Scholarship for the PhD in Medical Sciences in the field of Medical Education for the PhD Research Project ‘PHD-2024-P5: Written versus oral peer-to-peer feedback during clinical communication skills in undergraduate medical education’

Scholarship for the PhD in Medical Sciences in the field of Medical Education for the PhD Research Project ‘PHD-2024-P5: Written versus oral peer-to-peer feedback during clinical communication skills in undergraduate medical education’

The PhD in Medical Sciences:

The University of Nicosia Medical School offers the degree PhD in Medical Sciences.  The degree is awarded to students who successfully complete an independent research programme that breaks new ground in the chosen field of study. The PhD programme aspires to empower students to become independent researchers, thus advancing innovation and development.

The Research Project:

We are currently inviting application through a competitive process for high calibre candidates to apply for one PhD Scholarship in the field of Medical Education. The successful candidate will enrol on the PhD programme in Medical Sciences at the University of Nicosia Medical School and will work under the Supervision of Prof Alexia Papageorgiou ([email protected]), with expertise in the fields of Medical Education and Health Psychology.

Project Description:

Title of research project: Written versus oral peer-to-peer feedback during clinical communication skills in undergraduate medical education

Background and Rationale:

Effective communication underpins patient care. The Calgary-Cambridge model organizes the skills students must master into: gathering information, explaining, planning, and cultivating therapeutic relationships. Undergraduate clinical communication skills teaching (CCST) is typically delivered face-to-face in small groups using simulated patients, with immediate oral feedback from tutors, peers, and actors. Peer feedback, increasingly valued in medical education, promotes self-regulation, engagement, reflection, and skill retention because students understand one another’s learning challenges. While most research examines oral peer critique, written feedback is attracting attention. Its permanence lets learners revisit comments, engage in deeper cognitive processing, and integrate suggestions into practice at their own pace. Nevertheless, empirical work comparing written and oral peer feedback within CCST remains scarce, leaving educators unsure how best to harness written commentary to strengthen communication teaching. Existing findings indicate that peers can reliably identify strengths and areas for improvement, yet uncertainties persist concerning the quality, depth, and consistency of written comments compared with spoken debriefs. Clarifying these differences matters, especially as programs adopt blended learning formats where written exchanges predominate. Further systematic research could inform guidelines on training students to give written feedback, integrate it with oral sessions, and leverage platforms to capture and share commentary in clinical education.

Aims and Objectives:

Overall Aim

To compare the effectiveness of written vs oral feedback in clinical communication training.

Research Objectives

• To compare students’ perceptions of written vs oral feedback in clinical communication training.
• To assess the receptiveness of students to written feedback and how it influences their learning and self-assessment capabilities.
• To build a comprehensive understanding of peer-to-peer written feedback mechanisms, offering insights that could potentially improve training methods and educational outcomes in clinical communication.

Research Questions

1. What are the medical students’ perceptions of the usefulness and effectiveness of giving and receiving feedback during their clinical communication skills sessions as measured by the PFOS?
2. What are the medical students’ perceptions of the usefulness and effectiveness of giving and receiving oral vs written feedback during their clinical communication skills sessions as measured by the PFOS?
3. Are there any differences in the medical students’ perceptions as measured by the PFOS when they receive oral and written feedback?
4. What are the effects of feedback mode (oral vs. written) on student outcomes such as formative and summative assessments?

The Scholarship:

The PhD project comes with a Research Scholarship that includes:

• A monthly stipend of €1,500 (up to 36 months).
• Coverage of tuition fees for the PhD programme for a duration of three years (totalling €15,120). The successful candidate is expected to cover the tuition fees for each additional academic year (€1,700 per year).

This scholarship is designated for full-time commitment and is subject to annual renewal based on the recipient’s satisfactory academic progress, with maximum renewal period of three years.

Requirements and Qualifications:

• Eligible Candidates should hold (or hold by the time that the programme is expected to commence) either a recognised degree (BSc or a degree equivalent for entry to a Master’s Degree) and a Master’s degree (MSc) in the field(s) of Health and/or Social Sciences or a Doctor of Medicine degree (e.g. MD degree).
• Desirable Skills and Experience: We welcome applicants from diverse backgrounds and experiences. While not essential, the following skills and experiences would be advantageous for this project:
  • A foundational understanding of clinical communication
  • Experience with mixed-methods research (qualitative and quantitative)
  • Familiarity with educational technology, ethics, and facilitation
  • Skills in project and data management, collaborative work, and scholarly writing
  • Knowledge of study design, statistics, thematic analysis, and feedback theory
  • Experience with research governance processes such as securing IRB/ethics approval

Applicants who meet the minimum qualifications but may not have experience in all of the areas above are still encouraged to apply. Training and support will be available to develop these skills during the course of the PhD.

Application for the PhD Scholarship:

Candidates should submit an online application through the ‘Apply Now’ form and upload the following supporting documents:

• A cover letter clearly stating that they apply for the PhD Scholarship in the field of Medical Education for the PhD Research Project ‘PHD-2024-P5: Written versus oral peer-to-peer feedback during clinical communication skills in undergraduate medical education’.
• Copies of the applicant’s qualifications/degree(s) – the application can be assessed with scanned copies, but certified true copies must be provided if the candidate is successful and prior to enrolment on the PhD programme.
• Copies of the applicant’s transcript(s) – the application can be assessed with scanned copies, but certified true copies must be provided if the candidate is successful and prior to enrolment on the PhD programme.
• Proof of English language proficiency such as IELTS with a score of 7 overall and with a minimum score of 7 in writing or TOEFL iBT with a score of 94 overall and a minimum score of 27 in Writing. Other internationally recognized English language qualifications might be considered upon review. Students from the UK, Ireland USA, Canada (from English speaking provinces), Australia and New Zealand are exempt from the English language requirement.
• Two reference letters, of which at least one should be from an academic.
• A full Curriculum Vitae (CV).

Applications should be submitted by Friday, 10^th October, 2025 at 5pm.  Only fully completed applications, containing all necessary supporting documents will be reviewed.

Only candidates who are shortlisted will be contacted and invited to an interview.