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The research retrospectively examines whether users judged the CM as “fit for purpose,” comparing how students and the self perceived its purpose, drivers, and alignment with the full syllabus, including “soft” professional skills. It also evaluates how institutional and national educational metrics shaped curriculum mapping, using a bricolage framework combining self-study and hermeneutic phenomenology.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/evaluating-a-curriculum-map-for-undergraduate-medical-education-a-critical-analysis-through-different-stakeholder-lenses/238002/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/evaluating-a-curriculum-map-for-undergraduate-medical-education-a-critical-analysis-through-different-stakeholder-lenses/238002.png","ImageObject",442,249,{"name":88,"@type":89},"Rhys","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-07","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What does the thesis investigate about the Curriculum Map (CM)?","Question",{"text":109,"@type":110},"It examines the purpose and drivers of an MBBS curriculum map and asks whether it proved fit for purpose in reflecting the whole curriculum, including “soft” professional skills.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How are stakeholder views incorporated in the analysis?",{"text":114,"@type":110},"Attitudes of key stakeholders, including students and the self, are analysed for perceptions of the CM’s purpose and drivers, using multiple stakeholder lenses to identify convergence and divergence.",{"name":116,"@type":107,"acceptedAnswer":117},"What methodological approach is used in the research?",{"text":118,"@type":110},"An interpretivist paradigm uses a novel bricolage framework combining self-study and hermeneutic phenomenology, with multi-method data collection synthesised through reflective thematic analysis.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},238002,1790147167,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":142},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Evaluating a curriculum map for undergraduate medical education:  \na critical analysis through different stakeholder lenses  \nDr Faye Gishen  \nMBBS BSc FRCP PFHEA  \nInstitute of Education, University College London  \nSubmitted in part fulfilment of the requirements of the degree of  \nDoctor of Education  \nSeptember 2020  \nSupervisors:  \nDr d’Reen Struthers , Institute of Education, University College London Professor Denise Hawkes , University of Greenwich  \nDeclaration  \nI, Faye Sara Gishen, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis.  \nFaye Gishen, September 2020  \nWord count (exclusive of abstract, titles, appendices, references, reflective statement and impact statement) 44,855 words  \nAbstract  \nIn 2018, UCL Medical School commissioned a programme ‘Curriculum Map’(CM) . As the project’s lead , I theorised, designed and co-constructed the  \nCM. My adopted theoretical position equated curriculum with syllabus , acknowledging that whilst this reflected the ‘formal’ curriculum , it did not capture the ‘informal’ or ‘hidden’ curricular elements. This doctoral research is a retrospective critical examination of the CM exercise.  \nThe professional practice problem addressed was whether the CM was judged by users as being ‘fit for purpose’. To address three research questions, the attitudes of key stakeholders (students and self) were analysed , examining the CM’s perceived purpose and drivers and asking whether it had accurately reflected the whole syllabus , including the professional ‘soft skills’. The role of institutional and national educational metrics in curriculum mapping was examined.  \nAn interpretivist paradigm using a novel ‘bricolage’ methodological framework of self-study and hermeneutic phenomenology was used. This blended approach drew on meaning and interpretation of data. Multi-method data collection was used to generate three discrete datasets (autoethnographic data; pan-student primary survey; student focus groups) , which were synthesised using reflective thematic analysis. Descriptive statistics were used to analyse  \nlimited quantitative data. The findings were triangulated, looking for congruence in overall arguments.  \nData from stakeholders were synthesised into five themes; power in medical education (metrics drive practice, assessment drives learning); troubling trustworthiness, fairness and social justice; the hidden curriculum of ‘hard over soft’; navigating uncertainty and finding compromise; and building legacy. Different stakeholder lenses brought convergence and divergence to the data. My multiple positionality brought personal (reflexive), professional and political lenses to this ‘insider research’.  \nAs other UK medical schools are undertaking CM projects, it is anticipated that this work will have impact for the undergraduate community of practice. It may also have broader relevance in postgraduate medical education and other healthcare disciplines.  \nWords 299  \nImpact Statement  \nThe impact of my EdD thesis research could be considered significant. This professional doctorate is grounded in the practice-context of participants and the impact has been profound for me as a clinical academic. Medical education has historically been slow to embrace educational theory, but through engaging with scholarship , the new generation of undergraduate medical educators is signalling an intention to embed theory into practice. Through contributing to this shift begun by predecessors , I now bring an educational bias and theoretical underpinning to practice.  \nThis research examines the purpose and drivers of a medicine programme (MBBS) curriculum map (CM) and asks different stakeholders whether it has proven fit for purpose in reflecting the whole curriculum, including the ‘soft’professional skills. It is the first research in the field to use a student and educational leader lens. ","cbCaihbMHJd6ucIB","https://ap.wps.com/l/cbCaihbMHJd6ucIB","pdf",3620472,265,"English","# Abstract\n# Impact Statement\n# Methodology and Research Design\n## Research Questions\n## Theoretical and Methodological Framework\n## Data Collection and Analysis\n# Findings and Themes\n# Significance and Future Impact","[{\"question\":\"What does the thesis investigate about the Curriculum Map (CM)?\",\"answer\":\"It examines the purpose and drivers of an MBBS curriculum map and asks whether it proved fit for purpose in reflecting the whole curriculum, including “soft” professional skills.\"},{\"question\":\"How are stakeholder views incorporated in the analysis?\",\"answer\":\"Attitudes of key stakeholders, including students and the self, are analysed for perceptions of the CM’s purpose and drivers, using multiple stakeholder lenses to identify convergence and divergence.\"},{\"question\":\"What methodological approach is used in the research?\",\"answer\":\"An interpretivist paradigm uses a novel bricolage framework combining self-study and hermeneutic phenomenology, with multi-method data collection synthesised through reflective thematic analysis.\"}]","Evaluating a Curriculum Map for Undergraduate Medical Education - A Critical Analysis Through Different Stakeholder Lenses | PDF",1789129307,93]