Funded PhD: Assessing the impact of an integrated curriculum on medical student outcomes: A longitudinal study of RCSI’s new THEP curriculum

• Principal investigator(s) Prof. Gozie Offiah
• Research theme Health Professions Education

Conducting a PhD study on the newly implemented THEP 2 (Transforming Health Education Programme) curriculum is a vital step in evaluating its effectiveness, sustainability, and long-term impact on health education.

By generating high-quality research and publishing in peer-reviewed academic journals, the PhD study will not only contribute to the body of knowledge but also enhance the curriculum’s credibility and visibility within the wider academic community. Ultimately, these efforts will support the college's strategic goals of academic excellence, innovation in health education, and improved institutional metrics and global ranking.

Research objectives

• Assess the effectiveness of the THEP curriculum in enhancing knowledge retention, clinical skills, and professional identity.
• Evaluate the impact of the integrated THEP curriculum on medical students’ academic performance and clinical competence over time.
• Examine the effectiveness of case-based learning (CBL) in enhancing critical thinking, clinical reasoning, and knowledge retention among medical students.
• Analyse the role of the Personal Tutor Programme and Learning Communities in fostering student well-being and a sense of belonging.
• Explore the development of professional identity formation (PIF) in students enrolled in the THEP curriculum across different stages of their medical education.
• Assess how programmatic assessment influences student engagement, feedback utilization, and self-directed learning behaviours.
• Identify strengths, challenges, and areas for improvement in the integrated curriculum to inform future curriculum development.
• Contribute evidence-based insights to the broader academic community through peer-reviewed publications, with the aim of enhancing the curriculum's excellence and supporting the college’s strategic goals for academic recognition and global ranking.

Research questions

1. How does the integration of CBL and programmatic assessment – including real-time feedback systems such as Kaizen – affect student learning outcomes, clinical competence, engagement, and self-regulated learning within the THEP curriculum?
2. How do medical students experience and perceive the development of their professional identity across the stages of the THEP curriculum, particularly through the 'Head, Hands, Heart' model and the support of the Personal Tutor Programme and Learning Communities?
3. What are the operational challenges and successes encountered by faculty and administrators in implementing and sustaining the THEP curriculum, and how can these insights inform continuous improvement, academic excellence, and the college’s global recognition through evidence-based curriculum evaluation?

Methodology

Mixed methods approach

• Quantitative: GPA trends, OSCE scores, progress testing data, clinical placement evaluations.
• Qualitative: Focus groups, interviews with students and faculty, thematic analysis of feedback reports.
• Longitudinal design: Track cohorts over the 5-year programme to assess development over time.
• Comparative analysis: Pre and post-implementation data of THEP

This research project is funded via RCSI's Deputy Vice Chancellor for Academic Affairs (DVCAA) office.

Tenure: Four years

Start date: April 2026

Specification

Essential

• Upper second class (2.1) honours degree (or equivalent) in a relevant subject.

Desirable

• Experience in some qualitative research.

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.