Worldwide Perspective on Master of Health Professions Education Degree Programs and Current Accreditation Efforts

• In Event: 34.039 - Building Research Capacity in Health Professions Education: Practices, Challenges, and Future Directions for Degree Programs

Abstract

During the past two decades, because of increased demand, there has been a proliferation of masters and doctoral programs in health professions education (Tekian & Artino, 2013; Tekian & Harris, 2012). This increased demand is the result of several factors: (a) the need for leaders who have knowledge and competence in the theory and practice of medical education, and (b) the need to have teaching faculty who are up-to-date with the literature in health professions education (HPE), have acquired the necessary skills to be effective teachers, and could act as resource individuals in their institutions. Additionally, recent developments by accrediting bodies – such as the Accreditation Council for Graduate Medical Education and the (ACGME) and the Liaison Committee on Medical Education (LCME) – require that institutions meet criteria for excellence in curriculum, instruction, assessment, and evaluation. These accreditation requirements have increased the demand for leaders with applied knowledge in these areas within most institutions, hospitals, associations, and agencies. Degree programs usually provide the depth and breadth of conceptual knowledge, as well as application of skills and integration of concepts and skills required by health professions leaders (Tekian et al., 2014). In the late 1950s, there was little awareness of HPE as a profession with specialization; however, over the last 60 years, the recognition has increased exponentially to the extent that not only has it become a sought-after profession, but also the process of professionalization has started.

Professionalization of HPE is the process of giving a professional character, identity, or status to HPE as a profession. This process involves establishing suitable qualifications and standards acceptable by accrediting bodies. Professionalization has two dimensions: improvement of the practice – the applied knowledge and skills – and, in turn, improvement of the status of the field.

This presentation will provide a brief overview of the evolution of MHPE programs, professionalization of HPE, and a world perspective about the challenges of these programs and the accreditation initiative related to maintaining the quality of these programs (Tekian et al., 2016). To this end, nine standards will be discussed. These standards have been developed to provide a framework for quality assurance and program evaluation that might be used by program designers, current and prospective MHPE students, and even regulators and accreditors.

Author

• Ara Tekian, University of Illinois at Chicago