Funded PhD: StEP-Health – Evaluation of student-led interprofessional clinics using RE-AIM with an integrated sustainability lens

• Principal investigator(s) Dr Muirne Spooner, Dr Niall Stevens, Dr Bridget Murray
• Research theme Health Professions Education, Vascular Biology

The clinics, known as StEP-HEALTH (Student Engagement Partners Helping Everyone Access Local Team-Based Healthcare), are being developed by RCSI in collaboration with local community organisations. In these clinics, students from medicine, pharmacy and physiotherapy – supervised by qualified staff – work together to offer free cardiovascular health checks, such as blood pressure, cholesterol, glucose and BMI testing, to members of the public. The clinics also promote healthy lifestyle choices and provide signposting to GPs for follow-up where needed.

The PhD project will evaluate how this model benefits both the community and the students, while also exploring how such services can be delivered in an environmentally sustainable way. The research will use the RE-AIM 2.0 framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) alongside the World Health Organization’s Environmentally Sustainable Health Systems Framework. Together, these frameworks will allow the study to examine not only how well the clinics work, but also their social, educational and environmental value.

Using mixed methods, the PhD candidate will collect and analyse quantitative data (for example, number of attendees, screening results, and resource use) and qualitative data (such as interviews and focus groups with patients, students, and supervisors). The study will also include a short follow-up call with patients six to eight weeks after their clinic visit to understand whether attending helped them make changes to their health behaviour.

The findings will inform future development of student-led community clinics across Ireland and Europe and contribute to international evidence on interprofessional education, preventive healthcare, and sustainable practice. This research aligns closely with the UN Sustainable Development Goals (SDG 3: Good Health and Well-being; SDG 4: Quality Education; and SDG 12: Responsible Consumption and Production).

The PhD candidate will join RCSI’s growing network of researchers in health professions education, community health, and sustainability in healthcare, supervised by Dr Muirne Spooner (Deputy Dean for Interprofessionalism and Community-Engaged Learning, RCSI) and co-supervisors from relevant disciplines. The student will receive advanced training in mixed-methods research, evaluation design, and data analysis, as well as opportunities to engage directly with clinical educators, students, and community partners.

By helping design, evaluate and scale student-led clinics that are equitable, educational, and environmentally responsible, this project will contribute to new ways of thinking about how health professionals are trained and how communities can access preventive care. The successful candidate will develop expertise at the cutting edge of interprofessional learning, implementation science, and sustainable health systems—skills that are increasingly in demand in academia, health policy, and service innovation.

Applicants must normally demonstrate English language proficiency equivalent to IELTS 7.0 overall (minimum 6.5 in each band), although applications meeting the minimum requirement of 6.5 overall (no band < 6.0) will also be considered.

This research project is funded by RCSI.

Tenure: Four years

Specification

Essential

• An upper second-class (2.1) honours degree (or equivalent) in a relevant discipline. Suitable areas may include medicine, pharmacy, physiotherapy, nursing, public health, health sciences, education, psychology, sociology, anthropology, social policy, sustainability studies, or another related field.
• A demonstrable interest in health professions education, interprofessional learning, or community-engaged healthcare.
• A working knowledge of qualitative and/or quantitative research methods, such as interviews, focus groups, survey design, or basic statistical analysis.
• An understanding of pedagogical and experiential learning approaches used in modern health professions curricula.
• Awareness of, or willingness to develop, knowledge of curriculum design and educational evaluation.
• The ability to work effectively as part of a multidisciplinary team and to engage with students, faculty, clinicians, and community partners.
• Strong self-motivation, initiative, and enthusiasm for independent and collaborative research.
• Excellent organisational skills, attention to detail, and ability to meet deadlines.
• An awareness of equality, diversity, inclusion, and sustainability principles, and the ability to work respectfully with people from different backgrounds and cultures.
• Excellent oral and written communication skills, and proficiency in standard software packages (e.g. Microsoft Word, Excel, PowerPoint; SPSS or NVivo)

Desirable

• Experience working in a clinical, community, or educational environment.
• Familiarity with the UN Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 12 (Responsible Consumption and Production).
• Evidence of participation in or evaluation of interprofessional or interdisciplinary learning initiatives.

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.