Graduate attributes as expressions of mastersness in HPE master's programmes: An international Delphi study

Master of Health Professions Education (MHPE) programmes develop clinician-educators, educational scholars and academic leaders. Despite the global growth of these programmes, no internationally shared articulation of the graduate attributes that express master's-level development (mastersness) currently exists. This absence constrains curriculum coherence, comparability across programmes and alignment with expected graduate roles. This study aimed to establish international consensus on the essential attributes of MHPE graduates.

We conducted a three-round electronic Delphi study. In Round 1, we invited 62 established health professions education (HPE) scholars to propose candidate attributes, and 21 participated. Round 2 expanded the panel to include MHPE programme leads, lecturers, researchers and HPE scholarship unit directors (168 were invited and 35 participated), who rated attributes for inclusion. We predefined consensus as ≥70% agreement. In Round 3, 23 of 35 eligible panellists ranked the agreed attributes. We analysed quantitative data descriptively and iteratively synthesised qualitative comments. Surveys were administered anonymously using REDCap.

Round 1 generated 100 items that were synthesised into 18 attributes. In Round 2, 14 attributes met the predefined consensus threshold and two additional attributes were retained for further exploration because of their conceptual relevance to mastersness. Sixteen attributes therefore progressed to ranking. Attributes ranked in Round 3 were grouped into three interrelated categories: core, enabling and aspirational attributes. Qualitative comments highlighted conceptual overlap among attributes, resistance to hierarchical ranking and differing views on foundational and developmental expressions of mastersness.

This study provides an empirically grounded articulation of mastersness in MHPE programmes through a consensus-derived attribute set. Master's-level development appears to extend beyond discrete competencies to encompass integrated scholarly, critical, collaborative and context-responsive ways of knowing, being and acting. The resulting attribute set offers a shared reference point for curriculum design, assessment, programme evaluation and international dialogue while remaining adaptable to diverse educational contexts.