Introduction: Effective advising is crucial for student success in graduate Health Professions Education (HPE) programs. However, the implementation and impact of advising remain underexplored, particularly from the perspective of program leaders. This study explores how HPE program leaders conceptualize advising practices that support student success.

Methods: We conducted a qualitative narrative inquiry study to explore worldwide leaders’ perspectives on advising in graduate HPE programs. Fifteen program leaders across six World Health Organization regions were purposively sampled and interviewed using a semi-structured approach. Thematic analysis, informed by developmental advising theory, was employed to identify key advising strategies and challenges.

Results: Findings revealed that leaders conceptualize advising in terms of learners’ academic advancement, personal development, and community building. Leaders largely prioritized clear communication, goal setting, and holistic student support within their programs’ advising systems. The advisor-advisee relationship mattered to leaders. They highlighted challenges that might influence this relationship: faculty workload, role conflicts, and the need for structured advising models.

Discussion: This study underscores the critical role of advisors in HPE programs, revealing that effective advising involves both academic guidance and social support. It highlights a gap in the existing literature on how program leaders in graduate HPE programs conceptualize and support advising, and advocates for the expansion of developmental advising that addresses not only administrative tasks but also the broader developmental needs of students, such as career advancement and personal growth. The findings suggest that HPE programs support student success by fostering holistic advising practices and professional development for advisors.