Integrating Knowledge and Skills Transfer to Support Practice Readiness in Blended Learning Healthcare Management Education

Background Effective knowledge and skills transfer in healthcare management education is critical for improving patient outcomes, enhancing service quality, and advancing socio-economic goals that support sustainable societies. Aim This study examined how an undergraduate blended learning healthcare management program, without a practicum component, facilitates knowledge and skills transfer. Methods A qualitative case study (2021–2023) used focus group discussions (FGDs) and interviews with 28 purposively selected students, graduates, employers, and faculty in a UK higher education institution (HEI). Findings: Structured communities of practice, fostering peer discussions, faculty tutelage, and problem-solving exercises, helped students connect theory with healthcare management practice. Two main transfer outcomes emerged from the study: (a) Positive transfer , indicating clear knowledge and skills transfer and application evidence, and (b) Transfer uncertainty , highlighting challenges and complexities in comprehensively assessing knowledge and skills transfer, mainly due to the lack of practicums and mechanisms to observe students and graduates in practice over the long term. Conclusion Findings underscore the role of practicums in improving knowledge transfer and employability. The paucity of studies on knowledge and skills transfer from such programs uniquely positions this study to deepen our understanding of the dynamics of learning transfer.