The Perceived Value and Use of a Master in Health Professions Education among Medical Educators and Clinical Trainers
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Abstract
Background: Medical educators and clinical trainers are increasingly expected to demonstrate competencies beyond clinical expertise, including in curriculum design, assessment, educational research, and leadership. While faculty development programs (FDPs) and informal learning remain common, formal postgraduate education such as the Master of Health Professions Education (MHPE) has expanded globally. However, evidence on how MHPE is perceived relative to other development pathways remains limited. Methods: This qualitative collective case study explored the perceived value and uses of MHPE among medical educators and clinical trainers. Semi-structured online interviews and document reviews were conducted with three faculty members who completed the MHPE. Data were analyzed using reflexive thematic analysis with cross-case comparison. Results: Participants valued MHPE for providing a scientific and systematic foundation for teaching, assessment, curriculum development, and leadership. MHPE enhanced adaptability, reflective practice, and student-centeredness, particularly during curricular reforms and the pandemic. Compared with FDPs and informal learning, MHPE offered deeper, longitudinal, and integrative competency development and opened significant professional and leadership opportunities. Conclusion: MHPE is perceived as a high-value pathway for developing competent, reflective, and adaptive medical educators and clinical trainers. Strengthening institutional support and clarifying career pathways may further enhance its impact.
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Copyright (c) 2026 Roland Joseph D. Tan, MD, MS, MIH
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