Becoming an Educator: A Qualitative Exploration of Professional Identity Formation, Programme Value, and Learning Experiences among Master of Health Professions Education Students in Pakistan
TL;DR
HPE was experienced as considerably more than an academic qualification and participants viewed the programme as a transformative developmental journey that facilitated educator identity formation, pedagogical growth, and reflective professional practice.
Abstract
Background: Master of Health Professions Education (MHPE) programmes prepare clinician-educators to lead curriculum development, assessment, faculty development, and educational innovation. However, limited evidence explores how students experience MHPE during training, particularly in relation to educator identity formation, changing pedagogical perspectives, and balancing academic, professional, and personal responsibilities. Objective: To explore how MHPE students in Pakistan experience their educational programme with respect to expectations, perceived programme value, educator identity development, changes in teaching practice, and the realities of balancing work, study, and family commitments. Methodology: A qualitative exploratory study was conducted among 15 MHPE students at Khyber Medical University, Pakistan. Participants were recruited through purposive maximum-variation sampling to ensure diversity in discipline, academic role, teaching experience, gender, and campus. Individual semi-structured interviews were conducted online via Zoom®, audio-recorded, transcribed verbatim, and analysed using Braun and Clarke’s reflexive thematic analysis. Reporting followed SRQR, with consideration of the COREQ checklist. Results: Analysis generated six interconnected themes: (1) reimagining career futures; (2) becoming an educator by choice; (3) rewiring teaching practice and assessment literacy; (4) negotiating the triple burden of work, study, and family; (5) relational pedagogy: support, visibility, and feedback that shapes confidence; and (6) envisioning the future of MHPE. Participants described the programme as substantially influencing their professional identities, educational philosophies, and approaches to teaching while simultaneously highlighting significant workload, research, and work–life integration challenges. Supportive faculty relationships and constructive feedback emerged as important contributors to confidence, motivation, and professional growth. Conclusion: MHPE was experienced as considerably more than an academic qualification. Participants viewed the programme as a transformative developmental journey that facilitated educator identity formation, pedagogical growth, and reflective professional practice. Strengthening research mentorship, feedback practices, and workload management may further enhance postgraduate health professions education programmes in Pakistan and similar educational contexts. Keywords: Educator Identity, Health Professions Education, Master of Health Professions Education, Medical Education, Professional Identity Formation, Qualitative Research, Thematic Analysis.