Doctor of Philosophy in Health Professions Education

PhDDoctoralMedicine

About This Programme

The Doctor of Philosophy (PhD) in Health Professions Education program prepares graduates for global leadership roles in health professions education by providing practical experiences, mentorship, and career development opportunities in academic institutions, healthcare organizations, and policy-making bodies. It promotes the development of Emirati leaders in health professions education to enhance education and healthcare systems. By cultivating advanced leadership, scholarship competencies, and innovative strategies, the program aims to drive organizational change and advancement in health professions education and healthcare settings. The rationale behind this program stems from a pressing need to enhance education and promote healthcare systems and community health locally and globally. By cultivating advanced leadership and scholarship competencies, the program aims to drive organizational change and advancement in health professions education and healthcare settings. Recognizing the importance of integrating recent technologies and AI-based tools ensures that graduates are equipped to select strategies that positively impact health professions education and healthcare systems, aligning with available resources. The program integrates diverse healthcare and educational perspectives to address complex challenges by fostering interprofessional and interdisciplinary education and collaboration. It seeks to create an environment that supports partnership and connectivity among stakeholders, such as policymakers and healthcare system leaders, thereby enhancing the overall efficacy of healthcare education. The program also emphasizes the development of educational policies to support the implementation of approved strategies, enhance learning, and foster creativity. Supporting and advancing ethical principles with respect to cultural sensitivity ensures that the educational experiences developed are both inclusive and effective. The program employs a flexible learning approach that combines face-to-face and online strategies to achieve these goals. A cloud-based infrastructure like Blackboard facilitates interaction between students, faculty, and electronic resources. A diverse range of teaching and learning methods is employed, including lectures, flipped classrooms, small group collaborations, journal clubs, workshops, seminars, action learning sets, and assignments. Workshop sessions focus on active learning, enabling students to practice techniques with tutor support. In summary, the PhD in Health Professions Education program prepares health professions educators with leadership skills and knowledge while emphasizing evidence-based practice and research. It employs a flexible learning approach and diverse teaching methods to achieve these goals, supported by a comprehensive assessment framework and the integration of Action Learning Sets to drive real change in healthcare education. By fostering interprofessional collaboration and ethical practices, the program aims to create leaders who can navigate and influence the complex landscape of health professions education and healthcare systems globally.

Course Highlights

54 credit hours
Taught in English
College of Medicine
Full-time study
AED 5,330 per credit hour

What You'll Study

• Compulsory courses (18 credit hours) • Specialized courses (6 credit hours) • Dissertation (30 credit hours) • Compulsory courses (54 credit hours)

Year 1, Fall Semester

9 credit hours

Theoretical Foundations in the Health Professions Education3 credits
This course provides an in-depth exploration of the theoretical frameworks that underpin health professions education. Students will examine classical and contemporary educational theories such as behaviorism, cognitivism, constructivism, humanism, and transformative learning. Emphasis is placed on understanding how these theories influence teaching practices, curriculum design, and learner engagement in healthcare settings. Through critical analysis and reflection, students will develop the ability to apply these theories to enhance educational outcomes in the health professions.
Curriculum Development and Analysis3 credits
Focusing on the principles and methodologies of curriculum design, development and analysis, this course equips students with the skills to develop, implement, and evaluate effective curricula in health professions education. Topics include needs assessment, learning objectives formulation, content organization, instructional strategies, and alignment with accreditation standards and curriculum analysis techniques. Students will engage in practical exercises to analyze existing curricula and design innovative programs that meet the evolving needs of learners and healthcare systems.
Assessment of Learning Achievement3 credits
This course examines the advance theories and practices of assessing learning outcomes in health professions education. Students will explore a variety of assessment tools and techniques, including formative and summative assessments, performance-based evaluations, simulations, and portfolio assessments. The course emphasizes the principles of reliability, validity, fairness, and feedback. Students will learn to design assessment strategies that accurately measure learner competencies and inform instructional decisions.

Year 1, Spring Semester

9 credit hours (Year 1 total: 18)

Research and Scholarship3 credits
This course introduces students to the principles of research and scholarship within health professions education. Emphasizing evidence-based practice, students will learn to formulate research questions, conduct comprehensive literature reviews, and critically appraise existing research. The course covers ethical considerations in research and promotes the development of scholarly writing skills necessary for academic and professional dissemination.
Research Methods3 credits
Building upon foundational research concepts, this course delves into quantitative, qualitative, and mixed-methods research methodologies relevant to health professions education. Students will study research design, data collection techniques, statistical analysis, and interpretation of results. Emphasis is placed on selecting appropriate methodologies to address specific research questions and ensuring methodological rigor. The course prepares students to develop robust research proposals and execute independent research projects.
Learning Support and Strategies3 credits
This course explores effective strategies for supporting learning and enhancing educational experiences in health professions education. Students will examine instructional design principles, learner-centered teaching approaches, and the integration of technology to facilitate learning. Topics include adaptive learning, mentoring, coaching, and creating inclusive learning environments. The course emphasizes tailoring strategies to meet diverse learner needs and promoting lifelong learning skills among health professionals.

Year 2, Fall Semester

9 credit hours The study plan gives Dissertation Proposal 3 credit hours and spreads the dissertation over 27 (12 + 9 + 6); the programme page gives the proposal 0 and the dissertation (thesis) 30. Both total 54.

Qualifying Exam0 credits
Leadership, Change Management, and Innovation in Health Professions Education3 credits
Designed to prepare students for leadership roles, this course focuses on theories and practices of leadership, change management, and innovation within health professions education. Students will analyze leadership styles, organizational dynamics, and strategies for driving change and fostering innovation. Through case studies and practical applications, the course develops skills in strategic planning, team leadership, and stakeholder engagement essential for influencing educational and healthcare systems.
Programs Evaluation and Quality3 credits
This course provides a comprehensive examination of program evaluation methodologies and quality improvement processes in health professions education. Students will learn to design and implement evaluation plans, utilizing both qualitative and quantitative data to assess program effectiveness. Topics include accreditation standards, continuous quality improvement models, and the use of evaluation findings to inform decision-making and policy development. The course aims to enhance students' abilities to contribute to the excellence of educational programs.
Dissertation Proposal3 credits
Prerequisite: Passing the qualifying exam
In this course, students will develop a detailed doctoral research proposal under the mentorship of faculty advisors. The proposal will articulate the research problem, objectives, literature review, theoretical framework, methodology, and ethical considerations. Emphasis is placed on ensuring the proposal's feasibility, scholarly merit, and potential contribution to the field. Completion of the proposal is a critical step toward embarking on the dissertation research.

Year 2, Spring Semester

12 credit hours

Dissertation12 credits
The dissertation is an extensive research project that represents the culmination of the doctoral program. Under the guidance of a dissertation committee, students will conduct original research that addresses a significant issue in health professions education. The process includes data collection, analysis, interpretation, and the articulation of findings in a written dissertation. The dissertation demonstrates the student's ability to contribute new knowledge to the field and showcases advanced research competencies. Successful defense of the dissertation is required for the completion of the PhD program.

Year 3, Fall Semester

9 credit hours

Dissertation9 credits

Year 3, Spring Semester

6 credit hours (programme total: 54)

Dissertation6 credits

What You'll Learn

Upon successful completion of the program, graduates will be able to: • Apply educational theories to develop, implement, and evaluate educational programs and teaching methodologies in both practical and research settings. • Design innovative programs, including digitalization of learning experience, within health professions education and healthcare system, at national, regional, and global levels. • Lead the implementation, and evaluation of new educational programs to address evolving challenges in healthcare systems and the community health priorities. • Analyze and inform educational policies impacting health professions education at national and international levels, meeting contemporary issues and the evolving health needs. • Make informed ethical decisions using strategies that promote equity, diversity and inclusivity in health professions education. • Conduct and disseminate comprehensive research and scholarly activities to inform best evidence-based practices in health professions education and healthcare system.

Entry Requirements

Academic: Admission requirements for Ph.D. programs: • The student must hold a master’s degree with a minimum grade of “Very Good” (3.0 out of 4.0) and a bachelor’s degree with a minimum grade of “Good” (2.5 out of 4.0) or equivalent from a university, college, or institute recognized by the UAE Ministry of Education. • The student must meet the English language proficiency requirement • Passing the personal interview. • Submission of a ‘No Objection Certificate’ from the authorities responsible for national service for male Emirati students. • Submission of a letter of study approval from the Kuwaiti Embassy Cultural Office (for Kuwaiti students only). • Submission of a People of Determination card (if applicable). • If the student is employed, a letter from the employer stating that the student is currently working for this agency must be attached. • Individuals with foreign qualifications must provide a Certificate of Equivalency.

English: For programs taught in English, a score of 550 in TOEFL (ITP) (or its equivalent), or 6 in IELTS English exam must be obtained. Exemptions: • Students whose native language is English and studied a bachelor’s or master’s program in a country where English is the official language are exempt from the English language proficiency requirement. • Students who graduated from a university where English is the language of instruction are also exempt from the English language proficiency requirement provided that they obtained a minimum score of 500 in TOEFL (ITP) (or its equivalent) or 5.0 in IELTS upon enrolling in the bachelor’s program, and 550 in TOEFL (ITP) (or its equivalent), or 6 in IELTS upon joining the master’s program. Equivalent scores (EmSAT / paper-based TOEFL ITP / IELTS academic): 950-1075 / 450 / 4.5; 1100-1225 / 500 / 5.0; 1250-1375 / 530 / 5.5; 1400-1525 / 550 / 6.0. The paper-based TOEFL ITP is offered only by the University of Sharjah, AMIDEAST Dubai, and the Abu Dhabi head offices. The University of Sharjah reserves the right to require students to attend an interview at the Language Institute. Students may also be required to take an additional in-house test to ensure their scores align with their English language proficiency.

Careers

Graduates of the PhD in Health Professions Education program in the United Arab Emirates (UAE), the region, and globally have access to specialized and influential career paths that leverage their advanced expertise and leadership skills. Specifically, PhD holders can explore the following prominent roles: Academic Roles in Health Professions Education • Assistant Professor of Medical Education at Universities: Graduates can pursue academic careers as Assistant Professors of Medical Education in universities and medical schools. In this role, they engage in teaching undergraduate and postgraduate students, develop and deliver curricula in medical education, and supervise research projects. • Director of Residency and Training Programs: Graduates can assume leadership positions as Directors of Residency and Training Programs within medical schools and healthcare institutions. In this role, they oversee the design, implementation, and evaluation of residency training programs. • Directors of Continuing Professional Development (CPD) Units in Healthcare Settings: PhD holders can lead CPD units, managing lifelong learning initiatives for healthcare professionals. Leadership Roles in Interprofessional Education and Collaboration • Director of Training and Development in Healthcare Organizations: Graduates may take on the role of Director of Training and Development within healthcare organizations. In this capacity, they are responsible for the strategic planning and execution of staff education and development programs across various health disciplines.