Track
Participants will learn to:
- Serve as a mentor to others in their institution.
- Build and evaluate professional development programs.
- Evaluate professional development opportunities to improve them.
- Be a change agent in their organization.
- Incorporate the contributions of various health professions.
- Demonstrate negotiation skills.
- Apply cultural competence to educational program development and delivery.
Educational Research Track
Participants will learn to:
- Experiment to determine the effectiveness of knowledge transfer.
- Design and implement a scholarly project that uses appropriate methodology to evaluate programs or plan curricula.
- Review the appropriate literature and state the problem to be examined.
- Analyze data from quantitative and qualitative sources.
- Interpret data from quantitative and qualitative sources and identify limitations.
- Disseminate findings.