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2024-2025 Catalog

Medical and Health Professions Education, PhD

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MHPE Mission Statement

EVMS’s Medical and Health Professions Education (MHPE) Programs are dedicated to building a diverse, interprofessional learning community of scholars committed to advancing diversity, inclusion, equity and socially responsible education, research and service in the health professions.  

Program Goals (PGs) and Student Learning Outcomes (SLOs) Overview

Students who enroll in the MHPE programs will engage in transformational learning that connects their experiences, coursework, and knowledge to develop a more sophisticated understanding of the world that informs their teaching, research and professional practice.

DMHPE Program Goals and Student Learning Outcomes

PG 1: Health professions educators who exhibit cultural humility and sensitivity who are able to

  • SLO 1.1 Consider the diverse backgrounds of learners  
  • SLO 1.2 Design accessible learning environments  
  • SLO 1.3 Communicate educational content effectively to diverse student populations 
  • SLO 1.4 Assess educational outcomes 
  • SLO 1.5 Evaluate program effectiveness 

PG 2: Contemporary health professions scholars who are able to

  • SLO 2.1 Consider the diverse backgrounds and perceptions of human subjects research populations 
  • SLO 2.2 Assess research quality for rigor and bias 
  • SLO 2.3 Adhere to legal and ethical research practices 
  • SLO 2.4 Communicate results effectively using bias-free language   
  • SLO 2.5 Successfully defend a culminating research study (PhD)/program evaluation (EdD)  

PG 3: Community engaged health professions practitioners who are able to 

  • SLO 3.1 Connect local, national, and global events with their teaching and leadership 
  • SLO 3.2 Apply principles of leadership in health professions education 
  • SLO 3.3 Participate in voluntary professional service at the institutional, regional, and/or national level

What does socially responsible education, research & service mean? 

As future educators, graduates of the MHPE programs are dedicated to using education as a driver of economic opportunity and social justice. The MHPE students’ learning experiences will be facilitated by curricula that:  

  • examine the sociocultural contexts of teaching and learning 
  • facilitate access through online learning 
  • consider the role of social and structural determinants of health in medical and health education 
  • develop cultural humility and compassion for the human condition 
  • foster an action orientation 
  • explore unconscious bias as educators and scholars

Admission

This program maintains an admission process unique to the program. Prospective students are encouraged to review the admission  requirements in order to best prepare themselves for a successful future at EVMS.

Academic Calendar

This program maintains an academic calendar unique to the program that includes exam schedules. All students are encouraged to review the academic calendar  in order to be successful at EVMS.

Tuition and Fees Process

This program maintains a tuition and fees process unique to the program. All students are encouraged to review the tuition and fees process  in order to best prepare themselves for a successful future at EVMS.

Curriculum

The 48-credit hour distance learning program is designed to be completed in 3.5 - 4 years: Seven (12-16 week) terms of coursework over two academic years with 6 - 7 credit hours per term and one year for research and dissertation completion. 

The curriculum for the MHPE Doctoral Program has been constructed with the input from the course and program directors. The curriculum is designed to prepare educational leaders in various medical and health professions’ organizational settings. The PhD is a research-based terminal degree that allows individuals to work in academia or research at the university level. The EdD is a practice-based professional degree designed for educators looking to create change at an administrative level. 

The plan of study will include coursework in the following areas*:

1. Teaching and Learning Core Courses

2. Research Core Courses

3. Dissertation Courses

4. Concentration Courses

Contemporary Human Anatomy Education Concentration Courses (PhD)

Higher Education Concentration Courses (PhD or EdD)

Ultrasound and Imaging Education Concentration Courses (PhD)

Note

*Detailed course schedules for each concentration can be found in the Blackboard Resource Center.

Students complete coursework and interact with instructors and classmates through a distance education format utilizing the Blackboard (Bb) Learning Management System. Upon successful completion of the program, students are awarded the Doctor of Philosophy or Doctor of Education degree and may use the initials PhD or EdD after their name.

Course Sequence - 1st Year

Term 1 | Fall 2024 | 7 Credit Hours

Term 2 | Spring 2025 | 7 Credit Hours

Concentration Courses

Term 3 | Summer 2025 | 6 Credit Hours

Concentration Courses

Concentration Courses

Course Sequence - 2nd Year

Term 4 | Fall 2025 | 7 Credit Hours

Concentration Courses

Term 5 | Spring 2026 | 6 Credit Hours

Concentration Courses

Term 6 | Summer 2026 | 6 Credit Hours

Course Sequence - 3rd Year

Term 7 | Fall 2026 | 3 Credit Hours

Term 8 | Spring 2027 | 2 - 6 Credit Hours

Term 9 | Summer 2027 | 2 - 6 Credit Hours

Course Sequence - 4th Year

Term 10 | Fall 2027 | 2 - 6 Credit Hours

Note

Students are admitted into one of three concentrations: Higher Education PhD, or EdD, or Contemporary Human Anatomy Education PhD, or Ultrasound and Imaging Education PhD. Students must remain in their admitted concentration throughout the duration of the program. Students wishing to take courses in a second concentration may do so only after completing all coursework in their admitted concentration. Graduate students enrolled in the program are required to maintain continuous enrollment after initial matriculation. If a leave of absence is needed, students must follow the institution’s leave of absence policy.

Faculty and Staff

Program Director
Peggy E. Gesing, PhD, Assistant Professor

Program Staff

R. Jason Lynch, PhD, Teacher

Kathleen Gabana, MEd, Program Administrator

Angela Schlender, Distance Learning Specialist, Program Coordinator

Tyrah Vann, MPH, Distance Learning Specialist

Faculty

Robert Armstrong, Assistant Professor

Amanda Burbage, PhD, Assistant Professor

Mekbib Gemeda, Vice President, Diversity

Richard Gonzalez, PhD, Associate Professor

Gyorgy Lonart, PhD, Professor

Alberto Musto, MD, PhD, FAES, Associate Professor

Heather Newton, EdD, Director, GME Educational Programs

Michelle Rogers-Johnson, PhD, Assistant Dean, Assessment and Learning Outcomes

Jennifer Styron, PhD, Assistant Professor

Felicia Toreno, PhD, RDMS, RDCS, RVT, Director of Ultrasound Education

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