phd in health education in canada

Programs and courses

• Future students
• Support uOttawa
• Brightspace

Doctorate in Philosophy Education (Health Professions Education)

With approximately 1,600 students and 150 full-time and part-time professors, the Faculty of Education at the University of Ottawa stands out as an enriching environment in which professors, students and community partners contribute to our innovative graduate programs.

Regardless of whether you are looking to become an  expert educator, a school/board administrator, a research leader or a program evaluator , our professors will give you the means to have a positive impact on the community and graduate qualifications to advance and enrich your careers.

To acquire the tools for your professional success, among its unique programs, the faculty offers you:

• The Master of Education (M.Ed.) with course-based option;
• The Master of Education (M.Ed.) with research paper option;
• The Master of Education (M.Ed.)  fully   online ;
• The Master of Arts in Education (M.A.);
• The Doctor of Philosophy in Education (Ph.D.).

The faculty’s location in the heart of Ottawa offers you an exceptional range of programs in  both official languages , which enables you to fully enjoy all the benefits of Canada's capital.

The programs are offered in English and French and are governed by the  academic regulations  in effect for graduate studies.

Doctoral Program

The program participates in the collaborative program in Canadian Studies at the PhD level. 

The PhD program is offered in the following five concentrations:

• Educational counselling (suspended until further notice)
• Health professions education
• Leadership, evaluation, curriculum and policy studies
• Societies, cultures and languages
• Studies in teaching and learning

For the most accurate and up to date information on application deadlines, language tests and other admission requirements, please visit the  specific requirements  webpage.

To be admitted to the Ph.D. program, candidates must fulfill the following requirements:

• A minimum average of B+ (75%), or equivalent, calculated in accordance with graduate studies guidelines.
• A master's degree with thesis, or equivalent. Students who have not completed a thesis must provide evidence of their ability to do research at the doctoral level by providing a sample of written work such as a memoir, research report, scholarly publication, or qualifying research paper. (If the applicant does not have any of these documents, he or she may be invited to complete an interim report, as described in the Interim Report Guide.)
• Courses recognized by the Admissions Committee as courses in education (or in health education, or in health if applying for the concentration in Health Professions Education).
• The ability to understand and fluently speak the language of instruction.

Applications for admission will be considered only if all supporting documentation has been received.

Admission to the program depends on the availability of a thesis supervisor whose research interests are compatible with the student's area of interest.

NOTE: Admission to the concentration in Educational Counselling requires a master's degree in Counselling with thesis or the equivalent of the internship component. Applicants must also have completed graduate-level courses in theories of counselling, theories of career development, and micro-counselling.

Application Procedure and Documents Required

Before submitting your application, make sure you read and understand the admission process described on the  Faculty of Education  webpage.

Given the individualized nature of the PhD program, each student's program is determined by an interim adviser (appointed by the program director), in consultation with the student. Because the Faculty believes that the student's coursework and research should be integrated into the overall program, determining which courses the student should take depends to some extent on his or her research topic. For this reason, students are strongly encouraged to begin exploratory work and make tentative decisions regarding their research topic early on in the program so that course work and research can be interrelated.

Doctoral students typically take a minimum of six courses (18 units). However, with the approval of the Admissions Committee and their thesis supervisor, students who have completed a master's degree in Education (MA/MEd) and have been admitted to the PhD program may reduce their course load to five courses (15 units).

Doctorate with Concentration

Taking into account the student's previous studies, the Faculty reserves the right to add to the program of studies any course(s) deemed necessary. The additional requirements are normally specified at the beginning of the program.

The individual program of study is prepared by the thesis director and approved by the program director.

Students in the concentration in Health Professions Education must complete the following requirements:

One course in research methodology (chosen from among the following) may also be taken in place of one of the concentration courses:  EDU 7395 ,  EDU 7396 ,  EDU 7397 ,  EDU 8190 .

The thesis proposal must be approved by a committee of professors. Following approval of the thesis proposal, a seminar must be presented.

  Registration of Thesis Topic

Students must register their thesis topic by the end of the third term of studies.

Thesis Supervision and Thesis Submission

The program director ensures that all procedures for thesis supervision and submission in effect for graduate studies and for the Program Council of the Faculty are followed.

At the time of admission, the Faculty of Education designates a thesis adviser in consultation with the professor concerned.

Comprehensive Examination

The overall purpose of the comprehensive exam ( EDU 9998 ) is to assess the candidate's mastery of his or her field of study. More specifically, the purpose is to examine the candidate's integrative breadth and depth of knowledge within the context of his or her domains of study and professional/scientific perspective. 

The examination is conducted according to a format approved by the program council. It comprises the preparation, submission, evaluation and oral defence of a written text (the Comprehensive Document).

Research Fields & Facilities

Located in the heart of Canada's capital and recognized as a national and international leader in research in Education and Counseling Psychology, the Faculty of Education has a number of facilities available for  research  :

• 6  Research Chairs  with researchers working on diverse and exciting projects, such as school democratization, anxiety treatment, children's mental health, or the development of digital literacy among students;
• 5  Research Laboratories  devoted to multiple projects, such as virtual learning, research in psychotherapy or learning mathematics, to name a few;
• 7  Education Research Units , addressing major educational issues that have regional, national or international implications.

Research at the Faculty of Education

Founded in 1967, the Faculty of Education at the University of Ottawa is the official Vendor of Record for the Ministry of Education of Ontario and for the Conseil des écoles publiques de l’Est de l’Ontario (CEPEO). Moreover, our faculty receives one of the highest levels of research funding of all faculties of education in Canada.

For over 30 years, graduate students have organized the Jean-Paul Dionne Symposium – an event that highlights and promotes the research of our students and professors.

The Faculty of Education also publishes annually two issues of our open access online journal, the Education Review, and organizes two conferences annually as part of our Excellence in Education Series.

Our  professors  are engaged in innovative research projects and teaching and evaluation approaches at the cutting edge of their fields.

For more information, refer to the list of faculty members and their research fields on Uniweb . 

IMPORTANT: Candidates and students looking for professors to supervise their thesis or research project can also consult the website of the faculty or department of their program of choice. Uniweb does not list all professors authorized to supervise research projects at the University of Ottawa.

Students who started their program in September 2014 or will start in January 2015 must consult the program description available in the Archive section.

EDU 5101 Perspectives in Education (3 units)

Overview of key concepts, actors, practices and forms of organization in education; examination of diverse contexts and forms of education and their place and function in society; critical discussion of historical and contemporary debates in education. (This course is reserved for students in the M.Ed. extended program).

Course Component: Lecture

EDU 5105 Inter-Professional Education in the Health Professions (3 units)

Examination of educational research, theory and practice related to the professional interdependence of work in the health concentration; study of the impact of interdisciplinary professional principles on teaching and learning strategies, curricular design, and evaluation strategies.

EDU 5113 Inclusive and Special Education (3 units)

Critical examination of current issues and research in inclusive and special education.

EDU 5123 Current Issues in Science Education (3 units)

Overview of theoretical and empirical perspectives on current issues in K-12 science education and their implications for science literacy.

EDU 5125 Social and Emotional Learning. (3 units)

Examination of the development and impact of social and emotional learning, including examination of best practices, research to practice gaps, and the application of social and emotional competencies in social, educational, and professional contexts.

EDU 5127 Mentoring and Coaching in Professional Contexts (3 units)

Exploration of mentoring and coaching through the lens of professional learning and leadership with focus on students’ professional contexts.

EDU 5129 Integrating Patients' Voices into Health Professions Education (3 units)

Study of theory on and current evidence for the active involvement of patients in health professions education (HPE), including strategies for actively involving patients in HPE.

EDU 5146 Social and Political Issues in Second Language Education (3 units)

Examination of social and political aspects of second/additional language education. Study of their influences on the processes of learning and teaching a second/additional language in educational context.

EDU 5148 Technologies, Languages, and Education (3 units)

Study of the links between languages, technology and education. Analysis of the influence of social, political, cultural, material and technological elements on the use of digital technologies in language teaching and experiment with the necessary competences to use digital technologies in teaching languages.

EDU 5160 Mathematical Thinking Across the Mathematics Curriculum (3 units)

Examination of the development of mathematical thinking with respect to a variety of concepts that appear in school mathematics curricula.

EDU 5188 Integration of Technology in Education (3 units)

Examination of the implications on teaching practice and learning outcomes in the integration of technology studies across the curriculum.

EDU 5190 Introduction to Research in Education (3 units)

Introduces students to understanding and applying research in education: researching a topic, critical reading, overview of various types of applied research.

EDU 5199 Synthesis Seminar (3 units)

Integration of theoretical knowledge to contribute to educational practice.

EDU 5202 Teaching Strategies for Health Professions Education (3 units)

Exploration of the concepts, strategies, and methods of instruction for the education of health professionals; examination of how instruction supports health professionals' learning.

Reserved for students enrolled in the Graduate Diploma or Masters of Education in Health Professions Education.

EDU 5206 Program Planning in Adult Education (3 units)

Exploration of the fundamental concepts necessary to understand program development in adult education; review of conceptual frameworks for planning, recruitment, evaluation and research on program implementation and program building, procedures for making programs more meaningful to adult learners.

EDU 5210 Philosophies of Education (3 units)

Inquiry into selected philosophical perspectives and their effects on contemporary educational thought and practice.

EDU 5221 Historical Narratives and Education (3 units)

Critical examination of educational issues in historical perspective: exploration of the roles of race, class, ethnicity, religion and gender in education; historical narratives and their implications.

EDU 5222 Ethnographies in Education (3 units)

Ethnographic perspectives on schools and school cultures, and on the relations between education and broader social-cultural forces.

EDU 5230 Leadership in Educational Organizations (3 units)

Examination of selected approaches to leadership theory, training, and practice pertinent to the challenges of administration in contemporary educational organizations.

EDU 5232 Human Relations in Educational Administration (3 units)

Examination of the working functions of administration in relation to people within and otherwise associated with educational organizations; study of motivation and decision-making within static and dynamic situations and of conflict within organizations.

Prerequisite EDU 5263 is strongly recommended.

EDU 5242 Trends in Second Language Teaching (3 units)

Historical overview and critical analysis of methodological trends in second/additional language teaching and learning.

EDU 5244 Bilingual, Multilingual and Minority Contexts of Language Education (3 units)

Examination of conceptualizations of bilingual and multilingual education in diverse contexts with an emphasis on Canada; analysis of issues related to the educational success of immigrants and members of minority groups and their integration into schools and society.

EDU 5253 Theories of Learning Applied to Teaching (3 units)

Critical survey of theories of learning in historical and contemporary perspectives and their pedagogical implications for classroom practices.

EDU 5258 Inclusive Practices for Students with Diverse Learning Needs (3 units)

Critical inquiry of research on inclusive practices for students with diverse learning needs.

EDU 5260 Introduction to Curriculum Studies (3 units)

Overview of recurring curriculum issues in historical and contemporary perspectives; introduction to the practices of curriculum theorizing; investigation of the effects of shifting research trends within the field of curriculum studies; analysis and synthesis of implications for Indigenous and non-Indigenous equity-seeking communities.

Prerequisite EDU 6110 is strongly recommended.

EDU 5261 Curriculum Design for Health Professions Education (3 units)

Examination of theory for current practices related to curriculum design for the education of health professionals.

EDU 5262 Curriculum, Culture and Technologies (3 units)

Exploration of the theoretical and practical issues of curriculum and program design in relation to culture and technology; examination of the relationships between curriculum, information culture, and E-learning; investigation of the impact of cyber curriculum on cultural identities of teachers and learners.

EDU 5263 Introduction to Educational Administration (3 units)

Survey of the theories, research, and practices that have shaped the field of educational administration as both an applied profession and as an area of scholarly inquiry; implications for people, educational structures, and institutional purposes.

EDU 5265 Internationalization of Curriculum Studies (3 units)

Investigation of contemporary issues in curriculum studies within an international context: analysis of curriculum reform initiatives in other countries; examination of current trends in international and transnational curriculum movements; exploration of alternative curricular arrangements within global, national, and local contexts.

Prerequisites EDU 6110 or EDU 5260 are strongly recommended.

EDU 5267 Leadership for Social Justice and Equity (3 units)

Critical examination of how power is exercised by leaders and how patterns of inequity emerge within educational institutions, including how decision-making impacts issues of race, gender, sexuality, ability, and social class.

Prerequisite EDU 5230 is strongly recommended.

EDU 5269 Equity, Global Research and Policy (3 units)

Critical examination of equity-focused policy debates in international education. Learning to use research to inform policy development and implementation with a focus on low- and middle-income countries.

EDU 5270 Professional Ethics in Counselling Psychology (3 units)

Examination of professional ethical standards and codes of conduct for counsellors and psychotherapists; legal and legislative context of counselling and psychotherapy; application of ethical decision making; ethical dimensions of professional relationships.

EDU 5271 Counselling and Psychotherapy: Theories and Practices I (3 units)

Critical examination of major personality and counselling theories.

EDU 5274 Tests and Measurement in Counselling Psychology (3 units)

Examination of common tests and inventories used in counselling and psychotherapy; selection, administration, scoring and interpretation of tests in counselling and psychotherapy settings.

Reserved for students enrolled in the concentration Counselling Psychology.

EDU 5286 Technology and Health Professions Education (3 units)

Study of the impact of computer technology on communication and instructional techniques for health professions education; exploration of distance education, on-line learning, and low and high fidelity simulation.

EDU 5287 Emerging Technologies and Learning (3 units)

Research, theory and practice concerning the use of emerging technologies to facilitate learning; the impact of new media on teaching and learning strategies, on curriculum change, on learner attitudes and motivation, and on higher order learning.

EDU 5298 Assessment Strategies for Health Professions Education (3 units)

Exploration of strategies used to assess clinical competencies of health professionals at both the undergraduate and postgraduate levels.

EDU 5299 Program Evaluation: Methods and Practice (3 units)

Exploration of principles of effective program evaluation methods; planning; instrument development; data collection, processing and analysis; reporting and follow-up; survey of diverse models of evaluation.

EDU 5301 Principles of Educational Planning for the Health Professions - Part I (3 units)

Exploration of practical approaches to planning, implementing, and evaluating programs in health professions education, examination of learning needs, learning objectives, learning methods and program evaluation.

EDU 5302 Principles of Educational Planning for the Health Professions - Part II (3 units)

Exploration of concepts related to curricular reform, implementation of changes in education, selection of approaches to enable learning, and development of valid methods for evaluation of learning and programs of studies in the health professions.

Prerequisite: EDU 5301

EDU 5357 Current Issues in Mathematics Education (3 units)

Examination of current issues associated with mathematics education, such as educational equity, inquiry-based learning, classroom diversity, and the role of technology.

EDU 5358 Teaching and Learning in the Arts (3 units)

Examination of the theoretical foundations of arts-based instruction and arts integration; investigation of the current methods of teaching, learning and evaluation in, about, with and through the arts in a variety of program areas.

EDU 5381 Creativity in Educational Settings (3 units)

Analysis of theories of creativity in educational settings and their applications to education.

EDU 5384 Integrated Approaches to Language Curriculum (3 units)

Theories and principles underlying the integrated approach to the teaching, learning and assessment of language and literacy (oral and written communication and media literacy); applications of language and literacy practices in specific contexts.

EDU 5385 Critical Perspectives on Children's Literature and Learning (3 units)

Critical investigation of children's literature as a factor in social learning.

EDU 5386 Seminar on Literacy (3 units)

Theoretical perspectives in various areas of the field of literacy.

EDU 5391 Interaction of Research and Practice (3 units)

Examination of the strengths, challenges, limitations and possibilities for enhancing research-based practice and practitioner-relevant research using quantitative and/or qualitative research.

EDU 5399 Development of Assessment Instruments (3 units)

Study of the modalities of assessment of knowledge, skills, attitudes and performance; strategies for developing instruments to assess students learning; examination of instrument quality.

EDU 5461 Managing Change in Educational Organizations (3 units)

Critical examination of current literature on managing change in educational organizations; theories of change, restructuring, organizational reform and improvement.

EDU 5263 is strongly recommended.

EDU 5463 Cultural Studies and Education: Theory and Praxis (3 units)

Introduction to the interdisciplinary study of contemporary popular culture including theories of representation, texts, social identities, and their implications for school practices.

EDU 5465 Globalization and Comparative Education (3 units)

Examination of the interaction between globalization and education; theories of mass education in developing and industrialized countries; comparative perspectives on issues of educational innovation and reform.

EDU 5466 Racism and Antiracism in Education (3 units)

Theories of "race", racism and antiracism in education; exploration of the challenges of anti-racist education and change.

EDU 5471 Skill Development in Counselling and Psychotherapy (3 units)

Examination of counselling and psychotherapy models, methods and skills; focus on developing personal resources in verbal and non-verbal communication within counselling and psychotherapy models.

EDU 5473 Theories of Career Development (3 units)

Analysis of career development theories with emphasis on issues in career decision making and transition.

EDU 5499 Current Methods of Student Assessment (3 units)

Essential principles, concepts, skills relative to the selection, construction, critique and use of current student assessment methods; emphasis on classroom practices and large-scale assessments.

EDU 5501 Perspectives en éducation (3 crédits)

Vue d'ensemble du domaine de l'éducation : concepts clés, pratiques professionnelles, différents acteurs et organisations en éducation; examen des divers contextes éducationnels et leur place dans la société; discussions critiques des grands débats historiques et contemporains en éducation. (Ce cours est réservé aux étudiants inscrits au programme prolongé de la M.Éd).

Volet : Cours magistral

EDU 5504 Séminaire d'intégration en évaluation de programmes (3 crédits)

Intégration des théories, de la recherche et de la pratique en rapport avec l'évaluation de programmes. Production d'un rapport de recherche sur un thème lié à la théorie et/ou la pratique en évaluation de programmes.

Préalables : EDU 5699 ou PSY 7503 ou CRM 6759 ; EDU 6699 ; PSY 7502 . Les cours PSY 5104 et EDU 5504 ne peuvent être commbinés pour l'obtention de crédits.

EDU 5505 Formation interprofessionnelle dans le domaine de la santé (3 crédits)

Étude des théories et pratiques reliées à l'interdépendance professionnelle du travail et de l'éducation dans le domaine de la santé. Étude de l'impact des principes interdisciplinaires et interprofessionnels sur les stratégies d'enseignement, d'apprentissage et d'évaluation ainsi que sur l'élaboration des programmes d études.

EDU 5513 Langues, minorités et inclusion (3 crédits)

Études des fondements sociolinguistiques et sociodidactiques de l’éducation et de l’inclusion en milieux linguistiques minoritaires. Comparaison entre les francophonies canadiennes et autres contextes linguistiques minoritaires dans le monde. Analyse d’enjeux liés à l’oralité, l’insécurité linguistique et la variation linguistique dans ces contextes et d’approches pédagogiques, évaluatives et communicationnelles.

EDU 5514 Education dans une perspective autochtone (3 crédits)

Examen des perspectives autochtones sur l’école et la culture scolaire. Relations entre l’éducation et les contextes socio-culturels chez les Premières nations, Inuits et Métis. Explorations des réalités autochtones en milieu francophone minoritaire.

EDU 5515 Récits et éducation (3 crédits)

Analyse de la multiplicité des récits historiques et de leurs implications en éducation et inclusion dans les francophonies canadiennes et autres contextes linguistiques minoritaires. Étude de l’impact sur l’éducation et l’inclusion de catégories ethnoraciales, de classes sociales, de langues, de religions, d’ethnicité, de genres en milieux linguistiques minoritaires.

EDU 5517 Education et genre (3 crédits)

Étude des thématiques recoupant les questions portant sur l’éducation à la sexualité, l’égalité filles-garçons à l’école, les constructions genrées, l’intersectionnalité, l’inclusion des personnes LGBTQ2S+ et les normativités de genre et d’orientation sexuelle en contexte éducationnel. Intégration de ces diverses questions dans les différentes matières scolaires en contexte minoritaire.

EDU 5519 Antiracismes et éducation (3 crédits)

Étude du courant de pensée et de recherche critique/antiraciste en tenant compte des politiques, des programmes et des pratiques en éducation de langue française. Examen des intersections entre perspectives antiracistes, multiculturalistes et interculturalistes en lien aux pédagogies dans un contexte francophone minoritaire

EDU 5520 Stages en Éducation et inclusion en milieux linguistiques minoritaires (3 crédits)

Stages en éducation et inclusion en milieux linguistiques minoritaires

Volet : Stage

EDU 5522 Séminaire en curriculum (3 crédits)

Examen critique des programmes, des narratifs sous-jacents, étude comparative et spatio-temporelle des curricula et examen de ceux-ci en milieu éducatif minoritaire.

Volet : Séminaire

EDU 5546 Aspects sociaux et politiques de l'apprentissage et de l'enseignement d'une langue seconde (3 crédits)

Examens des aspects sociaux et politiques inhérents à l'apprentissage et à l'enseignement d'une langue seconde en contexte éducatif. Étude de leur influence sur l'apprentissage et l'enseignement d'une langue seconde.

EDU 5548 Technologies, langues et éducation (3 crédits)

Étude des liens qui unissent langues, technologies et éducation. Analyse de l'influence d’éléments sociaux, politiques, culturels, matériels et technologiques sur l'utilisation des technologies numériques dans l'enseignement des langues et expérimenterons de façon créative avec les compétences nécessaires à l’usage des technologies numériques dans l'enseignement des langues.

EDU 5578 Information scolaire et professionnelle (3 crédits)

Aperçu de l'organisation et du fonctionnement des services d'orientation et d'information scolaires et professionnelles. Étude des différents systèmes provinciaux. Analyse, évaluation, classification et utilisation de différents types de documents. Initiation aux banques de données informatisées.

EDU 5581 Sciences et diversités (3 crédits)

Analyse des conditions de production du savoir scientifique dans divers contextes socio-culturels. Identification et analyse des principales problématiques reliées à l'enseignement et à l'apprentissage des sciences.

EDU 5582 Modèles médiatisés d'enseignement (3 crédits)

Étude des modèles médiatisés d'enseignement et de leurs applications en présentiel et à distance. Analyse des facteurs individuels et structurels de la réussite de ces modèles.

EDU 5583 Créativité et éducation (3 crédits)

Analyse des théories de la créativité. Identification de liens entre le processus créateur, l'enseignement et l'apprentissage auprès d'une diversité d'apprenants. Mise en perspective dans les champs disciplinaires.

EDU 5584 Dimensions, stratégies et gestion des apprentissages (3 crédits)

Étude des dimensions entrant en jeu dans la gestion des apprentissages en milieu éducatif et scolaire. Conception et révision de modèles d'enseignement et de leurs liens avec la gestion des apprentissages.

EDU 5585 Psychopédagogie de l'enfance et de l'adolescence (3 crédits)

Étude du développement et de l'apprentissage des compétences physiques, émotives, sociales et cognitives d'enfants d'âges préscolaire et scolaire, incluant l'adolescent. Analyse de modèles d'intervention éducative adaptée et des modèles de prévention des difficultés chez l'enfant et l'adolescent.

EDU 5590 Introduction à la recherche en éducation (3 crédits)

Initiation à la consultation et à l'utilisation de la recherche en éducation : documentation d'une problématique; lecture critique; initiation aux différents types de recherche appliquée.

EDU 5599 Séminaire de synthèse (3 crédits)

Démarche vers une intégration des savoirs théoriques et pratiques qui doit contribuer à la pratique éducative.

EDU 5600 L'apprentissage à l'âge adulte (3 crédits)

Examen des théories de l'apprentissage appliquées à l'éducation de l'apprenant adulte. Analyse critique des modèles de mises en pratique de ces théories en situation d'apprentissage.

EDU 5602 Stratégies d’enseignement en santé (3 crédits)

Études des concepts, des stratégies et des enjeux de la formation des professionnels de la santé. Examen de la manière dont les pratiques d'enseignement favorisent l'apprentissage des étudiants.

EDU 5611 Éthique et gestion stratégique (3 crédits)

Étude des concepts et principes du jugement éthique dans la gestion stratégique. Développement d’une vision systémique de l’organisation. Analyse de situations complexes, des choix et des stratégies à privilégier pour la réussite éducative.

EDU 5618 Éducation comparée (3 crédits)

Analyse comparative des systèmes éducationnels au Canada et sur le plan international. Analyse des différentes réformes en cours. Étude des tendances en éducation.

EDU 5630 Leadership en milieu éducatif (3 crédits)

Étude des théories du leadership. Examen des ressources personnelles des leaders et de leur impact dans la pratique. Analyse de la vision, des valeurs et des pratiques de leadership pour la réussite éducative.

EDU 5631 Comportement organisationnel (3 crédits)

Étude des interactions entre la structure organisationnelle des entités scolaires et les comportements des acteurs.

EDU 5635 Forces politiques et administration éducationnelle (3 crédits)

Étude des courants et des concepts liés à l’analyse politique. Analyse de la construction et de l’implantation des politiques en éducation. Examen des enjeux politiques et de leur impact sur les pratiques.

EDU 5642 Courants en didactique des langues secondes (3 crédits)

Survol historique et analyse critique des courants méthodologiques associés à l'enseignement et à l'apprentissage des langues secondes.

EDU 5653 Théories et modèles de l'apprentissage (3 crédits)

Analyse des principales théories de l'apprentissage. Étude des applications de ces théories aux pratiques éducatives.

EDU 5658 Éducation différenciée (3 crédits)

Description et analyse critique d'études et de pratiques de différenciation auprès de l'apprenant en difficulté. Dimensions sociales et politiques de la différenciation. La construction sociale de la différence. La prise en charge de l'apprenant en difficulté dans une construction de compétences.

EDU 5661 Conception de programmes en enseignement en santé (3 crédits)

Étude des fondements et des pratiques en matière de conception de programmes d'études pour les professionnels de la santé.

EDU 5662 Technologie et francophonie (3 crédits)

Exploration des enjeux théoriques et pratiques liés à l’intégration des technologies dans les curricula. Examen des liens entre curriculum, culture et apprentissage en ligne. Réflexions portant sur les identités professionnelle et d’apprenant au sein des nouveaux environnements d’enseignement et d’apprentissage en contexte linguistique minoritaire.

EDU 5670 Éthique professionnelle en psychologie du counselling (3 crédits)

Examen des normes et des codes déontologiques de la profession pour les conseillères et conseillers. Étude du contexte juridique et législatif du counselling et de la psychothérapie. Mise en pratique de la prise de décision éthique. Approfondissement des dimensions déontologiques des relations professionnelles.

EDU 5671 Counselling et psychothérapie (3 crédits)

Étude des théories de la personnalité et du counselling et examen de leur impact sur la pratique du counselling et de la psychothérapie.

EDU 5674 Psychométrie et mesure d'évaluation en psychologie du counselling (3 crédits)

Initiation à la sélection, à l'administration et à l'interprétation des principaux tests associés à la psychologie du counselling et au counselling professionnel (planification de carrière, intérêts, aptitudes, attitudes, valeurs). Accent sur l'utilisation et l'interprétation quantitative et qualitative des tests utilisés.

Réservé aux étudiants inscrits à la concentration Psychologie du counselling.

EDU 5686 Technologie en enseignement en santé (3 crédits)

Étude des enjeux théoriques et pratiques liés à l’intégration des technologies en enseignement en santé. Examen des rôles et des identités professionnelles et d’apprenants en lien avec l’intégration des TIC selon différents contextes en enseignement en santé.

EDU 5687 Modèles d'intégration des technologies de l'information et de la communication en contextes éducatif (3 crédits)

Examen des mécanismes d'exploitation des technologies de l'information et de la communication (TIC) et de leurs liens avec les théories d'apprentissage. Analyse des pratiques exemplaires et des modèles émergents.

EDU 5698 Stratégies d’évaluation des apprentissages en enseignement en santé (3 crédits)

Étude des modèles utilisés pour évaluer les domaines de compétence clinique au cours de la formation des professionnels de la santé, tant au niveau des études de premier cycle que des études supérieures. Analyse des examens écrits et oraux et d'épreuves portant sur l'accomplissement de tâches.

EDU 5699 Évaluation des programmes (3 crédits)

Étude des notions de base sur la conception et la gestion de programmes. Analyse des aspects théoriques et pratiques de l'évaluation des programmes. Examens des modèles d évaluation, de la planification du projet d évaluation, de la rédaction du rapport d'évaluation et de la méta-évaluation.

EDU 5701 Principes de planification systématique en enseignement aux professionnels de la santé, partie I (3 crédits)

Exploration d'une démarche méthodique de planification, de mise sur pied et d'évaluation de programmes éducatifs pour les professionnels de la santé; réflexion sur l'analyse des besoins, les objectifs, les stratégies d'enseignement et d'évaluation des apprentissages et de programmes.

EDU 5702 Principes de planification systématique en enseignement aux professionnels de la santé, partie II (3 crédits)

Exploration des concepts rattachés à la mise en oeuvre d'un changement dans un milieu éducatif, au choix des méthodes qui favorisent les apprentissages et au développement d'outils valides pour évaluer les apprentissages et les programmes d'études en santé.

Préalable : EDU 5701 .

EDU 5752 Enseignement en milieu minoritaire francophone (3 crédits)

Examen des enjeux reliés à l'apprentissage et l'enseignement en milieu minoritaire francophone permettant de préciser les démarches éducatives pertinentes.

EDU 5757 Problématiques actuelles en enseignement et apprentissage des mathématiques (3 crédits)

Étude des problématiques actuelles en éducation mathématique telles que l'équité, l'apprentissage par investigation, la diversité en salle de classe et le rôle de la technologie.

EDU 5760 Compréhension et raisonnement mathématiques en milieu scolaire (3 crédits)

Étude du développement de la pensée mathématique associée à différents concepts présents dans les programmes de mathématiques en milieu scolaire.

EDU 5799 Élaboration d'instruments d'évaluation des apprentissages (3 crédits)

Étude des modalités d'évaluation des connaissances, des attitudes, des performances et des compétences. Étude des stratégies d'élaboration d'instruments d'évaluation des apprentissages. Examen de la qualité des instruments élaborés.

EDU 5830 Enjeux actuels en administration éducationnelle (3 crédits)

Application des théories et principes en administration éducationnelle à partir de problèmes, d'événements et de politiques éducationnelles récents.

Préalable : EDU 5616 ou EDU 5630 .

EDU 5832 Développement des relations avec la communauté scolaire (3 crédits)

Examen des modèles et des conditions qui favorisent les relations entre l’école, la famille et la communauté centrées sur la réussite éducative. Sensibilisation aux dynamiques familiales et à leur diversité.

EDU 5833 Éducation et changement social (3 crédits)

Étude de l'impact des changements sociaux, technologiques, économiques, législatifs et médiatiques sur l'éducation. Redéfinition des liens entre l'école et la société. Examen des nouvelles réalités pédagogiques à l'ère de l'information.

EDU 5871 Développement des habiletés en counselling et psychothérapie (3 crédits)

Étude des principales approches en counselling et psychothérapie dans un contexte d'acquisition des techniques d'interventions qui y sont associées. Accent mis sur le développement des ressources personnelles tant sur le plan verbal que sur le plan non verbal.

EDU 5873 Théories du choix de carrière (3 crédits)

Une analyse du développement professionnel avec insistance sur les problèmes du choix de carrière et d'adaptation.

EDU 5881 Tendances de la recherche en éducation inclusive (3 crédits)

Fondements théoriques et enjeux actuels de l'approche inclusive à l'éducation. Perspectives des élèves, du personnel scolaire, des intervenant/es communautaires et associatifs/ves et des parents.

EDU 5899 Enjeux actuels en évaluation des apprentissages (3 crédits)

Étude des principes, politiques et concepts courants en évaluation des apprentissages. Examen critique d'application des procédures dans diverses situations actuelles d'évaluation. Approfondissement de problématiques en salle de classe et en contexte des évaluations à grande échelle.

EDU 6101 Seminar in Health Professions Education (3 units)

Critical examination of selected topics in health professions education based on research and disciplinary issues. (Open to MEd Students with permission of the program director).

EDU 6102 Seminar in Curriculum Studies (3 units)

Critical examination of research within the field of curriculum studies; synthesizing implications for Indigenous and non-Indigenous equity-seeking communities.

EDU 6103 Researching Professional Practice (3 units)

(Teaching, Learning and Evaluation) Critical examination of the scholarship and research on professional practice of teaching, its application to knowledge building and pedagogical improvement.

EDU 6106 Science, Technology, Society and Environment (3 units)

(Teaching, Learning and Evaluation) Critical examination of the social impact of science and technology and their educational implications. Study of the roles of ecological and scientific literacies.

EDU 6107 Diverse perspectives in health and physical education (3 units)

Research in health and physical education from diverse perspectives and their implications for pedagogy

EDU 6109 Youth Culture, Popular Culture and Pedagogy (3 units)

(Society, Culture and Literacies) Research in youth culture, popular culture and their implications for pedagogy.

EDU 6110 Educational Policy and Politics (3 units)

Critical examination of policies and policy processes in education; the political organization of education, including the role of governments and other actors in shaping policies and curricula; the politics of organizational and curricular change.

EDU 6111 Teaching and learning as second languages in cultural contexts (3 units)

Critical analysis of pedagogical practices and concepts related to teaching, learning and evaluating in various second/additional language cultural contexts. Studies of different trends and related concepts.

EDU 6146 Second Language Learning Theories (3 units)

Critical study of second/additional language learning theories from linguistics, cognitive and social perspectives in educational context.

EDU 6191 Quantitative Research (3 units)

An introduction to planning, analysis and interpretation of quantitative research within experimental, quasi-experimental, observational, and mixed method designs.

EDU 6193 Foundations of Measurement and Testing (3 units)

Classical test theory; composite variables; reliability; validity; applications to norm-referenced and criterion-referenced tests; scales standardization.

EDU 6200 The Adult Educator: Roles and Behavior (3 units)

Study of functions and tasks, and the various roles of adult educators as volunteers, as trainers, as teachers of adults, as researchers; examination of the pre service and on going training of adult educators and professionalization in adult education.

EDU 6203 Learning and Literacies (3 units)

Examination of literacy in relation to the construction of ethnicity, gender, social class and racialized difference; exploration of literacy theories from historical, psychological, political and educational perspectives; study of school, family, workplace and community literacy practices.

EDU 6204 Learning in Adulthood (3 units)

Examination of theories and stages of adulthood with emphasis on adult psychological development and implications for education. Critical study of adult characteristics, motivation, gender roles and other concepts related to development.

EDU 6241 Second in Language Program and Policy Development and Evaluation (3 units)

Study of second language policy and how it affects program design and implementation; needs analysis, setting goals and objectives, syllabus design, materials development and classroom implementation; learning assessment, program evaluation and revision.

EDU 6271 Counselling and Psychotherapy: Theories and Practices II (3 units)

Advanced critical examination of major personality and counselling theories.

Prerequisite: EDU 5271

EDU 6290 Research Methodologies (3 units)

Critical study of epistemological and methodological foundations of research, implications for ethics and research design. (Reserved for MA and MRP students.)

Reserved for students registered in the Master's of Arts and Master of Education with research paper.

EDU 6293 Assessment for Learning (3 units)

Nature and role of formative assessment in instructional settings; conditions and contexts favorable for effective use of assessment for learning.

EDU 6299 Program Evaluation: Theory and Contemporary Issues (3 units)

Critical exploration of theoretical orientations to program evaluation and in-depth examination of selected contemporary issues confronting evaluators.

EDU 6371 Selected Topics in Counselling Psychology (3 units)

An examination of current issues in counselling psychology.

EDU 6372 Models of Consultation and Case Management in Educational Counselling (3 units)

Analysis of the roles of a counsellor as a leader, a team member, and an integral resource in developing, mobilizing, and/or utilizing school/community resources within a systems approach; personal development of the skills of co-ordination, collaboration, brokering, and consultation.

EDU 6373 Education of Marginalized Youth (3 units)

Examination of the social ecology and educational problems and needs of diverse groups of marginalized youth in different contexts in Canada and in other countries; related socio-political issues, policy implications, and intervention strategies.

EDU 6375 Psychopathology and Assessment (3 units)

Critical analysis of diagnostic features and assessment of psychological disorders including: etiology, symptomatology, prevalence, as well as the methods and instruments for clinical evaluation.

EDU 6421 Public Memory, Lived Histories and Education (3 units)

Critical examination of the social construction of public memory through schooling; relations between public memory, peoples' lived histories and the making of communities; the roles of public memory in shaping social identities of race, nation and gender.

EDU 6422 Education and Democratic Communities (3 units)

Inquiry into the democratic purposes of schooling and the theory and practices of democratic education; implications for civic engagement, curriculum, school organizations and leadership.

EDU 6426 Citizenship and Global Education (3 units)

Theories of citizenship, global education and their related pedagogies.

EDU 6428 Social Contexts of Education (3 units)

Examination of education and its role as part of the fabric of society; exploration of changing norms of schooling, school organization, and social environments; the effects of schooling on social stratification, the relationships between schools and other social institutions, and the paradoxes of education in pluralistic societies; inquiry into issues of authority, power, socialization and culture.

EDU 6429 Pedagogies of Difference (3 units)

Exploration of diversity and education from cultural, economic, historical and political perspectives including critical pedagogy and pedagogies of transformation.

EDU 6460 Inquiries in Between Curriculum, Culture and Language (3 units)

Examination of the ways in which curriculum works to reproduce and/or suppress certain identities; interdisciplinary inquiries into how current curricular language is situated in relation to identity formations; deconstruction of the marginalization of identities across various curricular contexts.

Prerequisite: one of EDU 5260 , EDU 5262 or EDU 5265

EDU 6470 Multicultural Counselling (3 units)

Exploration of practical and theoretical issues relevant to counselling individuals, groups, and families from diverse cultural backgrounds. Emphasis on development of attitudes, values, and skills that promote effective interpersonal relations and counselling.

EDU 6472 Seminar and Practicum in Group Counselling (3 units)

Examination of group counselling theory and technique; emphasis on dynamics of group behaviour, social-psychological interactions in small groups, and practice in developing and providing group counselling services.

Prerequisites: EDU 5271 , EDU 5471 .

EDU 6473 Practicum in Counselling Psychology I (3 units)

Seminar and minimum of 200 hours of supervised on-site experience in an approved counselling setting. Examination of organizational issues in the delivery of counselling and psychotherapy services; development of professional competence.

Prerequisites: ( EDU 5271 or EDU 5671 ) , ( EDU 5471 or EDU 5871 ).

EDU 6474 Practicum in Counselling Psychology II (3 units)

Seminar and minimum of 200 hours of supervised on-site experience in an approved counselling setting. Critical examination of selected helping techniques; critical examination of ethical and legal issues in counselling psychology.

Prerequisite: EDU 6473 or EDU 6871 .

EDU 6501 Séminaire en enseignement aux professionnels de la santé (3 crédits)

Examen critique des thèmes reliés à l'enseignement aux professionnels de la santé et inspirés de la recherche et des enjeux disciplinaires. (Ouvert aux étudiantes et étudiants du M. Éd. avec la permission du directeur des études supérieures).

EDU 6504 Éducation dans une perspective historique (3 crédits)

(Société, culture et littératies) Étude du rôle de la langue, de la culture, de l'ethnicité, du genre et de la religion dans le développement de l'éducation en milieu majoritaire et minoritaire au Canada et dans le monde. Analyse de diverses perspectives en histoire de l'éducation.

EDU 6505 Enjeux actuels en enseignement (3 crédits)

(Enseignement, apprentissage et évaluation) Étude des problématiques actuelles en éducation et de leurs enjeux en enseignement.

EDU 6506 Sciences technologies, société et environnement (3 crédits)

(Enseignement, apprentissage et évaluation) Examen critique de l'impact social des sciences et des technologies, et leur implication éducationnelle. Rôle des littératies écologiques et scientifiques.

EDU 6508 Perspectives de la didactique du français langue seconde en contextes nationaux (3 crédits)

Étude des particularités de l'enseignement et de l'apprentissage du français langue seconde au Canada. Analyse des conditions qui favorisent l'enseignement et l'apprentissage du français langue seconde parmi diverses populations et dans différents contextes.

EDU 6511 Enseignement et apprentissage des littératies en langues secondes selon les contextes culturels (3 crédits)

Analyse critique de pratiques pédagogiques liées à l'enseignement, à l'apprentissage et à l'évaluation des langues secondes en fonction de différents contextes culturels. Étude de divers courants et concepts qui s'y rattachent.

EDU 6516 Enseigner la grammaire à l’ère moderne (3 crédits)

Étude des courants linguistiques et didactiques qui sous-tendent l’enseignement de la grammaire. Identification des pratiques actuelles en enseignement de la grammaire (par la littérature, les technologies, etc.). Examen du rôle des langues dans l’enseignement grammatical.

EDU 6529 Approches théoriques et pratiques en littératies multiples (3 crédits)

Études des approches théoriques et pratiques associées aux différents champs des littératies tels que la littératie familiale, scolaire, personnelle et critique.

EDU 6530 Interprofessionnalisme en enseignement en santé (3 crédits)

Étude des fondements et des théories de l’interprofessionnalisme en enseignement en santé. Études des principes généraux de l’enseignement interprofessionnel en santé et de ses modalités, dont la simulation. Analyse de modèles de compétences interprofessionnelles en santé. Étude des rôles et de l’identité professionnelle en santé. Élaboration de l’enseignement l’interprofessionnalisme. Initiation au choix d’instruments de mesure et d’évaluation des compétences interprofessionnelles. Rappel de principes généraux de la recherche interprofessionnelle et de l’approche de recherche collaborative.

EDU 6531 Enseigner en santé (partie 1) (3 crédits)

Étude de la physiologie de l’apprentissage. Étude des fondements et des théories pédagogiques appliqués en enseignement en santé. Étude des éléments fondamentaux et de la planification systématique en enseignement en santé. Analyse des compétences requises pour accomplir les tâches professionnelles en enseignement en santé. Étude du parallèle entre la pratique clinique et la pratique éducative.

EDU 6532 Enseigner en santé (partie 2) (3 crédits)

Intégration des principes et des notions pédagogiques dans la planification systématique et le développement des formations en santé à l’ère du numérique. Initiation à l’évaluation des trois savoirs en santé et au choix d’instruments de mesure. Intégration de l’utilisation des données probantes en enseignement en santé. Planification d’un atelier pédagogique pertinent à la pratique professionnelle en santé. (préalable : EDU6531/MED6531)

EDU 6533 Séminaire en enseignement en santé (3 crédits)

Examen critique des thèmes reliés à l'enseignement en santé et inspirés de la recherche et des enjeux disciplinaires.

EDU 6536 Introduction à la recherche en enseignement en santé (3 crédits)

Initiation à la recherche en enseignement en santé. Élaboration d’une problématique et d’une recension d’écrits relative en enseignement en santé. Analyse de différentes approches de recherches appliquées.

EDU 6537 Méthodologie de la recherche en enseignement en santé (3 crédits)

Étude des approches, méthodes et étapes de la recherche en enseignement en santé. Examen de la complémentarité de divers types de recherche.

EDU 6538 Stages en enseignement en santé (3 crédits)

Insertion en tant que stagiaire dans un contexte professionnel. Analyse de pratiques et de thématiques actuelles en enseignement en santé. Rédaction d'un rapport de stage ciblant un thème lié au contexte d’enseignement en santé et intégrant les apprentissages sous forme de liens théorie-pratique.

EDU 6546 Théories d'apprentissage appliquées à l'enseignement des langues secondes (3 crédits)

Étude critique des théories d'apprentissage des langues secondes selon les perspectives linguistiques, cognitives et sociales.

EDU 6571 Séminaire en développement professionnel et en planification de carrière (3 crédits)

Approfondissement de certains aspects conceptuels du counselling et de la recherche appliquée au domaine du développement professionnel et de la planification de carrière.

EDU 6573 Travail et santé mentale (3 crédits)

Analyse des problèmes de santé mentale provoqués par le travail ou l'absence de travail : perte d'estime de soi, d'identité, de motivation, humiliation, culpabilité, épuisement professionnel, mise en chômage technique, etc. Nature et diagnostic. Mise en contexte de ces troubles dans divers courants de pensée. Étude des effets thérapeutiques du travail.

EDU 6591 Recherche quantitative (3 crédits)

Introduction à la planification, à l'analyse et à l'interprétation de la recherche quantitative selon les devis (méthodes) expérimentaux, quasi expérimentaux, observationnels et mixtes. (Ce cours de base s’adresse à des débutants en recherche quantitative)

EDU 6593 Fondements en mesure et testing (3 crédits)

Examen de la théorie classique des tests. Initiation aux concepts de fidélité et validité. Étude de notion d'échelle et des scores composites. Applications des notions précédentes dans le contexte d'une évaluation normative et d'une évaluation centrée sur un critère.

EDU 6600 Formateurs d'adultes et contextes de formation (3 crédits)

Étude des rôles et des fonctions des formateurs d'adultes. Analyse des savoirs, des savoir-être et des savoir-faire des formateurs. Développement de programmes et contextes de formation.

EDU 6604 Développement de l'adulte (3 crédits)

Étude des théories du développement de l'adulte et de leur impact sur son apprentissage. Analyse des dimensions psychologiques, sociales et existentielles de la vie de l'adulte.

EDU 6631 Coaching en milieu éducatif (3 crédits)

Examen de la culture de coaching et de son soutien à l’administration, aux politiques éducatives et au leadership en milieu éducatif. Étude des modèles de coaching dans une perspective d’accompagnement individualisé. Analyse des éléments et des processus favorables aux prises de conscience et aux changements de comportements.

EDU 6633 Climat collaboratif et relations interpersonnelles (3 crédits)

Analyse du climat de travail et des conditions pour favoriser l’inclusion, la collaboration et la bienveillance entre les membres de l’équipe. Sensibilisation à la dynamique de groupe, à la diversité et à l’engagement de ses membres. Examen des difficultés rencontrées lors de projets collaboratifs et exploration des solutions possibles.

EDU 6634 Planification et gestion de l'amélioration continue (3 crédits)

Examen des approches et pratiques de planification et de suivi de l’amélioration continue en milieu éducatif. Examen de la littératie concernant les données (type de données, collecte, analyse et utilisation éthique) et élaboration d’un cadre d’imputabilité.

EDU 6637 Accompagnement et gestion des ressources humaines en éducation (3 crédits)

Étude des principaux cadres de gestion des ressources humaines, tels que la santé et sécurité au travail, l’équité en emploi et les conventions collectives. Étude des pratiques d’accompagnement pour la croissance individuelle et collective du personnel ainsi que de l'évaluation du rendement du personnel.

EDU 6651 Éducation à la citoyenneté (3 crédits)

Études des différentes approches théoriques et pratiques associées à la citoyenneté et leur lien avec les inégalités et la marginalisation sociales.

EDU 6652 Littératie et diversité (3 crédits)

Examen des divers concepts associé à la littératie et leurs rapports avec la construction de la personne en lien avec le langage et l'identité ethnique et sociale.

EDU 6670 Counselling et orientation auprès des groupes minoritaires (3 crédits)

Études des caractéristiques des groupes minoritaires tels que les femmes, les gais et les lesbiennes, les handicapés, les minorités linguistiques et/ou ethniques, etc., selon la perspective du counselling et de l'orientation de carrière.

EDU 6671 Counselling et psychothérapie : Théories et pratiques II (3 crédits)

Théories et techniques portant sur le développement des habiletés, des attitudes et des savoir-faire en counselling et psychothérapie.

Prerequisite: EDU 5271 or its equivalent.

EDU 6672 Modèles et stratégies d'intervention en contexte de counselling scolaire (3 crédits)

Différents modèles d'intervention associés au développement d'habiletés interpersonnelles et sociales des élèves. Stratégies de solution de problèmes, de gestion de classe, de résolution de conflits et de gestion du temps.

EDU 6690 Méthodologie de la recherche (3 crédits)

Examen des étapes de la recherche ainsi que des devis méthodologiques et des fondements épistémologiques.

EDU 6693 Évaluation axée sur l'apprentissage (3 crédits)

Étude de la nature et du rôle de l'évaluation formative des apprentissages scolaires. Sensibilisation aux conditions de mise en application dans le contexte de la salle de classe.

EDU 6699 Évaluation des programmes : Théorie et problèmes actuels (3 crédits)

Analyse critique des aspects théoriques et techniques des différentes approches en évaluation de programmes.

Préalables: EDU 5299 ou PSY 7103 ou PSY 7503 ou CRM 6359 ou CRM 6759

EDU 6771 Thèmes choisis en psychologie du counselling (3 crédits)

Étude approfondie d'un thème en psychologie du counselling.

EDU 6775 Psychopathologie et évaluation (3 crédits)

Analyse critique des particularités reliées au diagnostic et à l'évaluation des désordres psychologiques incluant : la pathogénie, la sémiologie, l'étiologie, la fréquence ainsi que les méthodes et les instruments pour l'évaluation clinique.

EDU 6871 Stage en psychologie du counselling I (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière.

Préalables : EDU 5671 , EDU 5871 .

EDU 6872 Séminaire et practicum en counselling de groupe (3 crédits)

Application des techniques de groupes à divers milieux : la communauté, les institutions et organisations, le milieu scolaire. Dynamique du comportement de groupes. Interactions psychologiques et sociales des groupes restreints.

Préalable : EDU 5671 and EDU 5871 .

EDU 6873 Stage en psychologie du counselling II (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière. Approfondissement de la pratique du counselling et de la psychothérapie.

Préalable : EDU 6871 .

EDU 6874 Stage en psychologie du counselling III (3 crédits)

Stage clinique supervisé d'un minimum de 200 heures dans un centre offrant des services de counselling personnel et/ou de carrière. Consolidation théorique et pratique des apprentissages et des stages en psychologie du counselling I et II. Utilisation systématique des principaux tests psychométriques requis par les associations et ordres professionnels.

Prerequisite: EDU 6473 .

EDU 6997 Proposition de thèse de maîtrise / Master's Thesis Proposal

Volet / Course Component: Recherche / Research

EDU 6999 Mémoire de recherche / Major Research Paper (6 crédits / 6 units)

Production d'une recherche à petite échelle. Les activités y étant liées incluent la préparation de la proposition de recherche et l'analyse des données, la soumission du mémoire et la présentation orale de ce dernier. / Completion of a small-scale research project. Activities include preparation of a research proposal, analysis of data, submission of the major research paper, and an oral presentation of the research.

EDU 7000 Lecture dirigée / Directed (3 crédits / 3 units)

Volet / Course Component: Cours magistral / Lecture

EDU 7101 Selected Topics in Health Professions Education (3 units)

Critical analysis of selected topics and their implications for health professions education.

EDU 7141 Current Research in Second Language Education (3 units)

Examination of current research in second language education representing diverse contemporary issues and conceptual frameworks.

EDU 7151 Sociocultural Perspectives on Learning (3 units)

Critical examination of theories of learning from sociocultural perspectives and their effects on educational practices.

EDU 7163 Research Perspectives in Mathematics Education (3 units)

Study of theoretical perspectives in mathematics education, examination of the connection between theory, research and practice in mathematics teaching and learning.

EDU 7190 Qualitative Research (3 units)

Critical study of qualitative methodologies (e.g., case study, ethnography, phenomenology, narrative inquiry, grounded theory) and approaches to research design.

EDU 7210 Decision-making in Educational Organizations (3 units)

Overview of key theories concerning decision-making and policy making at individual, organizational and system levels and application to educational decisions and policies.

EDU 7214 Contemporary Topics in Environmental Education (3 units)

Introduction to environmental education, an intellectually dynamic and rich field, by critically examining current conversations and tensions within it.

EDU 7216 Decolonization and Anti-Colonialism in Education (3 units)

Critical examination of theories, challenges and opportunities of decolonization in relation to educational and community contexts.

EDU 7220 Mamatowisin (Mindfulness) in Scholarly Research (3 units)

Critical examination of Indigenous research methodologies, protocols, and ethical dilemmas.

EDU 7224 The Body, Movement and Affect in Education (3 units)

Examination of literature that pertains to philosophies and theories of the body, movement and affect in curriculum and pedagogy

EDU 7240 Feminist Perspectives in Education (3 units)

Collaborative inquiry into the intersections of racialization, gender, sexualities, social class, able-bodiedness, ethnicity, and culture in education through a feminist lens.

EDU 7242 Critical Disability Perspectives in Education (3 units)

Critical analysis of research and practice related to the intersectionality and lived experiences of learners and educators with disabilities in historical and contemporary settings.

EDU 7244 Queer Pedagogies (3 units)

Critical examination of intersectional gender issues, including theories of representation, texts, identities, and their implications for questioning pedagogical practices in social institutions.

EDU 7299 Selected Topics in Program Evaluation (3 units)

EDU 7300 Selected topics (3 units)

Indepth study of a current topic, developing field of inquiry or issue of importance in education.

EDU 7380 Methods of Knowledge Syntheses in Education (3 units)

Principles and techniques for gathering and synthesizing various sources of information in the form of scoping, systematic or other types of reviews.

EDU 7395 Methods of Quantitative Analysis (3 units)

Application and interpretation of quantitative analysis techniques (e.g., factor analysis, path analysis, meta-analysis and other selected techniques) in educational contexts. (Recommendation to have EDU 6191 or the equivalency).

EDU 6191 is strongly recommended.

EDU 7396 Methods of Qualitative Analysis (3 units)

Study of qualitative approaches to data analysis, interpretation, and application to educational contexts.

EDU 7190 is strongly recommended.

EDU 7397 Development and Evaluation of Data Collection Instruments (3 units)

Study of the construction of data collection instruments and of the validation of interpretations of findings.

EDU 7501 Thèmes choisis en enseignement aux professionnels de la santé (3 crédits)

Études critiques de thèmes choisis et les implications dans l'éducation aux professionnels de la santé.

EDU 7533 Thèmes choisis en sociétés, cultures et langues (3 crédits)

Étude approfondie d'un thème en sociétés, cultures et langues.

EDU 7541 Enjeux actuels de la recherche en didactique des langues secondes (3 crédits)

Analyse de la recherche en didactique des langues secondes fondée sur des questions propres au contexte éducatif et des cadres conceptuels divers.

EDU 7550 Séminaire en enseignement et apprentissage (3 crédits)

EDU 7563 Perspectives de recherche en éducation mathématique (3 crédits)

Étude des différentes perspectives de recherche en didactique des mathématiques. Examen des implications pour l'enseignement et l'apprentissage.

EDU 7590 Recherche qualitative (3 crédits)

Examen et revue critique des aspects fondamentaux des méthodologies et approches qualitatives associées aux devis de recherche tels que l’étude de cas, l’ethnographie, la phénoménologie, la recherche narrative et la théorie ancrée.

EDU 7662 Séminaire en curriculum (3 crédits)

Volet : Groupe de discussion, Laboratoire, Cours magistral, Recherche, Séminaire, Stage, Théorie et laboratoire, Tutoriel

EDU 7696 Méthodes d'analyse qualitative (3 crédits)

Étude de diverses approches qualitatives d'analyse de données. Utilisation de différents logiciels. Interprétation et mise en application des résultats.

EDU 7590 ou un cours équivalent est fortement recommandé.

EDU 7700 Sujet d'actualité (3 crédits)

Étude approfondie d’un sujet d’actualité, d’un domaine de recherche en développement ou d’une question d'importance en éducation.

EDU 7780 Méthodes de synthèse des connaissances (3 crédits)

Collecter, évaluer, synthétiser et intégrer des informations complexes de sources diverses pour développer des modèles conceptuels et les présenter efficacement sous forme de revue de la portée, revue systématique, etc.

EDU 7795 Méthodes d’analyse quantitative (3 crédits)

Planification et analyse de la recherche quantitative : application d’analyses statistiques avancées, y compris l’analyse factorielle, l’analyse de chemin, la méta-analyse et d’autres techniques sélectionnées. Interprétation et mise en application des résultats. (Il est recommandé d’avoir réussi le cours EDU6591 ou un cours équivalent)

EDU 6591 est fortement recommandé.

EDU 7797 Développement et évaluation des instruments de collecte de données (3 crédits)

Étude et mise en application des méthodes de construction et de validation d'outils de collecte de données en recherche qualitative, quantitative et mixte.

EDU 8002 Lecture dirigée / Directed (3 crédits / 3 units)

EDU 8105 Contemporary Issues in Education (3 units)

Examination of current issues in education from multiple research traditions; exploration of students' prospective PhD projects in relation to major trends in educational research. (Reserved for PhD students.)

EDU 8106 Epistemology and Research (3 units)

Critical study of epistemological foundations of research; implications for ethics and epistemological assumptions underlying diverse research designs. Application of research skills. (Reserved for PhD students.)

Reserved for students enrolled in the Doctorate.

EDU 8107 Seminar in Counselling and Supervision (3 units)

Examination and critique of current scholarship from multiple research traditions in counselling and supervision; implications for counselling and supervisory practice.

EDU 8190 Perspectives and Paradigms in Qualitative Research (3 units)

Critical examination of methodological, organizational, ethical, and political issues within qualitative research. (Recommendation to have EDU 7190 or the equivalency)

EDU 8253 Cognitive, Embodied and Ecological Perspectives on Learning (3 units)

Examination of neuroplasticity, the bodily basis of cognition, and dynamic interactions to understand the biological-cultural nature of learning.

This course is open to master`s students with permission of the instructor.

EDU 8505 Questions contemporaines en éducation (3 crédits)

Examen critique des questions contemporaines et interdisciplinaires en éducation selon diverses traditions de recherche. Critique des avant-projets doctoraux en fonction des tendances en recherche éducationnelle. (Réservé aux étudiants de doctorat.)

EDU 8506 Épistémologie et recherche (3 crédits)

Étude de l’épistémologie comme rapport au savoir et des principaux paradigmes de la recherche. Distinction de leurs fondements et des manières de les mettre en application (Réservé aux étudiantes et étudiants du Ph.D.)

Réservé aux étudiants inscrits au doctorat.

EDU 8507 Séminaire en counselling et supervision (3 crédits)

Étude critique des approches théoriques en counselling et supervision; implications pour les pratiques de counselling et de supervision.

EDU 8590 Recherche qualitative II (3 crédits)

Examen des questions méthodologiques, organisationnelles, déontologiques et politiques reliées à la recherche qualitative.

EDU 8653 Séminaire sur les processus cognitifs dans divers contextes éducatifs (3 crédits)

Analyse de processus cognitifs essentiels à partir de diverses perspectives théoriques; mise en application de théories d'apprentissage dans divers contextes.

EDU 8908 Internat en counselling et en supervision / Internship in Counselling and Supervision

Internat de 600 heures en counselling et en supervision dans un centre approuvé par la direction du programme; développement des compétences en supervision et application des normes éthiques relatives à la pratique et à la supervision en counselling. Noté S (satisfaisant) ou NS (non satisfaisant). / Internship of 600 hours of counselling and counsellor supervision in approved settings; development of advanced counselling and supervisory competence; application of ethical principles to counselling and supervisory practice. Graded S (Satisfactory) / NS (Not satisfactory).

EDU 8999 Rapport périodique / Interim Report

EDU 9997 Proposition de thèse de doctorat / Ph.D. Thesis Proposal

EDU 9998 Examen de synthèse (doctorat) / Ph.D. Comprehensive Examination

Undergraduate Studies

For more information about undergraduate studies at the University of Ottawa, please refer to your faculty .

Graduate and Postdoctoral Studies

For more information about graduate studies at the University of Ottawa, please refer to your academic unit .

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Popular search terms:

No results found for “ ”.

Search another word or try popular search words.

Health Professions Education Research (HPER)

Providing exciting possibilities for innovative discoveries, creativity, contributions, and solutions to educational problems in the health professions.

HPER is designed to promote understanding of education science across disciplines.

The program is deeply rooted in theory and methodological depth, awareness of the various research paradigms and epistemological opportunities, and attention to issues of diversity, inclusion, and reconciliation.

The concentration is a unique offering by IHPME at the Dalla Lana School of Public Health in collaboration with the global leader in health professions education, the Wilson Centre, Temerty Faculty of Medicine, University of Toronto, at UHN.

PhD – Doctor of Philosophy

HPER Application Deadline: November 15, 2024

Explore PhD Degree

Program highlights.

Lead Impactful Research

Develop research leadership skills in healthcare education and practice with expertise in interdisciplinary health professions research.

Join a world-renowned research community

Connect with a collaborative and highly diverse research community that provides connection, challenge, support, and inspiration.

Collaborate with others

Engage in collaborative projects to build knowledge and expand the impact of health professions education research.

HPER Careers

HPER fosters a community of advanced practitioners who have acquired exceptional knowledge and skills in research design and analysis in the field of health professions education research.

Graduates of this program lead relevant, innovative, and multidisciplinary research to advance and transform education and practice.

People from HPER

Accepting students Find by research interest or program

Graduate Students

Get the latest student theses

Administrative Staff

Get the help you are looking for

Latest Alumni Stories

Naomi Steenhof

Naomi Steenhof shares insights as the first PhD graduate of the HPER program.

Latest HPER News

Research and Impact Day 2024: Event Recap

April 30, 2024

Awards / Research / Students

IHPME Team Leads Work on World Bank Report

May 30, 2023

Faculty / Research / Students

Research and Impact Day 2023: Event Recap

May 19, 2023

Research and Impact Day 2023

March 22, 2023

Education / Faculty / Research / Students

IHPME Students Named 2022 Vanier Scholars

December 19, 2022

Doctoral students awarded funding from the Social Sciences and Humanities Research Council

January 13, 2022

Research / Students

Inspired to give: Kimel-Schatzky scholarships invest in tomorrow’s health system leaders

September 7, 2021

Connect with HPER

Hper program director.

Maria Mylopoulos Phone Number: 416-340-3646 Email Address: maria.mylopoulos@​utoronto.ca

HPER Graduate Assistant/ Program Assistant

Cheryl Ku Phone Number: 416-340-4219 Email Address: ihpme.hper@​utoronto.ca

Coordinates HPER, including courses, admissions, defenses, graduation, and student records

• Support Dal
• Current Students
• Faculty & Staff
• Family & Friends
• Agricultural Campus (Truro)
• Halifax Campuses
• Campus Maps
• Brightspace

Dalhousie University

Faculty of health.

• For Current Students
• For Faculty & Staff
• Practice Education
• Faculty & Staff
• Alumni & Friends

PhD in Health

• Schools & College
• Program Details
• For Current Students and Supervisors
• Opportunities
• Graduate Certificate in Mental Health and Addictions

Apply to the PhD in Health

Diverse Research

Interprofessional collaboration is a core value of our research community. Students will be working with and learning from colleagues from a variety of backgrounds, not just within the  Faculty of Health  but other research units such as the  Faculty of Medicine  and the Department of Psychology and Neuroscience .

Preparing the next generation of leaders in health

Dalhousie University is home to the largest collection of educational programs related to health and social well-being in Canada. Graduates of the PhD in Health are on the right track to successful careers as researchers, academics and leaders in health.

Learn more about program objectives, requirements and timelines.

Learn more about our faculty supervisors and their areas of research.

Funding & Support

Find our more about admission requirements and funding opportunities.

Faculty of Health Room 316, 5968 College Street PO BOX 15000 Halifax, Nova Scotia, Canada B3H 4R2 1.902.494.3327

• Campus Directory
• Student Career Services
• Employment with Dalhousie
• For Parents
• For Employers
• Media Centre
• Privacy Statement
• Terms of Use

Faculty of Health Professions Room 316, 5968 College Street PO BOX 15000 Halifax, Nova Scotia, Canada B3H 4R2 1.902.494.3327

The PhD program creates a thorough understanding of the body of multi-disciplinary concepts, approaches and issues at the leading edge of the field to inform the study of health policy and equity or health system decision-making/data analytics problems. Students navigate theoretical, practical, and ethical challenges while conceptualizing and conducting original scholarly investigations to generate new knowledge. Students in the PhD program are expected to complete: (1)  Courses (2) Comprehensive Exam and (2) Dissertation as noted below.  All PhD students must abide by the Faculty of Graduate Studies requirements for completing their chosen program of study within 18 terms.

• Comprehensive Papers, Exam and Dissertation Guidelines for HLTH PhD (.pdf)
• Dissertation

After successful completion of the comprehensive examination, PhD students will focus on the dissertation process. The dissertation makes an original contribution to scholarship in the student’s specified field.

Dissertation Process Stages:

The establishment of a Supervisory Committee, if different from the comprehensive examination committee. The committee consists of three faculty members, at least two of whom will be members of the Graduate Program in Health. The third member may be appointed to a Graduate Program other than Health;

The preparation of a dissertation proposal, must be approved by the Program Director, the Supervisory Committee, and the Faculty of Graduate Studies.

The writing of a dissertation acceptable to the Supervisory Committee and formally approved as examinable by the members of that committee;

The successful completion of an oral examination, centered on the dissertation and matters related to it, and presided over by an Examining Committee recommended by the program director for approval and appointment by the Faculty of Graduate Studies.

The Graduate Program in Health at York is an exciting environment to pursue innovative, socially engaging, career-ready education. Contact our Graduate Program Assistant to learn more.

Connect with Health

PhD programs

Take a deep dive into the topic you love with a phd, at the university of ottawa, you can:.

• Join a select community of researchers and work in state-of-the-art labs – uOttawa is ranked among the top 10 research universities in Canada.
• Study in the heart of the nation’s capital, a bilingual and multicultural setting where networks of senior stakeholders take action on major issues and influence decisions.
• Receive considerable financial support.

“One of the reasons I chose the University of Ottawa is for its multidisciplinary or multi-university thesis committees available to students in their first year of doctoral studies.”

Valérie Costanzo, LL.B., LL.M., lawyer, PhD candidate

Explore ways to finance your doctoral studies

The University of Ottawa has many scholarships or financial support options available to you. As a doctoral candidate, there is also the option to earn money while gaining valuable experience through teaching and research assistantships.

“Supervising doctoral students is a privilege: it allows for the discovery of new research challenges and for the development of sustainable relationships.”

Emmanuelle Bernheim, LL.D., PhD, Full professor, Faculty of Law, Civil Law Section

Take the next step

Check admission requirements

Apply for admission

PhD in Health Professions Education

Become a health professions educator, scholar, and leader

The PhD in Health Professions Education (HPEd) program prepares clinicians and other health professionals without a research degree to make contributions to the scholarship of teaching and learning. The program meets the faculty requirement for doctoral-level expertise in numerous health professions. 

• Concentration Tracks
• MS to PhD Path

The PhD program incorporates and builds on the Institute's  Master of Science in Health Professions Education (MS-HPEd)  by providing additional part-time (or full-time) blended learning with outcomes commensurate with a research-based PhD. Candidates from similar MS-HPEd programs are welcome to apply.

Applicants can earn their PhD through one of two paths:

• Post MS-HPEd PhD: 33 credits
• Combined MS-HPEd and PhD: 66 credits
• All required courses in the MS-HPEd degree:  33 credits  (PhD students who have already completed this or a comparable master's degree can waive this portion of the requirements)
• Core required doctoral courses in educational sciences, research methods, and implementation science:  18 credits
• Online synchronous sessions:  2 credits
• Dissertation seminar and mentored research spread over several semesters (with built-in gaps to enable IRB reviews and data collection):  7 credits

Required Courses:  60 credits Electives:  6 credits Curriculum Plan (66 credits)

View Curriculum Plan

Upon completion of the program, graduates will be able to:

• Design health professions curricula and evaluate program outcomes
• Lead change and innovation in health professions education
• Obtain intramural and extramural support for research projects
• Engage in peer-reviewed scholarship in an area of expertise
• Contribute to interprofessional education and practice leading to improved health outcomes

Students pursuing the PhD in HPEd can choose from the following concentration tracks: 

• Interprofessional Education
• Customized concentration

We are now accepting applications for Fall 2024 entry on a rolling admissions basis.

If you have any questions, please email us at  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . 

Applicants may apply for the PhD through two tracks for the Fall 2024 application cycles:

• Post MS-HPEd PhD: 33 credits Applicants who have a master’s level degree in health professions education from other institutions should apply through this track and include materials related to completed courses so that they may be applied toward the PhD.   
• Combined MS-HPEd and PhD: 66 credits Applicants who have very similar master's degrees or higher, should apply through this track. Some MS courses may be waived, and in other cases courses will not be waived. 

For either track each individual case will be considered on its own merits.  

Application Fee

All applicants are required to submit a completed online application. There is no application fee required for this program.

Applicants must have an earned bachelor's degree from one of the following:

• A regionally accredited U.S. college or university
• An accredited college or university (for those educated outside the U.S.)

Please refer to the  Council for Higher Education Accreditation  website for additional information on regional accreditation and regionally accredited institutions.

Important:  Applicants applying for the PhD in Health Professions Education program (33 credits) must have successfully earned a Master of Science in Health Professions Education (or equivalent) from MGH Institute of Health Professions, or a regionally accredited U.S. college or university.

The GRE is not required as part of the application process. The faculty will carefully consider applicant's previous academic record in the admissions decision.

TOEFL/ IELTS

The language of instruction and clinical education at the MGH Institute is English and a high level of proficiency in both written and spoken English is required.  Applicants who have not completed either an undergraduate or graduate program where English is the language of instruction must demonstrate English Language proficiency as part of your application to the MGH Institute of Health Professions.  If you have questions about the language requirements, please contact the Office of Admissions.

• Applicants who are citizens of Australia, Canada (except Quebec), Great Britain, Ireland, South Africa, New Zealand, Guyana, an Anglophone country of Africa, or an English-speaking country of the Caribbean are not required to submit TOEFL or IELTS scores.
• Applicants who are candidates for graduation from an accredited degree-granting program in the United States or at an English-speaking school in one of the countries listed above are also not required to submit TOEFL or IELTS scores. Acceptance to the IHP will be contingent upon successful completion of this degree prior to matriculation.

Please note that in some circumstances, demonstrating English language proficiency may be required by the academic program even if you are a citizen of a country in which the (or one of the) national language(s) is English. Decisions about the need for TOEFL or IELTS scores are at the discretion of the academic program to which you are applying in coordination with the department of OES.

The IHP accepts either the  TOEFL (Test of English as a Foreign Language)  or the  IELTS (International English Language Testing System) . The test must have been taken within two years of the application deadline and official score reports are required. The minimum TOEFL (internet-based) score accepted is 89 and the minimum IELTS score accepted is 6.5.  

• To forward your TOEFL score please contact the  Educational Testing Service (ETS) .  The MGH Institute of Health Professions code is 3513.
• For IELTS, a Test Report Form may be mailed to MGH Institute of Health Professions and score information will be verified by the IHP directly. You may designate up to 5 schools to receive Test Report Forms at the time you register for the test.  To request additional Test Report Forms, contact your test center.

Please contact the Office of Admissions if you have any questions about the MGH Institute’s English Language requirements. 

Applicants are required to submit a transcript from each college and/or university attended, even if a degree was not received from that institution. Unofficial transcripts will be accepted throughout the application process, and official transcripts will only be required prior to enrolling in the program. 

The Office of Admission strongly encourages the use of online electronic transcript ordering which can be sent directly via email to  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . If this is not an option and your institution does not participate in electronic transcript delivery, please request official transcripts be sent to the mailing address listed below:

Admission Office MGH Institute of Health Professions 36 First Avenue Boston, MA 02129  

Applicants that have earned a degree from a non-US institution are required to submit a course-by-course credential evaluation from one of the following NACES (National Association of Credential Evaluation Services) members: Educational Credential Evaluators, Inc.,  SpanTran: The Evaluation Company , World Education Services (WES), or the Center for Educational Documentation. If you earned your bachelor's degree outside of the U.S. this credential evaluation must document minimum equivalency of a US baccalaureate degree or higher.

Personal Statement

All applicants are required to compose an essay that addresses the following:

In a 500-700 word statement, please discuss your academic objectives pertaining to your proposed plan of study, including contemplated research projects and professional career goals. Include evidence from your past educational, administrative, research, or teaching experiences that demonstrate your ability to succeed in the doctoral program. Applicants should include how their goals align with those of the HPEd program related to:

• Build skills in teaching and assessment of learners in the health professions 
• Generate scholarship to address gaps in current literature supporting health professions education
• Develop skills to assess and advance change in education across the health professions

Diversity Statement (Optional)

MGH Institute of Health Professions is committed to an inclusive campus climate that welcomes students who will enrich the diversity of thought and perspective, and therefore, enhance the learning experiences of all. In what ways might you personally contribute to improving the experience of the campus as a welcoming and inclusive place to learn? 

Essay should be 12 pt. font, double spaced, and two pages in length.  

Recommendation Letters

Applicants are required to provide two recommendation letters. All recommendations will be processed electronically through our online application. Please provide contact information for each recommender within the online application.

Recommendation letters should come from individuals who are able to address your academic ability, character and integrity, as well as your potential for graduate professional study. At least one letter should come from an academic reference. One letter is required from an MGH Institute faculty member particularly if you are IHP alumni or have previously worked with one of our faculty.

An optional third recommendation letter may be included; however no more than three recommendation letters will be reviewed as part of your application.

Resume or CV

Applicants are required to submit a current resume or CV.

Tuition Reduction for MGB Employees, Alumni and Affiliates

The most important and exciting aspect of earning a PhD is the opportunity to master a subfield related to your work and experience while conducting original scholarship that contributes to your subfield and pushes it forward. Students come to MGH Institute from all areas of healthcare with a variety of goals. We offer students an opportunity to apply once, to our MS-HPEd program, and continue through to their PhD without another application. This is especially valuable to students with less experience in health professions education. Our faculty are available to meet with you to help you decide what path is right for you.

Schedule a Consultation

Upcoming Events

The ihp advantage.

Customized Program Design

You will work with a dedicated advisor and dissertation committee to conduct cutting-edge research on a topic of your choice. Contribute to the field with quantitative measures, including the number and diversity of publications, presentations, and student outcomes.

Learn on Your Schedule

Blended instruction and research balances the flexibility of distance learning with onsite instruction to develop your scholarship. We will help you plan your research around your work schedule and integrate it into your clinical setting.

Hone Your Expertise

Take the next step to becoming a leading expert in your field. Master literature pertaining to your chosen topic, identify knowledge gaps, and conduct research to fill them. Leverage collaborations with Harvard Macy Institute, Mass General Brigham, and the Center for Medical Simulation.

Learn from Experts

Janice C. Palaganas, PhD, RN, NP, ANEF, FNAP, FAAN, FSSH

Founding Director, Center of Excellence in Healthcare Simulation Research Principal Investigator, REBEL Lab Professor, Health Professions Education

• [email protected]

Roger A. Edwards, ScD

Chair, Professor Health Professions Education

• [email protected]
• (617) 643-7740

Suzan Kardong-Edgren, PhD, RN, ANEF, CHSE, FSSH, FAAN

Associate Professor Health Professions Education

• [email protected]

Bobbie Ann Adair White, EdD, MA

• [email protected]

Anshul Kumar, PhD

Assistant Professor Health Professions Education Genetic Counseling

• [email protected]

Anne W. Thompson, PT, EdD

Adjunct Associate Professor Term Lecturer Health Professions Education

• [email protected]

The New England Commission of Higher Education (NECHE)

The PhD in Health Professions Education was approved by the Massachusetts Department of Higher Education in June 2019. The New England Commission of Higher Education (NECHE) approved the PhD in Health Professions Education at its September 2019 meeting.

Realize your personal & professional development goals.

Dalla Lana School of Public Health

• PhD: Social and Behavioural Health Sciences
• Our Programs
• Doctor of Philosophy (PhD)

Degree Overview

The PhD course of study includes a set of common requirements with flexibility to enable the student to pursue a unique learning experience tailored to his/her learning needs and research problem focus.  The program permits students to pursue their area of interest from different levels of understanding and theoretical perspectives.

The program enables students to take advantage of what the university/program faculty has to offer, and assists them in tailoring their studies according to their own experiences, scholarly interests, career direction and aspirations.  This program also participates and encourages participation in a variety of interdisciplinary graduate University of Toronto Collaborative Specializations .

Features of the program:

• Emphasizes the application of concepts, theories, models and methods concerned with the structures and processes that underlie health and health promotion, illness, premature mortality, injury and disability;
• Emphasizes research methodology (philosophy and design) and research methods (techniques);
• Seeks to develop substantive knowledge and critical analytic ability at multiple levels of analysis, from the “micro” individual level to the “macro” societal level;
• Fosters a reflexive and critical perspective on theory and methodology; and
• Adopts a model of independent student scholarship.

The requirements of the   PhD Program in Social & Behavioural Health Sciences (SBHS) include:

• Qualifying exam
• Thesis proposal defense
• Thesis defense: A) Departmental defense B) Final oral examination

Admission Requirements

The application deadline for the September 2024 start was on November 24th at 11:59pm EST .   See Application Process  for information about the admission process.  Click  here  to view minimum application requirements for a PhD Program. Click here for information on our  funding package  and for information on the university’s  funding policies . To identify potential supervisors, please visit our  faculty database  which is searchable by research interest. While you are not required to have a confirmed match with a supervisor at the time of your application, it is strongly recommended that you list one or more potential supervisors in your letter of intent to help demonstrate fit with our program. Prospective students are encouraged to contact potential supervisors in advance to determine their capacity to take on new doctoral students.

Additional Admission Requirements for the PhD

• A match between the student’s research area and potential supervisor’s expertise
• Background (course, experience) in social sciences and/or health sciences
• Graduate level quantitative or qualitative methods courses/background

Course Requirements

Coursework (reflects minimum requirements)

Course Requirements (3.0 FCE)

Required Courses:

• CHL5101H : Social and Behavioural Theory and Health
• CHL5102H : Social and Political Forces in Health Care
• To be selected according to the student’s interests and educational needs, in consultation with the supervisor.
• By the end of their degree, students should aim to have working knowledge of both qualitative and quantitative methods, and to achieve proficiency in one of these approaches.
• 2 electives

Please note that students can satisfy coursework requirements with courses from across the DLSPH and University of Toronto. We encourage students to seek out such courses.

Qualifying Examination

The purpose of the qualifying exam (QE) is to assess the student’s capacity to understand, apply, and compare theoretical perspectives that are taught in the Social and Behavioural Health Sciences (SBHS) core theory courses (CHL5101H and CHL5102H). Specifically, the QE process will assess the student’s ability to theorize a topic using two different theoretical approaches and to propose theoretically sophisticated research questions that would advance the student’s topic area of interest and may be used for the dissertation. The qualifying examination is written during the months of May and June of the student’s first year.

CLICK HERE FOR DETAILED QUALIFYING EXAM GUIDELINES

Thesis Proposal Defense

The thesis proposal defense is a requirement for candidacy and for full-time students, should be completed by April of the second year, or earlier if possible.

The purpose of the proposal defense is to:

• Ensure that the proposed research will result in a successful PhD dissertation.
• Strengthen the thesis question, theoretical framework, design, and methods through critical feedback.
• Assess the student’s ability to conduct independent and original research.
• Assess the student’s knowledge base relevant to their thesis topic.
• Provide a formal approval to proceed with the dissertation research.

DETAILED proposal defense GUIDELINES

Supervision

Successful applicants will have research interests congruent with those of one or more members of faculty. Thus, applicants are strongly encouraged to seek out potential supervisors, and discuss with them the possibility of studying under their supervision, prior to applying to the degree program. Applicants should note that identifying a potential supervisor does not guarantee admission. PhD students must be supervised by a faculty member who has an appointment in the Division of Social and Behavioral Health Sciences (SBHS) and Full Membership in the School of Graduate Studies (SGS).  A co-supervisor generally will be a faculty member with Associate Membership in the SGS. Other faculty in Public Health Sciences outside of SBHS  may be eligible to supervise with the approval of the Program Director.  The Program Director must approve the final selection of the primary supervisor and co-supervisor. The faculty supervisor may be confirmed prior to beginning the program, and should be in place by the end of the first term.  Students are encouraged to explore broadly and have wide-ranging discussions with potential supervisors.

Upon admission to the PhD Program, students and supervisors should review and complete the Graduate Department of Public Health Sciences PhD Student-Supervisor Conversation Checklist .

Students have the right to appropriate assistance and guidance from their supervisors. Supervisors and students are required to meet on a regular basis throughout the program to discuss academic, financial and personal matters related to the student’s progress. Students should assume responsibility for contacting the supervisor, arranging meetings, and setting agenda for committee meetings.

In rare circumstances, it may be necessary for students to change their area of research and/or their supervisor. In these cases, the first step would be for students to discuss the potential change with their supervisor and/or PhD Program Director.

Supervisor Role and Responsibilities

The supervisor is responsible for providing mentorship to the student through all phases of the PhD program. Thus; to the extent possible, the supervisor will guide the selection of courses, dissertation topic, supervisory committee membership, and supervisory committee meetings; will assist with applications for funding; will provide funding to the student directly when it is possible for them to do so; and will provide references for the student on a timely basis. The supervisor also will provide feedback on the student’s selection of theories and reading lists for the qualifying examination. The supervisor will guide the development of the student’s research proposal, and the implementation and conduct of all aspects of the research; advise on writing the dissertation; correct drafts and approve the final dissertation; and attend the defense.

For more information about student and supervisor roles and responsibilities, please see the School of Graduate Studies Graduate Supervision Guidelines .

Supervisory Committee

With the assistance of the supervisor, and with the approval of the Program Director, the student will assemble a Supervisory Committee no later than the end of their second term in the program (i.e., by May of their first year).

Composition of the Supervisory Committee

The Supervisory Committee generally will comprise the supervisor and at least two members who hold either Full or Associate Membership in the SGS and may or may not hold a primary appointment in SBHS. Between these individuals and the supervisor, there should be expertise in all substantive, theoretical and methodological areas relevant to the Student’s research focus and dissertation proposal.

Supervisory Committee meetings will be held at least every six (6) months throughout the student’s PhD program. More regular meetings should be held with the supervisor. Under certain circumstances (e.g., during times of very rapid progress), the student and the Supervisory Committee may decide there is a need for more frequent meetings.

At the end of every meeting of the Supervisory Committee, the student and the Committee will complete the Supervisory Committee Meeting Report . All present must sign the report; in case the meeting is held virtually, the supervisor and committee members can e-sign the report. A scanned or paper copy of the report should be e-mailed/delivered to the SBHS Admin Assistant at sbhs.dlsph@utoronto.ca .

The Graduate Department of Public Health Sciences will keep a copy of the report in the student’s progress file.

Progress Through the PhD

The phases of the PhD program are identified by a set of accomplishments which the student generally will attain in order, and within a satisfactory time. These phases, which will be monitored by the Program Director of the PhD program, are the identification of the Supervisor and the Supervisory Committee, completion of required and elective course work, completion of the qualifying examination, defense of the research proposal, and defense of the dissertation (both Departmental and SGS). Full-time students are expected to complete the PhD within four years. Flex-time students may take longer, but not more than eight years; they must submit a revised list of milestones, for approval by the Supervisor and the Program Director.

 view the SBHS PhD Timeline

Dissertation

The PhD dissertation must demonstrate an original contribution to scholarship. The nature of the dissertation is agreed upon by the supervisor and the student, in consultation with a Thesis Committee.  The Student should aim to defend the dissertation within four years of entry into the PhD program. The defense of the dissertation will take place in two stages: first, a Departmental defense, second, a formal defense (the Final Oral Examination) before a University committee according to procedures established by the School of Graduate Studies (SGS). The two defenses generally are separated by at least eight weeks.

a)  Departmental Defense:

The Departmental defense will be held after the completed dissertation has been approved by all members of the student’s Supervisory Committee, and the completion of the final Supervisory Committee meeting report. The purpose of this defense is to rehearse the oral presentation for the SGS defense and to determine whether the student is ready for the SGS defense.

CLICK HERE FOR DETAILED departmental defense procedureS

b)  School of Graduate Studies Final Oral Examination (FOE)

Arrangements for the PhD Final Oral Defense and for the preparation of the final thesis are given at length in the SGS calendar. The dissertation and the necessary documents must be submitted at least eight weeks prior to the oral exam. See the Graduate Department of Public Health Science  academic policies for forms and information for thesis preparation, including guidelines on multiple paper dissertations, and arranging the defense.

• Click here for Guidelines on Multiple Paper Dissertations
• Click here  for Producing Your Thesis guidelines on SGS website
• Click here  for Final Oral Exam Guidelines on SGS website

Student Profiles & Contact

The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More

What are you looking for?

• Digital viewbook
• Undergraduate admissions
• Graduate admissions
• Extended Education
• Indigenous students
• Financial Aid and Awards
• Apply to UM
• Experiential Learning
• Faculties, colleges and schools

Academic Calendar

• Registrar's Office
• Undergraduate programs
• Graduate programs
• Extended Education programs
• Opportunities and support
• Research Chairs
• Centres and institutes
• Partnerships and Innovation
• Awards and recognition
• International Centre
• ResearchLIFE
• Academic supports
• Career Services
• Get involved
• Student health and wellness
• Military Support Office
• Respectful conduct
• Student services at Bannatyne campus
• Accessibility for students
• Indigenous community
• Arts and Culture
• Sport and Recreation
• Administration

Our campuses

• The UM brand
• Facts and figures

University of Manitoba

University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

Community Health Sciences (PhD)

The Community Health Sciences (PhD) program prepares you for a career teaching community health sciences, training other researchers, designing and executing major research projects and serving as a senior advisor or consultant in health care policy and planning. Gain broad multidisciplinary training in the concepts and methods of population-based health sciences and their application in the practice of population and public health and preventative medicine.

Program details

Admission requirements.

• Rady Faculty of Health Sciences • Faculty of Graduate Studies

• Doctor of Philosophy

Expected duration

Program options.

• Full-time and part-time

Study with us

In 1987, the Department of Social and Preventive Medicine (SPM) and the Division of Community and Northern Medicine (CNM) merged to form the Department of Community Health Sciences. Merging these two units and combining their interests and activities, created a well-rounded, innovative department with a national reputation for excellence in teaching, research and service.

The Department of Community Health Sciences aims to create, preserve and communicate knowledge with respect to the health of populations and thereby contribute to the physical, psychological, cultural, social and economic well-being of the people of Manitoba, Canada and the world.

Internationally recognized research programs

Units, programs and Centres within the department focus on particular areas of research and service, including the Manitoba Centre for Health Policy and the Centre for Global Public Health.

Ongomiizwin – the Indigenous Institute of Health and Healing

The Department of Community Health Sciences maintains a close relationship with Ongomiizwin – the Indigenous Institute of Health and Healing. Ongomiizwin supports the department in the development of its undergraduate and graduate teaching programs to enhance the incorporation of Indigenous health.

Access both internationally regarded researchers and award winning teachers.

The Faculty of Graduate Studies and the Rady Faculty of Health Sciences offer a four-year program of study leading to a Doctor of Philosophy in Community Health Sciences.

Expected duration: 4 years

Tuition and fees:  Tuition fees are charged for terms one and two and terms four and five. A continuing fee is paid for term three, term six and each subsequent term. (Refer to Graduate tuition and fees .)

In addition to the minimum course requirements of the Faculty of Graduate Studies, found in the Graduate Studies Regulations Section , students must complete:

• A minimum of 18 credit hours of coursework at the 7000-level

Sample course offerings

• CHSC 7200: Current Concepts in Global Health: Populations, Policies and Programs
• CHSC 7212: Critical Perspectives on Gender and Health
• CHSC 7270: Epidemiology of Chronic (Non-Cancer) Diseases
• CHSC 7320: Organization and Financing of the Canadian Health Care System
• CHSC 7510: Problem Solving in Public Health
• CHSC 7520: Principles of Epidemiology
• CHSC 7710: Social Aspects of Aging
• CHSC 7860: Methods and Concepts for Community Health Sciences

For full course descriptions, please visit the Academic Calendar .

The following are minimum requirements to be considered for entry into the Community Health Sciences (PhD) program. Meeting these requirements does not guarantee acceptance into the program.

To be considered for admission, you must meet the following minimum requirements:

• Thesis-based master’s degree in Community Health Sciences or Public Health with content equivalent to that offered by the department.
• Thesis-based master’s degree in Basic Medical Sciences, Biological Sciences, or Social Sciences.
• Thesis-based professional master’s degree, such as Nursing, Education, or Social Work.
• IELTS : Overall score of at least 7, with no component below 7 (listening, reading, writing, speaking).
• TOEFL (iBT) : Minimum total score of 92, with a writing score no lower than 21.
• If you do not meet these writing score requirements, you can complete the Intensive Academic English Program (IAEP) before starting the PhD program.

Note: Meeting these requirements does not guarantee acceptance into the program. All applicants must also meet the minimum admission and English language proficiency requirements of the Faculty of Graduate Studies .

How to apply

Application Deadlines: This program accepts applications for Fall entry only.

Application Components:

• Application fee (non-refundable)
• Unofficial Copies of Transcripts and Degree Certificates.
• Curriculum Vitae/Resumé.
• Three letters required (must be requested within the application).
• If your Community Health Sciences (MSc) Supervisor has agreed to supervise your PhD program, only two letters are required.
• Supervisor Support Letter.
• Publication or Writing Sample.
• Proof of English language proficiency , if required

Note: For the most up-to-date information on the program, consult the Academic Calendar . Please review the Faculty of Graduate Studies' online application instructions before beginning your application.

Application deadline

Applications are reviewed on a committee basis . The Admissions committee for Architecture reviews applications in March.

Applications open up to 18 months prior to start term.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated.

Start or continue your application

Applications are reviewed on a committee basis . The Admissions committee for City Planning reviews applications in March.

Winter applications are accepted on a case-by-case basis.

Applications are reviewed on a committee basis . The Admissions committee for Design and Planning reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Interior Design reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Landscape Architecture reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Anthropology reviews applications in March/April.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applications open September 1 of year prior to start term.

Application deadlines

Applications open   up to 18 months prior  to start term.

Applications are reviewed on a  committee basis . The Admissions committee for History reviews applications in February.

Applications are reviewed on a  rolling basis .

Applications open July 1 of year prior to start term.

Applications are reviewed on a  Committee basis . The Committee for German and Slavic Studies reviews applications in February/March.

Applications are reviewed on a rolling basis .

Applications are reviewed on a committee basis . The Admissions committee for Management reviews applications in February / March.

Applications are reviewed on a committee basis . The Admissions committee for Physical Therapy reviews applications in April / May.

Applications open  August 1 of the year prior to start term.

Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.

Applications are reviewed on a committee basis . The Admissions committee for Orthodontics reviews applications in August/September and holds interviews in September/October.

Program currently undergoing review, applications will not be opening at this time.

Select Preventive Dental Science in the Program drop-down on the application form.

Applications are reviewed on a  committee basis . The Admissions committee for Educational Administration, Foundations and Psychology reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Education reviews applications in February / March.

Applications are reviewed after the deadline, with decisions issued in March - April.

Currently not accepting applications to this program.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. Applications received by the March 1 deadline for a September start-date will receive first consideration for any available funding. Late applications will be considered on a case-by-case basis for any available funding, please contact the department for further information.

Applications are reviewed on a  committee basis . The Admissions committee for Human Rights reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Law reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing (MN) reviews applications in April / May.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing PhD reviews applications in February / March.

Applications are reviewed on a  committee basis . The Admissions committee reviews applications as per the timelines noted below each table.

Winter applications reviewed in October Summer applications reviewed in February Fall applications reviewed in June

Winter applications reviewed in June Summer applications reviewed in October Fall applications reviewed in February

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. This includes having the support of a faculty supervisor before you apply.

Applications are reviewed on a  committee basis . The Admissions committee for Natural Resources Management reviews applications in March - June.

After the annual application deadline (see below), applications are reviewed on a committee basis by the Faculty of Social Work internal admissions committee. Once this process is complete, decisions are sent to all applicants in March / April. 

Applications open  July 1 of year prior to start term.

Applications are reviewed on a  committee basis . The Admissions committee for Social Work reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Music reviews Fall term applications in December / January, and Winter term applications in July.

Applications are reviewed on a committee basis . The Admissions committee for Occupational Therapy reviews applications in May / June.

Master of Occupational Therapy regular program  applications open September 15 of the year prior to deadline .

Master of Occupational Therapy accelerated program  applications open October 1  of the year prior to deadline .

The name of your confirmed supervisor is required at the time of application. To identify a prospective thesis research supervisor on your application, please  contact Immunology Faculty members .

Applications are reviewed on a  committee basis . The Admissions committee for Community Health Sciences reviews applications in March / April.

Canadian, US and International applicants

The name of your preferred supervisor is required at time of application.

Applications are reviewed on a  committee basis . Students selected for in-person interview will be notified in February.

Applications are reviewed on a  committee basis . The Admissions committee for Physician Assistant Studies reviews applications in April.

Offers of admission will be released to successful applicants on May 17, 2024 from the University of Manitoba Master of Physician Assistant Studies, the same day as the University of Toronto BScPA Program and McMaster University Physician Assistant Education Program. The three institutions are pleased to provide applicants their offers on the same day to help with the decision-making process.

Applications are reviewed on a  committee basis . The Admissions committee for Pharmacology and Therapeutics reviews applications one month after the application deadline.

Applications for Pathology MSc are reviewed on a  rolling basis .

Applications for Pathologist Assistant are reviewed on a  committee basis . The Admissions committee for Pathologist Assistant reviews applications in April / May. 

The Pathologist Assistant program only admits Canadian and US students every two years. The next intake is tentatively scheduled for Fall 2026.

Canadian and US applicants

International applicants

Applications are reviewed on a  committee basis . The Admissions committee for Statistics reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Biological Sciences reviews applications one month after deadline.

Applications are reviewed on a committee basis . The Admissions committee for Indigenous Studies reviews applications in February and June.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. For those who wish to be considered for scholarships, applications must be received by January 15 of the year in which you're seeking admission.

Applications are reviewed on a committee basis . The Admissions Committee for Applied Human Nutrition reviews applications in February.

Les demandes d’admission sont évaluées par un comité . Le comité d’admission évalu les demandes durant les mois de Mars et Avril.  

Les demandes peut être surmise jusqu’à concurrence de 18 mois avant le début de premier trimestre.

Toute demande d’admission en ligne doit être déposée, avec documents à l’appui, au plus tard aux dates indiquées.

Soumettre ou continuer votre application

Department of Community Health Sciences

Community Health Sciences is an interdisciplinary department focusing on the creation, preservation and communication of knowledge with respect to the health of populations.

Tuition and fees

Learn about the tuition and fee requirements associated with graduate studies at UM.

Financial aid and awards

There are a variety of awards and funding options to help you pay for school as a student in the Max Rady College of Medicine.

Explore program requirements and detailed descriptions of required and elective courses offered in Community Health Sciences (PhD) program.

Explore the Max Rady College of Medicine

For over 125 years, the Max Rady College of Medicine has contributed to education, research and clinical service. Western Canada’s first medical school, the College develops qualified medical graduates who distinguish themselves through excellence in clinical care, health system innovation and leadership, and internationally recognized research.

• Programs of study
• Student experience
• Community and partners

Explore the Faculty of Graduate Studies

Discovery happens here. Join the graduate students and researchers who come here from every corner of the world. They are drawn to the University of Manitoba because it offers the opportunity to do transformational research.

• Funding, awards and financial aid
• Graduate student experience

Keep exploring

Discover more programs

With over 140 graduate programs across multiple faculties, schools and colleges, the University of Manitoba offers more learning, teaching and research opportunities than any other post-secondary institution in the province.

• Master of Science in Community Health Sciences (MSc)
• Master of Public Health in Community Health Sciences (MPH)

Join students from around the world in a diverse and supportive community.

What it's like to be a UM undergraduate

Be adventurous, challenge yourself and make a difference.

Opportunities for Indigenous students

Experience a world-class education in the heart of Canada

Why international students study with us

We offer state-of-the-art facilities with 140 years of history.

Admission and application inquiries

Faculty of Graduate Studies Room 500 UMSU University Centre 65 Chancellors Circle University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 2N2 Canada

[email protected] Phone: 204-474-9377

Monday to Friday 8:30 a.m. to 4:30 p.m.

Program inquiries

Department of Community Health Sciences Max Rady College of Medicine, Rady Faculty of Health Sciences S111, Medical Services Building, 750 Bannatyne Avenue University of Manitoba Winnipeg, MB R3E 0W3 Canada

[email protected] Phone: 204-789-3655

Doctor of Philosophy in Health Quality

Click here to learn how to apply!

The PhD in Health Quality (PhDHQ) will prepare experts who will improve the delivery of healthcare through teaching, developing new methodologies and theoretical frameworks, as well as testing innovation in the field of health quality. The PhDHQ program offers a collaborative approach to comprehend and address the complexities within the healthcare system. Graduates of the program will be prepared to take senior leadership roles in health quality portfolios in practice and policy settings across Canada and will also be educated to assume tenure track positions in university programs. While the degree is research intensive, it will also be grounded in pragmatism and will help prepare independent researchers for quality improvement research and developing leadership capabilities in health settings.

The PhDHQ program is a four-year, interdisciplinary program using a combination of synchronous and asynchronous study as well as interactive online videoconferencing. The PhDHQ program consists of five (5) courses in year one, including an internship over the summer months. The internship will be tailored to the learners’ interests and to broadening their perspectives on health quality. In the fall term of year two, students complete the comprehensive exam. In the winter and summer terms of year two (2) students will focus on the development of their thesis proposal and complete HQRS 905 Current Topics in Health Quality. After a successful oral examination of the thesis proposal, students submit their project for ethics review and then proceed to data collection, analysis, and writing. The thesis requires independent, original research and makes up at least two-thirds of the time normally required for the program. Upper year students are expected to visit campus at least once per year; students are required to attend the final thesis examination in person. Nurtured by close mentoring relationships with faculty supervisors, the Queen’s model is to ensure graduate students present and publish their research, and normally complete their program in 4 years.

Work and Health (PhD)

We are not accepting applications to the Work and Health PhD program at this time.

Investigating workplace health

Every 15 seconds, a worker dies from a work-related accident or disease.* The Faculty of Health offers the first interdisciplinary PhD program in Canada with a focus on Work and Health.

Concerns about workplace health are occurring in the context of rapid change in both the composition of the workforce and the nature of work. All of these developments point toward the need for academics and professionals who are better equipped to face the challenges of work related health in the 21st Century.

*International Labour Organization

Program overview and highlights

• The Work and Health PhD spans the three units within the Faculty of Health, utilizing an interdisciplinary platform upon which to develop a broad understanding of issues as they relate to safe, healthy work environments and achieving a work-life balance.
• Provides opportunities for cross departmental collaborations, access to courses and resources including dissertation committee members who can add different perspectives to tackle emerging research problems.
• Program is offered through the Department of Kinesiology and Health Sciences , Department of Recreation and Leisure Studies and the School of Public Health Sciences

Areas of study | Researchers

Epidemiology of workplace injuries, illness, and disease

Philip Bigelow

Mark Oremus

 Illness prevention

Philip Bigelow

Jack Callaghan

Ellen MacEachen

Monica Maly

Risk management and disease prevention in occupational health

• Message from Our Director
• Our Strategic Direction
• Annual Report
• Subscribe to our Newsletters
• Apply For Membership
• Members’ Area
• Clinical Educator Fellows
• MHPE-Canada Students
• Postdoctoral Fellows & PhD Students
• Current & Upcoming Visitors
• Advisory Committee
• Researchers
• Most Recent Publications
• Celebration of Scholarship
• Cutting Edge Speaker Series
• CAME Webinars
• Clinical Educator Fellowship Program
• Indigenous Stream – Clinical Educator Fellowship Program

Master of Health Professions Education Canada (MHPE-Canada)

• MHPE & CEFP Testimonials
• Mini-Sabbatical Program
• Visitor Program Overview
• Early Career Visiting Scholars Program
• Planning Your Visit
• CHES’ Work Environment
• Testimonials
• Directions to CHES
• Joanna Bates Trainee Travel Fund

The MHPE-Canada is an international Master of Health Professions Education from the School of Health Professions Education at Maastricht University (the Netherlands). Although the degree is conferred from Maastricht University, the curriculum and research thesis supervision are delivered in part from CHES in Vancouver, British Columbia and the Centre for Education Research & Innovation (CERI) in London, Ontario.

The MHPE is a two-year, part-time research degree program that is primarily distance-based with annual, three-week courses that are delivered on-site at CHES or CERI. Campus Period 1 is typically delivered during the first three weeks of July, and Campus Period 2 in May/June of the following year.

The program focuses on the acquisition of knowledge and skills relevant for a career in the field of education and education research for the health professions, with thesis supervision and mentorship offered by local experts in the field.

The MHPE curriculum (updated in 2021) is designed to ensure that new insights and theories are included in the program, to support future leaders in health professions education to really make a difference. For a full curriculum overview, please refer to the Maastricht University’s MHPE site , and watch the introductory video to Maastricht’s curriculum here .

The MHPE-Canada program is open to students who have acquired a university degree in one of the health professions. Applications for a competitive admission process are accepted in the fall. Due to limited supervisory capacity, priority may be given to applicants who are affiliated with the local site.

MHPE-Canada Eligibility

To be considered for the MHPE-Canada Program, you must fulfill the following requirements:

• Completion of a university degree in a health profession.
• Be either an active health professional or health professional in training.
• Be a Canadian citizen, permanent resident, or WHO refugee. Visa trainees, whether in residency programs or fellowships, are not eligible.

MHPE-Canada Application Process

The following documentation must be submitted as part of the application process:

• Why do you want to pursue a graduate degree in health professions education?
• What previous experience and/or training in health professions (or non-health professions) education or research would you bring to your graduate study?
• How would the MHPE fit into your current and future career plans?
• Description of an educational problem or issue that interests the applicant (max.1 page).
• Departmental Letter of Support (max. 2 pages), outlining protected time over the 2-year term of the program, as well as 100% protected time to participate in both of the 3-week face-to-face course blocks. Note: if you are self-employed, indicate in your Statement of Intent how you plan to protect time for the MHPE.

Equity and diversity are essential to academic, education, and research excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the BC Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.

Application Deadline

The deadline for 2024 applications is Friday December 13 2024 . Please submit your application to [email protected] , with the subject line: CHES MHPE Application .

On receiving your application, we will email you to confirm it has been received and to inform you of next steps. If you do not hear back from us by January 6, please do get in touch with us, emailing both [email protected] and [email protected] . A selection committee will shortlist and interview eligible candidates, with the final selection to be made in February.

If you have any queries regarding the program, please do not hesitate to get in touch with us: [email protected]

Tuition and Fees

Tuition for the entire two-year program is €17,500 to be paid directly to Maastricht University in two instalments of €8,750.

Students admitted into the program are also required to pay a site fee to the Centre for Health Education Scholarship (CHES) in the amount of $6,000 CAD, to be paid in two instalments of $3,000 CAD.

To pay the UBC MHPE-Canada Site Fee, please click here.

Maastricht Online Certificate Courses

Maastricht University also offers two online certificate courses, which provide students the opportunity to acquire knowledge and skills related to major topics in health professions education; with each one being an equivalent to a specific section of the Master of Health Professions Education (MHPE) program. Taking these courses is excellent preparation for the full MHPE program – and should you enroll in the MHPE at a later date, you may skip the corresponding sections of the program already completed.

For further information on the courses, please visit Maastricht University’s  website   or contact them directly at [email protected] .

To view the Privacy Notice for Students of the Master of Health Professions Education Canada Program , please click here .

Language selection

• Français fr

Government of Canada invests in community projects to advance health equity

From: Public Health Agency of Canada

News release

The Honourable Mark Holland, Minister of Health, announced an investment of over $3.2 million through the Intersectoral Action Fund (ISAF) for 16 additional projects (link to backgrounder) based in British Columbia, Alberta, Saskatchewan, Ontario, Quebec, New Brunswick and Nova Scotia. These projects aim to improve health conditions and the systems and structures that shape them, helping everyone in Canada reach their full health potential.

August 28 2024 | Ottawa, Ontario | Public Health Agency of Canada

In recent years, communities across Canada have faced complex public health challenges that have highlighted the need to improve the  preparedness and resiliency of our health and social systems.

Today, the Honourable Mark Holland, Minister of Health, announced an investment of over $3.2 million through the Intersectoral Action Fund (ISAF) for 16 additional projects based in British Columbia, Alberta, Saskatchewan, Ontario, Quebec, New Brunswick and Nova Scotia. These projects aim to improve health conditions and the systems and structures that shape them, helping everyone in Canada reach their full health potential.

ISAF was launched in 2021 to support capacity strengthening in communities by advancing intersectoral action on social determinants of health, such as income, social status, racism, and healthy child development. Since its launch and with today’s announcement, ISAF will have provided funding to 43 projects in communities across Canada. From addressing the intersections of poverty and racism in Saskatchewan through a project led by the Saskatoon Poverty Reduction Partnership (via the Saskatoon Food Bank and Learning Centre), to supporting healthy child development in Atlantic Canada through the promotion of a Mental Health in All Policies approach (via the  Atlantic Summer Institute on Healthy and Safe Communities), ISAF supports community level projects led by change-makers across Canada.

Bringing together communities to help address social determinants of health is part of the government’s commitment to advance health equity in Canada. This means helping to give everyone the same opportunities to be healthy, no matter who they are or where they live. Working with community members, stakeholders and decision-makers contributes to building a solid foundation for improving the wellbeing of communities and preparing them to face current and future health challenges.

“All Canadians should have the opportunity to live their healthiest life possible. Through the Intersectoral Action Fund, we bring together individuals and organizations dedicated to addressing their community's needs and to improving their overall physical and mental health. This collaboration will reduce health inequities and promote the health of everyone living in Canada.” The Honourable Mark Holland Minister of Health

“Advancing health equity requires a concerted effort to address the social determinants of health. The resources that will be developed through these community-based projects, including for those experiencing homelessness and addiction, will help every Canadian reach their full potential and live their healthiest life.” The Honourable Ya’ara Saks Minister of Mental Health and Addictions and Associate Minister of Health

Quick facts

Social determinants of health refer to the broad range of social, economic and environmental factors that relate to an individual's place in society (such as gender, race, income, education, or employment) and that determine individual and population health. These determinants are shaped by the distribution of wealth, power, and opportunities within and between populations.

Intersectoral action refers to the ways that different groups and sectors of society work together to enhance the health of our communities. ISAF supports communities to strengthen capacity for such action and helps address the social determinants of health and health inequities.

Twenty-seven projects received approximately $4.5 million through ISAF in 2021-22 and 2022-23. These projects, based in British Columbia, Alberta, Saskatchewan, Manitoba, Ontario, Quebec, Nova Scotia and Prince Edward Island, addressed the root causes of long-standing community health challenges or those heightened by COVID-19, and implemented activities that  advanced intersectoral initiatives to expand their  impact.

ISAF launched a Call for Applications on June 18, 2024. This Call for Applications aims to support intersectoral policy action on the social determinants of health and community resilience. Specifically, the current funding opportunity will support projects that integrate health, equity and wellbeing considerations into local decision-making, and promote positive change. The first stage of the solicitation closed on July 25, 2024.

Related products

• Backgrounder: Government of Canada invests in community projects to reduce health inequities

Associated links

• The Intersectoral Action Fund
• Social determinants of health and health inequalities
• Health Inequalities in Canada (Video)

Matthew Kronberg Press Secretary Office of the Honourable Mark Holland Minister of Health 343-552-5654

Media Relations Public Health Agency of Canada 613-957-2983 [email protected]

Public Inquiries 613-957-2991 1-866-225-0709

Page details

Main navigation

• Graduate programs
• How to apply
• Research & supervision
• Student experience
• Connect with us

Mental Health (PhD)

Program description.

The Doctor of Philosophy (Ph.D.) in Mental Health offered by the Department of Psychiatry in the Faculty of Medicine & Health Sciences is a research-intensive program that emphasizes evolving and in-depth learning opportunities. The program's objective is to equip students with skills in literature synthesis, program development, and scientific communication to pursue professional opportunities in academia or industry.

Keywords: mental health, psychiatry, social and transcultural psychiatry, behavioural genetics, neuroimaging, neuroscience, public policy, molecular psychiatry, mental health services.

Unique Program Features

• The program is designed to provide advanced research training in the basic, applied, and social sciences relevant to issues in psychiatry. Specifically focusing on the development of mental health services and policy, social and cultural psychiatry, and clinical and transnational psychiatry.
• Potential learning activities include weekly research seminars, global mental health rounds, Indigenous mental health workshops, the Summer Program in Cultural Psychiatry, and the conferences and workshops organized by the Advanced Study Institute in Cultural Psychiatry;
• Graduates receive stipends from the thesis supervisor, from external fellowships and from awards provided by the Department;
• Applicants are admitted from a wide range of backgrounds, including M.Sc. or M.A. degrees in relevant areas (e.g., psychology, neuroscience, sociology, medical anthropology, nursing, and medicine);
• The Department has been at the cutting edge of advances in neuroscience, psychotherapy, diagnostic methods and therapeutic interventions.

University-Level Admission Requirements

• An eligible Bachelor's degree with a minimum 3.0 GPA out of a possible 4.0 GPA
• English-language proficiency

Each program has specific admission requirements including required application documents. Please visit the program website for more details.

Visit our Educational credentials and grade equivalencies and English language proficiency webpages for additional information.

Program Website

PhD in Mental Health website

Department Contact

Graduate Program graduate.psychiatry [at] mcgill.ca (subject: PhD%20in%20Mental%20Health) (email)

Available Intakes

Application deadlines.

Note : Application deadlines are subject to change without notice. Please check the application portal for the most up-to-date information.

Application Resources

• Application Steps webpage
• Submit Your Application webpage
• Connecting with a supervisor webpage
• Graduate Funding webpage

Application Workshops

Consult our full list of our virtual application-focused workshops on the Events webpage.

Department and University Information

Graduate and postdoctoral studies.