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 Identification Number

31441 

 Author

Gibbs S 

 E-Mail address of author

samgibbs@rogers.com 

 Institution

Canadian College of Osteopathy

 Title

A qualitative study of the education/training components in the professional preparation of osteopaths in Ontario 

 Fulltext (PDF)

 

 Fulltext

 

 Keywords

Osteopathy/Education, Qualitative research, Training Programs, Education,Professional, Professional Identity 

 Available at

Canadian College of Osteopathy 

 Date of Publ.

October 2008 

 Country of Publicaton

Canada 

 Headings

 

 Abstract:
This qualitative thesis explores the education and training components in the professional preparation of osteopaths in Ontario. It is formed around three research questions that examine the phenomenological aspects of osteopathic professional education. These questions were answered in the following manner. Firstly, the literature of the professions and literature of professional education were thoroughly studied to uncover useful definitions and 14 key traits of professional education, which allowed this researcher to frame the questions and form a concise methodology for the study. Then, an in-depth review of early osteopathic literature provided historical evidence of the traits of professional education. Thirdly, key-informant interviews were performed with stakeholders in Ontario’s osteopathic scene. These interviews were coded and analyzed for consistent themes, ideas and explanations on the various traits associated with osteopathic education in Ontario. Finally, this distilled information was compared with triangulated data collected from historical osteopathic texts and other valid sources. The data suggest that osteopathic education in Ontario does not instil all of the traits associated with professional education in graduates, and the graduates fill in these conceptual gaps with traits collected from previously attended professional programs. By having to substitute previously learned traits into their osteopathic professional practice, the graduates may slow the professional formation process, decrease osteopathic professional identity and contribute to the process of deprofessionalization. This thesis serves as a building block for osteopathic professional education by identifying the conceptual gaps in osteopathic education and suggesting a course of action for continued research. 

 Publication Status

Finished 

 Publication Type

Thesis/Dissertation 

 Language

English 

 Entry Month

September 2008