J Gandhara Med Dent Sci

EXPLORING THE PERCEIVED VALUE AND IMPACT OF MASTER’S DEGREE PROGRAMS IN

HEALTH PROFESSIONS EDUCATION: A QUALITATIVE STUDY

Ruqayya Shahid

, Humera Adeeb

, Muhammad Mateen Shahid

ABSTRACT

OBJECTIVES

This study aimed to explore the perceived value of master's programs in

Health Professions Education (HPE) regarding professional development,

improvements in learning and teaching, and the overall quality of healthcare

education.

METHODOLOGY

A qualitative study using semi-structured interviews was conducted with

sixteen healthcare professionals who graduated from KMU HPE Master's

programs. Thematic data analysis revealed key themes of the advantages,

diculties, and shifts in the graduates' professional identities.

RESULTS

Five major themes emerged: Perceived Value of the Degree, Career Impacts,

Skills Gained, Challenges and Limitations, and Future Perspectives.

Participants reported that using educational techniques and educational

ideas enhanced their teaching approaches. Nonetheless, diculties with the

thesis process, time constraints, and changing work obligations were also

emphasized.

CONCLUSION

The MHPE program enhances participants’ educational leadership and

reective teaching practices. The results showed that while these programs

oered several benets, there is still room for improvement, particularly in

integrating thesis projects and helping participants balance their academic

responsibilities with work commitments.

KEYWORDS: Health Profession Education, Medical Education, Qualitative

Research

Khyber Medical University, Peshawar,

How to cite this article

Shahid R, Adeeb H, Shahid MM,

Exploring the Perceived Value and

Impact of Master’s Degree Programs

in Health Professions Education: A

Qualitative Study. J Gandhara Med

Dent Sci. 2026;13(1): 37-43.

Date Submission: 07-10-2025

Date Revised: 12-10-2025

Date Acceptance: 16-12-2025

MHPE Scholar, Institute of Health

Professions Education and Research,

Pakistan

Correspondence

Humera Adeeb, Assistant Professor,

Institute of Health Professions

Education and Research, Khyber

Medical University, Peshawar,

Pakistan

+92-355-9579929

drhumera.adeeb@kmu.edu.pk

INTRODUCTION

The field of health professions education (HPE) is

increasingly recognized as a vital academic discipline

that equips healthcare professionals with the necessary

skills. To improve leadership, research, and teaching in

healthcare education, HPE Master's programs have

expanded internationally. To ll educational shortfalls,

institutions like Khyber Medical University in Pakistan

have started oering HPE Master's degrees. There is,

however, still little data on the perceived worth,

professional inuence, and institutional diculties

faced by HPE graduates in Pakistan. To understand the

perceived value of the degree, employment outcomes,

skills acquired, diculties faced, and future

possibilities, this study investigates the experiences of

HPE Master's students and alums.

The progression of

HPE has attained global acknowledgment as imperative

for fostering procient healthcare educators. Master's

programs in HPE are designed to equip academic sta

with competencies in pedagogical approaches,

curriculum design, research methodologies, and

leadership.

In recent decades, the landscape of

healthcare education has undergone considerable

transformation, characterized by a rising focus on

learner-centered pedagogy, competency-oriented

curricula, and initiatives aimed at faculty development.

In alignment with these evolving paradigms,

educational institutions across the globe have instituted

specialized graduate degree programs, such as the

master‘s in HPE, to cultivate educators equipped to

address the intricate demands of contemporary health

professions training. Such programs are structured to

augment pedagogical ecacy, enhance leadership

capabilities, and elevate scholarly output among

academic personnel.

2,3

The international healthcare

setting has experienced swift changes, driven by

advances in technology, shifting disease epidemiology,

and evolving expectations imposed on healthcare

systems. As a result, there exists an increasing demand

for healthcare educators who not only possess expertise

in their respective clinical elds but also hold formal

credentials in educational theory and practice. The

MHPE program responds to this pressing demand by

providing systematic training in instructional practices,

assessment methodologies, educational leadership, and

research competencies.

Pakistan, like many developing

nations, faces challenges in healthcare education,

ORIGINAL ARTICLE

https://doi.org/10.37762/jgmds.13-1.798

January - March 2026

J Gandhara Med Dent Sci

Exploring the Perceived Value and Impact of Master’s

including deciencies in faculty prociency in

educational theory and practice, inconsistent

instructional standards, and a scarcity of research in

medical education. Notwithstanding advancements in

healthcare provision, disparities in educational quality

remain prevalent across medical, dental, and allied

health institutions. Acknowledging these deciencies,

establishments such as Khyber Medical University and

the University of Lahore have launched MHPE

programs aimed at enhancing the capabilities of

healthcare educators.

1,4

Despite these programs being in

existence for over a decade, empirical evidence on the

perceived signicance and impact of MHPE programs

from the perspective of their alumni remains limited.

Faculty development facilitated through MHPE is

anticipated to promote enhanced teaching

methodologies, evidence-informed curriculum

development, academic research, and leadership within

pedagogical environments.

However, challenges such

as institutional inactivity, a lack of acknowledgment for

non-clinical qualications, and the gap between theory

and practice have been documented globally.

Within

the Pakistani context, these challenges may be further

exacerbated by systemic barriers, resource constraints,

and disparate levels of institutional backing. Gaining

insights into the experiences of MHPE graduates is

critical for informing policy decisions, fostering

institutional recognition of HPE credentials, and

steering the future evolution of such programs.

This

study aims to explore the experiences of MHPE

graduates and students to explain the degree‘s

perceived signicance, its inuence on professional

advancement, acquired competencies, institutional

challenges, and recommendations for future

enhancements.

This study highlighted the dierence in

perceived value between HPE providers and learners,

raising concerns about the curriculum’s ecacy and

relevance. Furthermore, although thesis components are

typically incorporated into MHPE programs, further

study is required to fully understand their impact on

academic and professional growth fully. What is the

perceived value of master’s programs in Health

Professions Education (MHPE) when it comes to

professional growth, advancement in a career,

educational enhancement, and the overall standard of

healthcare education, and how do these programs

impact graduates’ academic and professional tracks?

METHODOLOGY

A qualitative descriptive design was used to explore the

perceived value and impact of the MHPE program. This

descriptive approach was chosen to provide an in-depth

understanding of the experiences of faculty members

holding master’s degrees in Health Professions

Education. The focus was on how these programs had

inuenced their professional growth, instructional

strategies, and the overall quality of healthcare

education. Braun and Clarke’s reexive thematic

analysis was used to evaluate the data, enabling the

systematic identication of patterns while maintaining a

close relationship with participant perspectives. A

purposive sampling strategy was used to select

individuals who had nished an MHPE program, were

actively working in teaching or educational leadership,

and agreed to engage in a recorded interview. Through

phone calls, emails, and professional networking,

sixteen MHPE graduates from medical, dental, and

allied health schools were recruited, and all consented

to participate. Data saturation was reached when no

new concepts emerged, and information power

supported sample adequacy, as participants provided

detailed descriptions aligned with the study's goal. A

semi-structured questionnaire was used to interview 16

individuals in total, and data collection proceeded until

data saturation was attained. To identify MHPE alums

who could oer rich, pertinent, and varied perspectives

on the perceived value and impact of the program,

purposeful sampling was employed. Participants were

required to be MHPE graduates with at least three years

of experience as undergraduate or graduate faculty

members. MHPE holding faculty members who were

not teaching at the time were omitted. Semi-structured

interviews were conducted using an interview guide

developed based on the study‘s objectives, relevant

literature, and expert evaluation. The guide included

open-ended questions on participants‘ background,

motives for pursuing the MHPE degree, perceived

value and impact of the program on their educational

practice and career progress, problems they faced, and

future recommendations. The interview framework

provided the freedom to explore and clarify answers.

Annexure I contains the complete list of interview

questions. Participants were selected from departmental

alumni lists and contacted via email, WhatsApp, Zoom,

or phone to schedule interviews. Before the interviews,

written informed consent was collected from each

participant, and an information sheet and consent form

were given to those who showed interest. Depending on

participants‘ availability and interests, interviews will

be conducted online. Each interview was audio

recorded with consent and lasted between 30 and 40

minutes. Participants‘ age, gender, professional role,

years of experience, and MHPE completion year were

recorded using a standardized demographic pro forma.

The primary researcher transcribed all interviews

verbatim, and transcripts were distributed to

participants for member checking to guarantee

accuracy. Data collection continued until sucient data

was attained. After the fourteenth interview, no new

January - March 2026

J Gandhara Med Dent Sci

codes or thoughts emerged, indicating data saturation.

Two further interviews were conducted to verify

saturation.

15,16

The interview summaries and

preliminary themes were sent to the participants via

email for member verication; 12 veried the

information without making any changes, and 4 oered

minor clarications that were included. Multiple

strategies were used to guarantee conrmability,

reliability, and trustworthiness. Two researchers

separately coded. 25% of the transcripts were examined

for coding consistency. Theme renement involved

analyst triangulation. To improve consistency and

repeatability, a thorough audit trail, including interview

protocols, code phases, theme development, and

analytical choices, was maintained. Interviews were

primarily conducted in English, with a few

conversational words in Urdu. During transcribing,

Urdu passages were translated into English. To ensure

accuracy, selected portions were independently back-

translated to verify that meaning was retained.

Thematic analysis was done manually using Braun and

Clarke‘s framework. This is a methodical approach to

studying theme analysis: Familiarization: Get

acquainted with the data by reviewing each transcript

several times. Coding: Find and underline key phrases,

sentences, or paragraphs that inuence the goals or

research questions. Use codes to symbolize these topics

or subthemes. Searching for Themes: Examine the

coded data and identify any trends or linkages among

the codes. To create themes, group relevant codes

together. Reviewing the Themes: Ensure the themes

identified are reective of the data, pertinent, and

signicant. As necessary, adjust or rene topics.

Throughout the analytical process, three researchers

collaborated to code the data and nd themes and

subthemes. This allowed for discussion, disagreement,

and consensus, thereby improving the validity and

reliability of the study. A total of 18 initial codes were

produced after familiarization readings were repeated.

Following a methodical evaluation and renement

process, these codes were grouped into 12 subthemes.

(detailed summary provided in Table 1) These

subthemes were then combined into ve overarching

themes that encapsulated the signicant trends in

participants‘ experiences. To keep the nal themes

rooted in participants‘ viewpoints, reexivity was

maintained through ongoing documentation of

analytical choices and critical reection. Research

approval was obtained by the Advanced Studies and

Research Board (ASRB) with Reference Number as

DIR/KMU-AS&RB/EV/003040, and an ethical

Clearance Certicate from Khyber Medical University

(KMU) with Reference No (1-

12/IHPER/MHPE/KMU/25-14) was also secured to

proceed with the Research work. Participant provided

written informed consent. Only the study team had

access to the password-protected device containing the

audio files and transcripts. Codes (P1-P16) were used to

ensure data anonymity.

RESULTS

The ndings of this qualitative study are presented

under ve major themes and associated sub-themes that

reect participants‘ perceptions, experiences, and

challenges regarding the value and impact of master‘s

programs in HPE. A total of 16 participants from

diverse healthcare backgrounds were interviewed,

including both male and female professionals across

disciplines such as medicine, dentistry, public health,

and allied health sciences. Their insights provide a

comprehensive understanding of how HPE programs

inuence personal, professional, and institutional

development.

Table 1: Participant’s Demographics

Gender Age

(yrs)

Designation Years of

Experience

Quali

cation

Professio

nal Role

Female 36 Lecturer 05 MHPE Undergrad

MBBS

Female 39 Assistant

Professor

13 MHPE Undergrad

and

postgrad

Female 44 Histopathologists

and Medical

Educators

16 FCPS

Histopa

thology

Associate

Professor of

pathology

Deputy

Director

of DME

Male 43 Senior Lecturer

in Dentistry

12 BDS, MPH,

MHPE

2nd year

and Final

year BDS

Female 47 Senior lecturer 12 Masters Senior lecturer

Female 29 Assistant

Professor

04 MME Assistant

Professor for

all five years

Female 29 Senior

Demonstrator

3.5 MME Undergrad

Female 40 Assistant

Professor

10 PhD Undergrad

and

postgrad

Male 51 vice principal,

HOD

15 PhD Undergrad

and

Postgrad

Female 32 Assistant

Director,

10 PhD Assistant

Professor

Medical

Education

Female 34 Assistant

Professor

08 MHPE Assistant

Professor

Female 48 Dental

Educationist

05 MHPE Assistant

Professor

Female 37 Medical

Educationist

05 MHPE Assistant

Professor

Male 40 Medical

Educationist

11 MHPE,

MPhil

Assistant

Professor

Female 45 Director of

Medical

Education

17 PhD Professor

Female 34 HOD of Medical

Education

08 MHPE Undergrad

and

Postgrad

Exploring the Perceived Value and Impact of Master’s

January - March 2026

J Gandhara Med Dent Sci

Perceived Value of the Degree

Participants repeatedly said that the MHPE program

had a transformative eect on how they understood,

handled, and carried out their jobs as educators.

Graduates stated in interviews that the degree changed

their teaching identity and increased their teaching

confidence. This describes how the MHPE was viewed

as a growth path that enhanced their professional

thinking and classroom practice, rather than just a

qualication.

Sub-themes: Knowledge and Teaching Skills

Improved knowledge and teaching abilities were

continuously appreciated by participants:

"The MHPE has totally changed my teaching style. I

now consider learner engagement and well-dened

objectives while creating sessions."

Graduates experienced a notable increase in both their

academic comprehension of educational principles and

their practical application of these ideas. Several

described a move from traditional didactic approaches

to more student-centered procedures, indicating a

deeper consideration of learners' needs. "The MHPE

has completely changed my teaching style," one

participant said. When designing workshops, I now take

student engagement and clear objectives into account.

(P3). These reections show a shift in focus toward

instructional design clarity, active learning, and

organized teaching.

Career Impact

The professional growth, more recognition, and

improved credibility that MHPE alums describe are

reected in this domain. Participants said that the

degree strengthened their sense of self as capable

teachers and oered doors to leadership positions.

Many said they were more visible in their organizations

and had better prospects for advancement as a result of

the qualification.

Sub-themes: Recognition and Growth

Graduates reported more job progress and professional

recognition:

"I was simply another faculty member before MHPE. I

now lead curriculum development, and my eorts are at

last acknowledged."After completing the MHPE,

graduates reported a signicant change in their

perceptions of administrators and coworkers. Many

claimed to have been given more authority, especially

in academic committees and curriculum creation.

Before MHPE, I was just another faculty member, as

one participant put it. I now oversee curriculum

development, and my eorts are nally recognized.

(P9). These experiences imply that the MHPE

certificate promotes upward mobility and increases

academic reputation.

Skills Gained

The MHPE increased a wide variety of abilities,

including the capacity to design lessons, conduct

research, and incorporate technology into instruction,

according to the participants. It was often said that the

degree had given them a more methodical and academic

approach to teaching.

Sub-themes: Education, Research, Technology Skills

It was clear that research capabilities, technology

integration, and instructional planning had improved:

"I was able to publish my rst educational research

paper thanks to the research skills I acquired through

MHPE."

Graduates highlighted ways to promote student

engagement through research, implementing

instructional activities, and utilizing digital

technologies. Many said the MHPE program improved

their academic writing skills and gave them greater

confidence when starting or directing research projects.

"I was able to publish my rst educational research

paper thanks to the research skills I acquired through

MHPE," one participant said (P6). This illustrates how

the curriculum promotes academic output and

contemporary teaching methods.

Challenges & Limitations

Participants identied structural and cultural obstacles

that prevented their training from having its full impact,

despite the numerous advantages. This theme captures

the tension between graduates' improved skills and

institutional settings that weren't always open to

change.

Sub-themes: Workload and Institutional Resistance

Institutional opposition and workload demands were

prominent issues.

"Even with an MHPE, some senior administrators

continue to place more importance on clinical

knowledge than educational credentials."

The diculty of managing clinical obligations,

instructional duties, and academic demands was a

persistent worry. Several participants stated that

conventional attitudes and institutional hierarchy made

it dicult for educational innovations to be adopted.

"Even with an MHPE, some senior administrators

continue to place more importance on clinical

knowledge than educational credentials," one

participant said. (P2). These diculties highlight the

need for educational professionals to have clearer

pathways and stronger leadership support.

Future Prospects and Recommendations in HPE

Participants shared ideas on how to increase MHPE

graduates' inuence and involvement in academic

institutions. To maintain gains in teaching quality, their

observations emphasize the need for institutional

acknowledgment and for leadership positions in

education.

onal recognition:

Sub-themes: Innovations, Recognition, Acceptance in

Academia

Participants emphasized the need for more creativity in

instruction and instituti

Exploring the Perceived Value and Impact of Master’s

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Exploring the Perceived Value and Impact of Master’s

"To implement signicant improvements in education,

MHPE graduates have to be assigned leadership

positions. If not, their potential is wasted."

Graduates stressed that chances for innovation,

institutional support, and a culture that appreciates

educational knowledge are necessary for further

advancement in teaching. Many argued that to achieve

signicant improvements, MHPE graduates had to be

carefully placed in leadership roles. As one speaker

pointed out, "MHPE graduates must be assigned to

fully.

leadership positions in order to implement signicant

improvements in education." Their talent is squandered

otherwise (P11). These observations highlight the

significance of long-term planning and organizational

preparedness for educational advancement.

Table 2: A Summary of Emergent Themes and Sub-Themes

Themes Sub-Themes Key Codes

Perceived V alue

of Degree

Knowledge &

Teaching skills

Curriculum Design

Assessment Strategies

Research and Leadership

Career Impact Recognition,

Growth

Career Advancement

Professional Recognition

Leadership role

Skills Gained Education,

Research,

Technology

Educational psychology

Student-centered learning

Mentorship

Challenges and

Limitations

Workload,

Institutional

resistance

Time management

Institutional resistance

Balancing roles

Future Prospects

and

Recommendation

s in HPE

Innovations,

Recognition,

and Acceptance

in Academia

Accreditation

HPE recognition

Technology integration

Strong recommendation

Limited recognition in

certain domains

Essential for teachers

Overall, the study shows how HPE programs improve

research capabilities, academic leadership, and teaching

methods. However, further institutional investment, the

adoption of new technologies, and initiatives to remove

structural barriers to the acceptance of HPE degrees,

particularly for non-medical professionals, are

necessary to realize the potential of these programs

Figure 1: Concept map of Themes and sub-themes

DISCUSSION

This study explored the perceived value and impact of

the Master of Health Professions Education (MHPE)

program, as well as how alums use HPE concepts in

academic settings. The results show that the MHPE

degree considerably improves graduates’ condence as

faculty members, educational leadership potential, and

pedagogical competence. These ndings are consistent

with global studies showing that formal HPE training

enhances curricular alignment, instructional design,

assessment literacy, and student-centered pedagogical

practices and.

10,2

Graduates in this research reported a

shift from teacher-centered to learner-centered methods,

consistent with ndings from programs in the Middle

East, the Netherlands, and the United States.

The

findings also showed the benecial eects of MHPE

training on the development of professional identities

and career progression. In their institutions, participants

experienced greater credibility, leadership possibilities,

and recognition.

These results are consistent with

research from Canada and the UK, where HPE

graduates often work as curriculum leaders, program

directors, and assessment experts.

The current

analysis supports the idea that institutional

transformation and academic leadership are sparked by

organized faculty development initiatives.

However,

this study identies enduring issues with workload

distribution, institutional culture, and low acceptance of

educational credentials, especially in environments

where clinical knowledge is valued more highly than

academic prociency. This result is in line with

research from the Gulf and South Asia that shows

organizational resistance when teachers try to change

evaluation procedures or implement innovations.

The

finding that participants felt more opposition in Allied

Health and Rehabilitation Sciences than in medical and

dentistry faculties is a noteworthy addition to this

study.

This gap, which has not been extensively

documented in earlier research, may be the result of

dierences in administrative structures, faculty

makeup, or institutional maturity. The signicant

impact of external inuences, such as institutional

instructions or promotion requirements, on participants'

decisions to pursue MHPE was another surprising

discovery. A large portion of the international research

highlights intrinsic motivation as the main reason

people pursue HPE degrees, such as a love of teaching

or a desire for academic advancement.

demonstrating that extrinsic, institution-driven motives

are important in the Pakistani setting, the current study

provides complexity. The degree of engagement,

expectations, and eventual practical application of HPE

learning may be inuenced by these reasons.

Participants also pointed out a disconnect between

January - March 2026

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Exploring the Perceived Value and Impact of Master’s

theoretical information that has been learned and its

practical implementation. Despite MHPE programs

increasing prociency in curriculum design and

evaluation, some participants found it challenging to

implement changes due to hierarchical decision-

making, deeply ingrained customs, and a lack of

administrative support.

Similar conicts between

theory and reality have been documented in research

from low and middle-income nations, where the

implementation of HPE training is heavily inuenced

by institutional preparedness and resource availability.

This study highlights the necessity of institutional

policies that support empowered educational positions

and provide protected time for educational

obligations.

Finally, participants stressed the necessity

of formal mechanisms for incorporating MHPE

graduates into curriculum design and governance

structures, more chances for leadership positions, and

ongoing institutional acknowledgment of HPE as an

academic specialty. These suggestions align with global

calls for strategic funding for competency-based

reforms, digital learning, and educational leadership.

To improve Pakistan's educational capabilities,

graduates also emphasized future goals such as the

incorporation of articial intelligence, simulation -based

learning, and research mentorship.

Overall, the

conversation shows that although MHPE programs

have a signicant positive inuence on teaching quality

and educational leadership development, their long-

term eects depend primarily on institutional culture,

administrative support, and professional recognition.

The results identify opportunities for improvement in

Pakistani health professions education and provide

significant insights into the regional literature.

Future

research should include MHPE graduates with varying

lengths of experience, including those in the early or

mid-stages of their programs, to provide a more

comprehensive understanding of the program's evolving

impact over time. Longitudinal studies could be

conducted to track how the MHPE inuences

professional growth, teaching practices, and leadership

roles across dierent stages of a graduate‘s career.

Additionally, future studies may explore the broader

institutional and systemic eects of MHPE training,

including its contributions to curriculum reform,

educational innovation, and faculty development in

health professions education. Comparative studies

across institutions or countries could also provide

insights into the contextual factors that inuence the

perceived impact of MHPE programs.

LIMITATIONS

This study has several limitations. First, the sample‘s

application to other settings and MHPE program types

in Pakistan may be limited by the small sample size and

institutional selection. Selection bias is also a concern,

as there may be disparities between those who declined

and those who participated. Despite careful eorts, the

lead researcher’s background as a dental surgeon and

MHPE graduate may have inuenced data collection

and interpretation. Because participant opinions were

collected only once, the study’s cross-sectional design

makes it challenging to assess long-term outcomes.

Finally, even though theme analysis yields valuable

information, the ndings should be interpreted as

context-specic understandings to guide future research

and program creation because they are not

generalizable.

CONCLUSIONS

Healthcare educators in Pakistan benet greatly from

MHPE programs, which enhance their research skills,

employment opportunities, and instructional quality.

CONFLICT OF INTEREST: None

FUNDING SOURCES: None

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Ruqayya Shahid - Concept & Design; Data Acquisition; Data

Analysis/Interpretation; Drafting Manuscript; Critical

Revision; Supervision; Final Approval

Humera Adeeb - Concept & Design; Data Acquisition; Data

Analysis/Interpretation; Drafting Manuscript; Critical

Revision; Supervision; Final Approval

Muhammad Mateen Shahid- Concept & Design; Data

Acquisition; Data Analysis/Interpretation; Drafting

Manuscript; Critical Revision; Supervision; Final Approval

AUTHORS CONTRIBUTION

The authors accept responsibility for all aspects of the work

and will ensure that any concerns regarding the accuracy or

integrity of any part are properly investigated and resolved.

January - March 2026