University of Hull

What you'll study

This modular MSc combines theoretical and applied work in health professions education. Core themes typically include educational theory and philosophy, curriculum design and development, assessment and feedback, pedagogy for clinical learning, workplace-based education and interprofessional education. You will also study research methods for education, supporting a critical understanding of qualitative and quantitative approaches and the skills to undertake a substantial independent project or dissertation.

Typical modules cover topics such as:

• Principles of Teaching and Learning in Health Professions — adult learning theory, instructional design and reflective practice.
• Curriculum Design and Evaluation — constructive alignment, competency frameworks and programme evaluation methods.
• Assessment, Feedback and Quality Assurance — workplace-based assessment, objective structured clinical examinations (OSCEs), reliability and validity, and feedback strategies.
• Educational Leadership and Change Management — leadership skills, curricular governance and implementing educational innovations in clinical environments.
• Interprofessional and Simulation-based Education — collaborative practice, simulation pedagogy and designing realistic clinical learning activities.
• Research Methods and Dissertation/Project — research design, ethics, data collection and analysis leading to an independent research project or practice-based development project in health professions education.

Delivery is often flexible to accommodate working professionals, using a blend of taught sessions, workshops, online learning and supervised project supervision. Students learn through case-based activities, micro-teaching, peer observation and workplace-based evaluation.

Entry requirements

Applicants are normally expected to hold a UK undergraduate degree (or equivalent) in a relevant discipline. Typical offers are for a degree at 2:1 level, though applicants with a 2:2 plus substantial clinical or education experience may be considered. The programme is aimed primarily at registered health professionals (for example doctors, nurses, midwives, allied health professionals, dentists, pharmacists) or those working in educational roles within health and social care.

Relevant experience of teaching or supervision in a clinical or educational context is advantageous and applicants are usually required to provide a personal statement detailing their professional role, educational responsibilities and reasons for study. International applicants may need to demonstrate English language proficiency to the university’s published standard.

Career prospects

Graduates typically progress into roles that combine clinical work with educational responsibilities. Common career pathways include clinical or academic teaching fellowships, educational supervisors, clinical skills or simulation facilitators, curriculum developers, CPD managers and roles within healthcare education departments. The programme also provides a foundation for those wishing to pursue doctoral study in medical or health professions education or to move into university teaching and academic leadership.

Employers include NHS trusts, primary care services, higher education institutions, clinical commissioning groups and organisations delivering continuing professional development. The programme is designed to enhance credibility as an educational practitioner and to support career progression into leadership and governance roles in education.

Why study at University of Hull

The University of Hull combines research-informed teaching with strong links to local and regional health services, providing realistic clinical and workplace learning opportunities. Students benefit from a multidisciplinary learning environment, working alongside colleagues from a range of health professions, and from staff who undertake research and consultancy in health education practice.

The university supports flexible study patterns suitable for busy professionals, with blended delivery and access to supervisory expertise for independent projects. Learners also have opportunities to engage with simulation resources, interprofessional activities and established partnerships across the NHS and other health providers, helping to translate educational theory into practical improvements in clinical learning and patient care.