Abstract
<title>Abstract</title> <p> <bold>Background</bold> Master's programmes in Health Professions Education (HPE) have proliferated globally, yet evidence of their outcomes in low-resource, conflict-affected settings remains scarce. The University of Gezira Master of Health Professions Education (MHPE) one of the earliest postgraduate HPE qualifications in sub-Saharan Africa, has not been empirically evaluated. <bold>Objectives</bold> To evaluate the perceived impact of the Gezira MHPE on graduates' educational competencies, scholarly engagement, and professional identity, and to examine whether outcomes varied by cohort, delivery mode, profession, and workplace location. <bold>Methods</bold> A cross-sectional, retrospective pre-post census survey was administered to all 152 confirmed graduates of the Gezira MHPE (2010 to 2025), of whom 120 participated (76.4%). A validated, adapted instrument measured 12 Academy of Medical Educators-aligned competency items, five scholarly engagement items, and six professional identity items, rated on 5-point scales. Non-parametric statistics were applied throughout; two open-ended questions underwent inductive thematic analysis following Braun and Clarke's framework <bold>Results</bold> All 12 competency domains improved significantly ( <italic>p</italic> < .001; r = 0.64 to 0.81), with the largest gains in needs assessment and assessment design. A marked consumer-to-producer transition in scholarly engagement was documented across all five activities ( <italic>p</italic> < .001; r = 0.85 to 0.87). Professional identity was high overall (composite median 4.08/5.00), though peer recognition was markedly lower (median 3.0) and structurally distinct in factor analysis. Sudan-based graduates reported significantly lower identity scores than diaspora-based peers (median 2.92 vs 4.00; <italic>p</italic> = .005) despite equivalent competency and scholarship gains. Outcomes were consistent across cohorts, delivery modes, and professional backgrounds. <bold>Conclusions</bold> The Gezira MHPE is associated with competency and scholarly gains comparable to programmes in high-income settings. Professional identity consolidation is context-sensitive: post-qualification institutional environments determine whether programme gains translate into recognised educator identity. Investment in programme quality is necessary but insufficient — the conditions enabling qualified graduates to be recognised and sustained as educational leaders are equally consequential </p>