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Corrigendum to “Exploring scholarship in osteopathic education: A qualitative study of faculty perspectives at a United Kingdon institution”

Journal: International Journal of Osteopathic Medicine Date: 2025/12, 58Pages: 100798. doi: Subito , type of study: erratum

Full text    (https://www.journalofosteopathicmedicine.com/article/S1746-0689(25)00054-9/fulltext)

Keywords:

abstract [178]
erratum [23]
faculty [37]
osteopathic medicine [2016]
UK [113]

Abstract:

The authors regret that the abstract was not included when the manuscript was published online. We have included it here: Abstract: Purpose: To explore faculty perspectives on scholarship activity within a United Kingdom (UK) osteopathic educational institution, identifying key barriers, facilitators and opportunities for development. Methods: A qualitative study utilising focus group methodology was conducted with ten faculty members from an osteopathic programme at Swansea University. Participants were purposively sampled to ensure diverse clinical and teaching experience. The 90-min focus group was conducted via Microsoft Teams, recorded and transcribed. Data analysis employed reflexive thematic analysis following Braun and Clarke's six-phase approach: familiarisation with data, generating initial codes, constructing themes, reviewing themes, defining themes and producing the report. To enhance methodological rigour, two researchers independently coded the initial transcripts before resolving discrepancies through discussion. The COREQ checklist guided the reporting process. Results: Five major themes emerged: existing research culture, staff development, student development, institutional considerations and future directions. Key barriers included limited protected time for scholarship, staffing constraints and administrative challenges. Facilitators included enthusiasm for research engagement and potential collaborative opportunities within the broader university. The study revealed significant challenges in balancing teaching and clinical commitments with scholarship activities whilst highlighting opportunities for developing student research and cross-disciplinary collaboration. Conclusions: This first exploration of scholarship within an osteopathic educational institution reveals challenges common across healthcare education whilst highlighting profession-specific considerations. Findings suggest the need for structured approaches including protected time allocation, mentorship programmes and enhanced institutional support. Strategic collaboration with other healthcare disciplines emerged as a potential solution for advancing scholarship. Keywords: osteopathic education, scholarship, faculty development, qualitative research, professional development, healthcare education, academic practice. > The authors would like to apologise for any inconvenience caused.

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