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MHPE Course Descriptions

Master of Health Professions Education. Our Program is Designed with six core principles: Adult Learner Principles; Indigenous Perspectives; Universal Design for Learning; Competency-Based Education; Interprofessional Collaboration; Scholarly Approaches

Our Master of Health Professions Education program is unique in Canada: there are no other programs available to the health education community (e.g. dentists, doctors, nurses, nutritionists, occupational therapists, physiotherapists, public health professionals, veterinarians, etc.) that are both course-based and competency based.

HPE 801
Introduction to Health Professions Education (Onsite / In Person - Kingston)

This course serves as the introduction/foundation for the Master of Health Professions Education offered through the Faculty of Health Sciences at Queen’s University. As health professions are collaborative in nature, this master’s course will include content delivered by faculty who span the disciplines who will provide an overview of each of the courses/key health profession areas. This approach will not only provide learners with opportunities to view subject matter from multiple perspectives, it is also in alignment with a competency-based model wherein learners acquire various health professions competencies throughout the course and program.

2024 Onsite Intensive Week Dates: August 11 - 16

HPE 802
Health Professions Education Curriculum and Design (Online)

This course introduces a range of theories and approaches to curriculum development, such as competency-based education and outcomes-based education. Sessions will be literature informed but activity and discussion-based with an expectation of a high degree of collaboration and participation. This course highlights the importance of curricular alignment including connections between course outcomes/goals, delivery of instruction, and the assessment and evaluation of learning. The course is designed to encourage reflection on the importance of designing and developing positive learning environments with a focus on how curricular design promotes learning in health education settings. The course has been organized in such a way as to balance theory and practice and to support both conceptual and skill development.

HPE 803
Scholarship in Health Professions Education (Online)

HPE 803 has been designed to establish a foundation from which learners can engage in scholarship across diverse disciplines, ontologies, and pedagogical approaches. The course covers a range of scholarly approaches, including an overview of literature search strategies, operationalizing conceptual frameworks, and critically appraising the validity and reliability of the scholarly inferences resulting from data analyses.

HPE 804
Health Professions: Teaching & Learning in Collaborative Practice (Online)

To ensure the delivery of optimal care to patients, a collaborative practice approach to teaching, learning, and communication needs to be adopted across health teams. This course will explore best practices for facilitating learning, strategies for delivery of content, and ways of conducting assessments and evaluations to learners from varied health backgrounds. This course will explore common challenges such as communication, leadership style, self-awareness, mode of delivery, and dealing with difficult learners.

HPE 805
Simulation (Onsite / In Person - Kingston)

The purpose of this course is to provide a comprehensive introduction to simulation for health professional educators. The history of simulation and the pedagogical theories and frameworks underpinning simulation-based education will be explored. Components of simulation design and how they impact learning will be examined and applied. Further, the role of simulation in assessment of competency, licensure, certification, and research will be discussed.

2024 Onsite Intensive Week Dates: August 11 - 16

HPE 806
Indigenous Health Professions Education (Online)

This course provides health profession educators with an introduction to Indigeneity in healthcare professions. In the 2015 Truth and Reconciliation Commission of Canada: Calls to Action, number 22 states “we call upon those who can effect change within the Canadian healthcare system to recognize the value of Aboriginal healing practices and use them in the treatment of Aboriginal patients in collaboration with Aboriginal healers and Elders where requested by Aboriginal patients.”* This course will provide health profession educators with an overview of teaching from an Indigenous perspective but also raise awareness of how to teach others within their clinical education setting.

*Note: Following the publication of the TRC, the term 'Aboriginal' is no longer commonly used. Instead, the term 'Indigenous' is now used moving forward.

HPE 807
Leadership in Health Professions Education (Online)

This course provides health profession educators with an introduction to leadership in healthcare professions. With the constantly evolving needs of healthcare systems, it is imperative that strong leaders drive the need for change and innovation. Course participants will be introduced to numerous concepts critical to healthcare leadership such as principles of change and innovation, conflict mediation, leadership identity, strategic planning, and design. Through readings, case studies, and individual and group activities, learners can expect to gain valuable skills and perspectives on healthcare education leadership and to apply their knowledge in a variety of professional contexts. Through a variety of engagement and reflection opportunities, participants will gain insight into their strengths and challenges to best leverage their leadership potential.

HPE 898
Project in Health Professions Education (Capstone Experience/Individualized)

The focus of this course is on the scholarship of integration, implementation, and application. The course will be guided by a faculty member at Queen’s University and or a mentor based in practice. Learners will identify their project by the end of the first year so that if ethical and administrative approvals are required there will be plenty of time to complete the project by the end of the program.

Examples of past capstone projects:

  • Blagdon, Ashley -  Exploring How Canadian Neonatal-Perinatal Medicine Training Programs Teach Communication Skills to Trainees
  • Boucher, Julia -  Ob/Gyn Simulation Scenario: Indigenous Peoples' Health & Trauma-Informed Care
  • Chung, Wiley - Decolonization and Indigenization of a Surgical Curriculum: Exploring the Perceived Impact of a Medicine Wheel Rubric on Learner Wellness
  • Fraser, Ashley - Campus Health Centre- BScN Clinical Placement Guide
  • Goulding, Anna - Curriculum for the General Internal Medicine Longitudinal Resident Clinic
  • Gushue, Krista - Designing and Escape Room as an Innovative Teaching Method to Promote Engagement and Collaboration in 3rd Year Bachelor of Nursing Students
  • Hall, Janice - Lifelong Learning Together: A Framework for Continuing Interprofessional Development in Primary Care
  • Hickey, Amy - Indigenizing and Decolonizing Massage Therapy Education
  • Karate Edassery, Sajeeshkumar - Extracorporeal Life Support (ECLS) Curriculum Development for Critical Care Nurses and Respiratory Therapists at University of Ottawa Heart Institute (OUHI)
  • Khanum, Naila - Ultrasound Course for Primary Care
  • Muis, Paula - Interprofessional Experiential Education of Post-Secondary Public Health Learners: A Scoping Review Protocol
  • Patterson, Mandy - Examining Impacts of a Pandemic on Healthcare Providers to Offer Prevention Strategies and Resiliency for the Future
  • Sprules, Britton - Indigenous Curriculum Review of the Canadian Physician Assistant Programs
  • Thoren, Jacalyn - Implementing a Same Day Joint Arthroplasty Program in a Community Hospital
  • Youssef, Sherif - Simulation Education in Internal Medicine: Canadian Resident Perspectives
Jacalyn Thoren

The MHPE program facilitated a highly collaborative and interprofessional environment that enabled rich learning from faculty and peers. I had an outstanding support network of colleagues and professors that developed into lifelong friendships and future collaborations. This graduate experience enabled me to be a better educator and mentor in my practice.

Jacalyn Thoren, MHPE, MB, BCh, BAO, FRCSC