Exploring scholarship in osteopathic education: A qualitative study of faculty perspectives at a United Kingdom institution

Draper-Rodi, J, Sood, P and Fawkes, C (2025) Exploring scholarship in osteopathic education: A qualitative study of faculty perspectives at a United Kingdom institution. International Journal of Osteopathic Medicine. ISSN 1746-0689

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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-minute 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.

Item Type:	Article
Schools:	UCO School of Osteopathy
Depositing User:	Bridget Roberts
Date Deposited:	02 Jul 2025 09:43
Last Modified:	02 Jul 2025 09:43
URI:	https://hsu.repository.guildhe.ac.uk/id/eprint/536

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