'It's Integrated Into Everything I Do' Perceived Influence of Health Professions Education Training on Clinical...

Health professions education (HPE) programmes prepare clinicians for roles as educators, leaders and scholars. Although prior evaluations report academic and identity outcomes, little is known about effects on clinical practice and patient care. This study explored how graduates of a HPE programme described changes in their clinical practice, patient interactions and professional roles.

We conducted a qualitative descriptive study using semi-structured interviews with graduates of certificate and degree programmes in HPE at a military affiliated institution. Interviews explored perceived influences on clinical practice, teaching, leadership and professional identity. Transcripts were analysed using reflexive thematic analysis. Reporting followed established qualitative research criteria.

Twenty-six graduates participated, representing multiple disciplines and degree programmes. Three themes were identified. Teaching within clinical encounters described how graduates reframed patient encounters as opportunities for explanation, questioning and shared understanding. Partnership in practice reflected shifts toward collaborative communication, shared decision making and attention to patient perspectives. Reconsidering the clinician role captured how participants adopted an educator mindset, influencing interactions with colleagues and clinical teams. Graduates reported greater patience, curiosity and deliberate communication and described strengthened patient engagement and team relationships.

Graduates perceived that HPE training influenced their clinical practice by shaping how they approached patient care and interprofessional collaboration. These findings suggest that HPE programmes may influence not only academic development but also everyday clinical work. Future research should examine links between these perceived changes and measurable patient and system outcomes.