Funded PhD: Action research into learning communities at RCSI

• Principal investigator(s) Niall Stevens, Prof. Fiona Kent, Prof. Judith Strawbridge
• Research theme Health Professions Education

Learning communities have been defined as “an intentional and purposeful small group of students and faculty whose purpose is to create a positive learning environment by fostering long-term mentoring relationships, helping to form professional identities and a sense of well-being, and creating a sense of wholeness as a community” (Braunreiter et al., 2022).

Learning communities are an integral aspect of the education infrastructure of the curricula at the RCSI. Students are placed in a stable group for both curricula and extra-curricula activities through the duration of their early years medical training. Formal learning activities, such as case-based learning and clinical skills instruction, are also conducted within learning communities, which aspire to achieve positive social and inclusive learning outcomes.

The evidence for the merits of learning communities to achieve their stated outcomes are largely based in the North American and Canadian context (Smith et al., 2014, Braunreiter et al. 2022).

RCSI, as an international university of health sciences, admits students from multiple countries, so the intention to embed learning communities into the curricula seeks to strategically foster inclusivity amongst a disparate cohort. It is not known, however, whether the current learning community model is meeting its intended and multiple purposes, and if in fact modifications should be made to the structure through the initial years of implementation, to ensure the learning communities meet the needs of the local cohort.

This research seeks to fill that gap through an action research methodology, for which solutions are sought for specific and practical challenges in practice (Meyer, 2000).

The PhD student will be invited to shape the research and make it their own, but the following is one potential option to facilitate this process. 

Tenure: Four years

Start date: 9 February 2026

Specification

The successful candidate will have:

• an upper second class (2.1) honours degree (or equivalent) in a relevant subject
• an interest in health professions education
• an understanding of pedagogical approaches used in the delivery of modern health professions curricula
• an understanding of curriculum design approaches
• an educational background in education, psychology or health professions
• the ability to work as part of a team and be self motivated and enthusiastic
• strong organisational skills, be conscientious, be time efficient and be deadline focused
• an awareness of equality, diversity and inclusion in order to work with staff and students of different backgrounds and cultures
• excellent communication and writing skills and be proficient in the use of computer software packages e.g. Word, Excel, PowerPoint

Application process

Applications must include:

• A completed application form.
• English language requirements – find more information here.

To apply, please access the following link and complete the application form in full.