Relevant bibliographies by topics / Podiatry Study and teaching

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Academic literature on the topic 'Podiatry Study and teaching'

Author: Grafiati
Published: 11 December 2022
Last updated: 26 January 2023

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Journal articles on the topic "Podiatry Study and teaching"

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Banwell, Helen A., Ryan S. Causby, Alyson J. Crozier, Brendan Nettle, and Carolyn Murray. "An exploration of the use of 3D printed foot models and simulated foot lesions to supplement scalpel skill training in undergraduate podiatry students: A multiple method study." PLOS ONE 16, no. 12 (December 13, 2021): e0261389. http://dx.doi.org/10.1371/journal.pone.0261389.

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Background Podiatrists regularly use scalpels in the management of foot pathologies, yet the teaching and learning of these skills can be challenging. The use of 3D printed foot models presents an opportunity for podiatry students to practice their scalpel skills in a relatively safe, controlled risk setting, potentially increasing confidence and reducing associated anxiety. This study evaluated the use of 3D printed foot models on podiatry students’ anxiety and confidence levels and explored the fidelity of using 3D foot models as a teaching methodology. Materials and methods Multiple study designs were used. A repeated measure trial evaluated the effects of a 3D printed foot model on anxiety and confidence in two student groups: novice users in their second year of podiatry studies (n = 24), and more experienced fourth year students completing a workshop on ulcer management (n = 15). A randomised controlled trial compared the use of the 3D printed foot models (n = 12) to standard teaching methods (n = 15) on students’ anxiety and confidence in second year students. Finally, a focus group was conducted (n = 5) to explore final year student’s perceptions of the fidelity of the foot ulcer models in their studies. Results The use of 3D printed foot models increased both novice and more experienced users’ self-confidence and task self-efficacy; however, cognitive and somatic anxiety was only reduced in the experienced users. All changes were considered large effects. In comparison to standard teaching methods, the use of 3D printed foot models had similar decreases in anxiety and increases in confidence measures. Students also identified the use of 3D foot models for the learning of scalpel skills as ‘authentic’ and ‘lifelike’ and led to enhanced confidence prior to assessment of skills in more high-risk situations. Conclusion Podiatry undergraduate programs should consider using 3D printed foot models as a teaching method to improve students’ confidence and reduce their anxiety when using scalpels, especially in instances where face-to-face teaching is not possible (e.g., pandemic related restrictions on face-to-face teaching).
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Rodríguez-Nogueira, Óscar, Raquel Leirós-Rodríguez, Enedina Quiroga-Sánchez, Mª José Álvarez-Álvarez, and Lorena Álvarez-Barrio. "Perceptions and Degree of Satisfaction with the Health Sciences University Educational Community Regarding the Measures Adopted for the Prevention of COVID-19 in the Academic Year 2020/2021." European Journal of Investigation in Health, Psychology and Education 11, no. 3 (September 6, 2021): 1022–29. http://dx.doi.org/10.3390/ejihpe11030076.

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The COVID-19 pandemic caused the start of the academic year 2020/2021 to be conditioned by health and safety regulations. The present research was defined with the aim of analyzing the degree of satisfaction and perceptions on the establishment of bubble groups and pairs and on the use of audiovisual platforms for the development of theoretical and practical university teaching in three degrees of health sciences. A cross-sectional descriptive study was carried out on a representative sample of students and teachers of health sciences in Ponferrada (n = 285). Specific questionnaires designed for this study were completed virtually during April and May 2021. The results indicate that that satisfaction was moderate–high. The perception of the influence of bubble pairs on the quality of teaching can be interpreted as very low. These results increase with the age and academic and professional experience of students and faculty members, respectively. However, the participants belonging to physiotherapy considered that the quality of teaching had worsened much more compared to their counterparts in nursing and podiatry.
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Coronado, Carmen, Carla Freijomil-Vázquez, Sara Fernández-Basanta, Elena Andina-Díaz, and María-Jesús Movilla-Fernández. "Using photovoice to explore the impact on a student community after including cross-sectional content on environmental sustainability in a university subject: a case study." International Journal of Sustainability in Higher Education 21, no. 7 (September 21, 2020): 1331–50. http://dx.doi.org/10.1108/ijshe-01-2020-0031.

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Purpose Higher education institutions have a significant impact in preparing future generations for the creation of a sustainable society. By formulating appropriate curricula, the university can shape student personality with sustainability concerns. This study aims to present the results of a teaching approach on environmental sustainability using the photovoice methodology. A guided visit to the sewage treatment plant of A Coruña was included as a teaching activity in the “Microbiology and Parasitology” classes of the podiatry degree at University of A Coruña. The teaching objectives were to reinforce contents through observation and to introduce citizen awareness on sustainability and responsible water use in a cross-sectional manner. Design/methodology/approach In this case study, different steps of photovoice as a qualitative participatory action methodology were developed. A total of 43 university students willingly participated with their photographs. Qualitative data were collected from the students’ photovoice visit reports and a subsequent discussion group. Thematic content analysis was performed manually. Findings This study explored the impact of an environmental sustainability teaching activity on the university student community. Six main categories emerged from the qualitative analysis: savings/waste of water, misuse of the water closet, disposing of used oil, solid waste/trash, reuse of clean water and reuse/reduction of the use of plastics. The cross-sectional findings on the needs of education and awareness of sustainability in the community and companies are presented. Originality/value The findings provide evidence of the ability of photovoice method as a pedagogical tool to promote reflection and change in the university community and to introduce sustainability cross-sectional content in green campus curricula. This photovoice experiment is simple and feasible to implement and has a very low economic cost, as long as there are qualified educators.
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Beck, David M., Eric M. Padegimas, David I. Pedowitz, and Steven M. Raikin. "Total Ankle Arthroplasty: Comparing Perioperative Outcomes When Performed at an Orthopaedic Specialty Hospital Versus an Academic Teaching Hospital." Foot & Ankle Specialist 10, no. 5 (August 11, 2017): 441–48. http://dx.doi.org/10.1177/1938640017724543.

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Background. The number of total ankle arthroplasties (TAAs) performed in the United States has risen significantly in recent years, as has utilization of orthopaedic specialty hospital (OSH) to treat healthy patients undergoing elective surgery. The purpose of this study was to compare postoperative outcomes following TAA at an OSH when compared with a matching population of patients undergoing TAA at an academic teaching hospital (ATH). Methods. We identified all TAA from January 2014 to December 2014 at the OSH and January 2010 to January 2016 at the ATH. Each OSH patient was manually matched with a corresponding ATH patient by clinical variables. Outcomes analyzed were length of stay (LOS), 30-day readmissions, mortality, reoperation, and inpatient rehabilitation utilization. Results. There were 40 TAA patients in each group. OSH and ATH patients were similar in age, body mass index, age-adjusted Charlson Comorbidity Index, and gender. Average LOS for TAA at the OSH was 1.28 ± 0.51 compared with 2.03 ± 0.89 (P < .001) at the ATH. There were no OSH patients readmitted within 30 days, compared with 2 ATH patients readmitted (5.0%; P = .15). Two OSH patients (5.0%) and 2 ATH patients (5.0%; P = 1.00) required reoperation. There were no mortalities in either group. There were no OSH patients requiring transfer. Conclusions. Primary TAA performed at an OSH had significantly shorter LOS when compared with a matched patient treated at an ATH with no significant difference in readmission or reoperation rates and may offer a potential source of significant health care savings. Levels of Evidence: Level III: Retrospective cohort study
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Parsley, Nancy L., and Ilene B. Harris. "Podiatric Medical Students’ Perceptions of Professionalism in the Clinical Setting." Journal of the American Podiatric Medical Association 102, no. 6 (November 1, 2012): 434–45. http://dx.doi.org/10.7547/1020434.

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Background: The teaching and assessment of professionalism have become central areas of research and practice in medicine and in allopathic and osteopathic undergraduate and graduate medical education generally. In contrast, discussion of professionalism as it relates to podiatric medical education is nearly nonexistent in the literature. Methods: A study of podiatric medical students’ perceptions of professionalism-related issues in the clinical setting was performed using a qualitative analysis. A written survey was sent to 88 students who had recently completed their clinical training experiences. The survey was completed anonymously, and all identifying information was redacted before analysis of the data, which was performed using thematic content analysis with constant comparative analysis. In addition, basic demographic information was acquired as part of the data collection process. Results: Sixty-six students (75%) responded and agreed to participate in the survey. Students provided written reports of lapses in professional behavior that they had witnessed, heard about, or been personally involved in performing. The study confirmed that podiatric medical students had experienced various types of professional lapses in behavior, and six predominant themes were identified. Conclusions: This study, which was performed with a selected group of individuals at a single institution, serves as an initial assessment of the needs of podiatric medical students and will be useful for developing professionalism-related instructional activities that could benefit students in the future. (J Am Podiatr Med Assoc 102(6): 434–445, 2012)
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Wald, David A., Alvin Wang, John Suh, Jane Pontious, and Christine Miller. "The Current State of Emergency Medical Training in US Schools of Podiatric Medicine." Journal of the American Podiatric Medical Association 105, no. 1 (January 1, 2015): 47–50. http://dx.doi.org/10.7547/8750-7315-105.1.47.

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BackgroundThere is no information available in the medical literature regarding emergency medical training in the podiatric medicine predoctoral curriculum. This study was undertaken to describe the current state of emergency medical training in US schools of podiatric medicine.MethodsA Web-based descriptive survey was developed to assess course logistics, the curricular topics covered, and the teaching methods used. All of the US schools of podiatric medicine were surveyed.ResultsCompleted surveys were returned from all nine schools. All of the institutions incorporate training on the management of medical emergencies into their predoctoral curricula. Four schools (44.4%) reported initiating this training before 2000. All of the schools incorporate a didactic (lecture) component, and eight (88.9%) incorporate a clinical (hands-on) component into their training.ConclusionsAll of the schools of podiatric medicine in the United States incorporate emergency medical training into their predoctoral curriculum. However, despite some similarities across institutions, there seems to be variation regarding curricular topics, didactic teaching, and methods of teaching the material.
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Soni, Ashish, Samuel Vollans, Karan Malhotra, and Christopher Mann. "Association Between Smoking and Wound Infection Rates Following Calcaneal Fracture Fixation." Foot & Ankle Specialist 7, no. 4 (July 15, 2014): 266–70. http://dx.doi.org/10.1177/1938640014537301.

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Fixation of displaced, intra-articular calcaneal fractures has shown to improve outcome, but wound complications can be devastating for the patient. While smoking remains a factor associated with poor outcome, evidence is still somewhat contradictory. We studied the association of smoking and wound complication after calcaneal fracture fixation. In addition, we evaluated infection rates and association with age of patient, delay in surgery, tourniquet time, and Sanders classification. We conducted a retrospective cohort study in a teaching hospital from 2004 to 2011 evaluating a single surgeon series of calcaneal open reduction internal fixation via an extensile lateral approach. Patient demographics, mechanism of injury, history preexisting medical comorbidity, smoking status, soft tissue condition, delay in surgery, tourniquet time, presence of superficial or deep infection, and treatment of any infection were noted. Superficial and deep infection rate were 11.6% and 2.9%, respectively. Smokers had an increased rate of 12.5% and 6.25%, respectively. Most infections settled with antibiotics, and only 2 cases required surgical debridement. In conclusion, all the deep infections occurred in smokers whose surgery was delayed for more than 14 days. We found no increase in the rate of wound complications in association with age of patient, Sanders grading, or tourniquet time. Levels of Evidence: Prognostic Level III, retrospective comparative cohort study
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Lightsey, Harry M., Peter C. Noback, Jon-Michael E. Caldwell, David P. Trofa, Justin K. Greisberg, and J. Turner Vosseller. "Online Physical Therapy Protocol Quality, Variability, and Availability in Achilles Tendon Repair." Foot & Ankle Specialist 12, no. 1 (January 8, 2018): 16–24. http://dx.doi.org/10.1177/1938640017751185.

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Background: Substantial progress has been made in characterizing the benefit of early functional rehabilitation following Achilles tendon repair (ATR). However, standardized ATR rehabilitation guidelines have yet to be produced. Furthermore, as patients increasingly use the Internet to independently retrieve health care content, access to standardized, clinically effective rehabilitation protocols is necessary. Methods: Online ATR physical therapy protocols from US academic orthopaedic programs were reviewed. A comprehensive scoring rubric was designed after reviewing all identified protocols and was used to assess each protocol for both the presence of various rehabilitation components as well as when those components were introduced. Results: Twenty-two of 155 US academic orthopaedic programs published postoperative Achilles rehabilitation protocols online, with a total of 27 individual protocols available for review. Twenty-one protocols (78%) recommended immediate postoperative splinting. Only one protocol recommended short-leg casting. Twenty-six protocols (96%) advised immediate nonweightbearing with progression to weightbearing as tolerated at an average of 3.0 weeks (range, 1-8 weeks) and to full weightbearing at an average of 7.3 weeks (range, 2-12 weeks). Active plantarflexion and dorsiflexion to neutral were included by most protocols (93%) at an average of 3.9 (range, 0-9) weeks and 3.4 (range, 0-8) weeks, respectively. There was considerable variability in the inclusion and timing of strengthening, stretching, proprioception, and basic cardiovascular exercises. Fourteen protocols (52%) recommended return to training after meeting certain athletic activity criteria. Conclusion: The purpose of this investigation was to evaluate the quality, variability, and patient accessibility of publicly available rehabilitation protocols for ATR provided by US orthoapedic teaching programs. To this end, we found that a minority of US academic orthopaedic programs publish ATR rehabilitation protocols online. While a trend away from traditional ankle casting is apparent, many programs have not adopted the accelerated weightbearing and controlled mobilization techniques that have been shown to produce better functional outcomes and greater patient satisfaction. There is also a substantial degree of variability in both the composition and timing of rehabilitation components across physical therapy protocols. Levels of Evidence: Level III: Retrospective comparative study
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Daly Lynn, Jean, Lucia Ramsey, Joanne Marley, Johanna Rohde, Toni-Marie McGuigan, Adam Reaney, Brenda O’Neill, et al. "Participatory peer research exploring the experience of learning during Covid-19 for allied health and healthcare science students." PLOS ONE 17, no. 10 (October 27, 2022): e0276180. http://dx.doi.org/10.1371/journal.pone.0276180.

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Introduction The teaching and learning experience of allied health and healthcare science students has altered because of the Covid-19 pandemic. Limited research has explored the experience on the future healthcare workforce using participatory research design. The aim of this study was to explore the impact of a global pandemic on the clinical and academic experiences of healthcare student using a co-production approach with student peer researchers. Methods A participatory research approach adopting online focus groups facilitated by students trained as peer researchers was adopted. First, second and final year students from occupational therapy, physiotherapy, podiatry, healthcare science, diagnostic radiography and imaging, radiotherapy and oncology, and speech and language therapy were recruited to six focus groups. Data generated through focus groups were analysed thematically using the DEPICT model to support a partnership approach. Results Twenty-three participants took part in six focus groups. The themes identified were: rapid changes to learning; living alongside Covid-19 and psychological impact. Students preferred blended learning approaches when available, as reduced peer interaction, studying and sleeping in the same space, and technology fatigue decreased motivation. Conclusion Due to rapid changes in learning and the stress, anxiety and isolation created by the pandemic, managing study, personal life and placement resulted in a gap in confidence in clinical skills development for students. Students took their professional identity seriously, engaged in behaviours to reduce transmission of Covid-19 and employed a range of coping strategies to protect wellbeing. A challenge with the move to online delivery was the absence of informal peer learning and students indicated that moving forward they would value a hybrid approach to delivery. Higher Education should capitalise on innovative learning experiences developed during the pandemic however it is important to research the impact this has on student skill acquisition and learning experience.
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Olson, Jay, Jim Rinehart, Jacqueline Jordan Spiegel, and Layla Al-Nakkash. "Student perception on the integration of simulation experiences into human physiology curricula." Advances in Physiology Education 43, no. 3 (September 1, 2019): 332–38. http://dx.doi.org/10.1152/advan.00202.2018.

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A variety of medical simulators have been developed over recent years for students of all medical professions. These simulators serve to teach basic science concepts, advanced clinical skills, as well as empathy and student confidence. This study aimed to understand the students’ perception of the integration of high-fidelity simulation exercises into the teaching of human physiology. Research groups were made up of both osteopathic and podiatric medical students. Data were obtained using a Likert-scale survey. Results indicated that students believed the simulation experiences were beneficial to further understanding of physiological concepts, as well as seeing these concepts in a clinical setting. Variations were noted between podiatric and osteopathic medical students’ perception on how the experiences helped them develop clinical and personal confidence, and if the experience helped illustrate correlations between laboratory values and accompanying physiology. Results illustrated no differences in perception between the sexes. Although all students agreed that the experience helped with the understanding of physiology, podiatric medical students did not necessarily find value in the simulation for their development as future clinicians. We predict that differences in perception are largely based on the different curriculums of the students questioned. The present study indicated that incorporation of simulation experiences in the first year of medical school enhanced learning basic science physiology concepts and promoted the development of self-confidence as future clinicians. Incorporating simulation into the didactic coursework should be promoted in other medical schools’ curricula.
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Dissertations / Theses on the topic "Podiatry Study and teaching"

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Crawford, Alan. "A comparative and historical analysis of podiatry education, policy and professional development." Thesis, Queensland University of Technology, 1994.

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Podiatry, despite its long history as a member of the allied health professions, is only now beginning to make an impact on the community generally and, more significantly, on health and education authorities in Australia. Public relations projects, changes within the educational system and greater acceptance within the health system of Podiatry have all had a significant part to play in raising the professions image. The professional specialising in health care of the foot in the past was known as a chiropodist. A chiropodist a term derived from the Greek "cheir" meaning hand and "pous" meaning foot. A chiropodist, treated hands and feet, therefore chiropody was an appropriate appellation for the service. As the practitioner began to limit practise to the foot, the use of PODIATRY as a more specific terminology was implemented. The name change occurred initially in the United States of America in 1958, and has subsequently been adopted internationally. Australian recognition of the profession was granted by the passing of a Registration Act in each state. The earliest Act was enacted in South Australia in 1950. Subsequently, all states of Australia have introduced a Registration Act which governs the role of the Podiatrist. The practice of Podiatry, as determined by the individual Acts, provides an overview of the significant range of treatment modalities available to the Podiatrist. For example, in Queensland the practice of Podiatry is defined as the diagnosis and treatment by medical, surgical, electrical, mechanical or manual methods of ailments or abnormal conditions of the human foot. Meeting the requirements of the modem practitioner necessitates the acquisition of a high level of knowledge and skill seen as essential for the discharge of the responsibilities of a primary care provider. The Podiatrist must have a comprehensive education comparable to any other health professional specialising in the field of health care. Modem Podiatry demands a holistic approach to the patient, imposing on the practitioner the necessity of adequately considering the psychological, social and behavioural dimensions of illness or disease. Hence a bio-psycho-social as well as a bio-medical education is required of the Podiatrist.
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Netscher, Heather. "The professionalisation of podiatry: Recognition of the need for continuing professional education." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36569/1/36569_Digitised%20Thesis.pdf.

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In this project, the responsibility of individual health care practitioners (in particular podiatrists in Queensland) to recognise the need to respond to changes in the context of contemporary practice through participation in continuing professional education (CPE), has been researched. In particular, this project aimed to identify to what extent podiatrists in Queensland recognised the need for participation in continuing professional education, and to determine whether the ability to recognise the need for such participation is linked to individual podiatrists' perceptions of professionalism. Issues related to this aim formed the basis of the investigative process. The concept of professionalism and the process of professionalisation of occupations has been explored, with particular focus upon the changing context of contemporary practice, and the need for professionals to recognise and respond to such changes, in order to continue to practise competently. Particular attention has been directed toward the limits associated with preservice education of professionals, and the social and legal responsibilities connected with professional competence. The professional responsibility to recognise the need to adapt to change, and the role of continuing professional education as a means of response to change has been identified. The purpose of this study was to research the issues relevant to development of the ability to recognise the need for participation in continuing professional education, using Podiatry in Queensland as an example of a professionalising health care occupation. Recognition of the need for change has been identified as an important component an individual's perception of the need for continuing professional education. Identification of a discrepancy between current knowledge and current practices, or between what is known and what needs to be known is necessary for an individual to recognise the need to learn. The ability to recognise the need to learn may be dependant upon one's ability to reflect on practice, assess professional performance critically, and act on recommendations from a process of peer evaluation. Recognition of the need to learn, and participation in continuing professional education, however, does not necessarily imply that learning will occur. Other issues may have significant influence upon learning. The ability and desire of the individual to participate in continuing professional education may be dependant upon incentives and barriers to learning relevant to the individual, or in some cases whether continuing professional education is perceived as mandatory or voluntary. In order to gain insight into Queensland podiatrists' continuing professional education attitudes, beliefs, and practices, this research project has used a qualitative methodology. The use of this methodology has resulted in an understanding of the issues associated with the podiatrists' abilities to recognise the need for participation in continuing professional education. A survey method was employed as the primary means of data collection from all registered podiatrists in Queensland. The process of data collection included identification of the geographical location of all registered podiatrists throughout Queensland, a mailed self-administered questionnaire to them, telephone interviews with nonrespondents to the initial mailed questionnaire, and identification of reasons for non-response to the mailed questionnaire and to telephone interviews. Through this research process, 90% of respondents indicated that they believe that continuing professional education is important, however, actual participation in CPE appears to be limited for a variety of reasons including lack of variety of sources of CPE and inability to overcome perceived barriers to participation. There are some practicing podiatrists in Queensland who do not recognise the need for participation in CPE. Other podiatrists do not recognise that they do participate in continuing professional education in particular due to lack of recognition of what constitutes professional education. Given these findings, several recommendations have been made which may have implications for key stakeholders in the podiatry profession, including individual podiatrists, the professional association of podiatrists, the educational institution, and the registration Board. These recommendations focus mainly upon recognition of respondents' incentives for participation in CPE, recognition of the problems which affect them as podiatrists and recognition of the need to develop means by which to address their identified barriers to participation in continuing professional education.
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Merriman, Linda M. "Changing by degrees : a study of the transition from diplomas to degrees in chiropody, occupational therapy and radiography." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/29573.

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This study examines the impact of the transition from diploma to degree on the initial education and training of three para-professions in England; chiropody, occupational therapy (OT) and radiography. It focuses on the nature of and reasons for changes to their initial professional education and training and the potential impact of these changes on their professionalisation. The study adopted a multiple method approach; a historical review, which included documentary sources and interviews with key informants, aimed at identifying how and why these three para-professions wanted to achieve all-graduate entry, and the use of case studies to explore the differences between the diploma and degree courses. It is concluded that the achievement of all-graduate entry for these para-professions was an unintended consequence of the policies of the then government. As a result of the achievement of all-graduate entry changes were made to the respective diploma courses of these para-professions. The extent of these changes were related to the level of control and influence that the professional bodies exercised over the diploma courses. All the degree courses shared the following features: the development of autonomous, reflective practitioners who are life-long learners, an emphasis on theory rather than practice, and emphasis on propositional knowledge and the study of research methods. Although the degree courses for these para-professions achieved approval from HEIs it is argued that degree education is a contested concept. It is apparent that the para-professionals believed that the achievement of all-graduate entry would improve their professional status. However, it is evident from the study findings that it served to maintain rather than enhance their social status and market position. Changes to the initial education and training of these para-professionals were the results of the para-professionals having to respond to prevailing social, political and economic circumstances. If they had not taken this action it is suggested that their social status and market position may have been adversely affected.
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O'Halloran, Catherine. "Student learning in clinical education : a case study in podiatry." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299666.

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Barrett, Paul. "Podiatric biomechanics and foot orthoses : a background study and investigation into current UK practice, and functional effect in normal subjects and subjects with patellofemoral pain." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272200.

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Cameron, Victoria. "A study to investigate any potential effects on the foot of a commonly prescribed off-the-shelf foot orthosis in patients with early diagnosed rheumatoid arthritis (RA)." Thesis, Queen Margaret University, 2010. https://eresearch.qmu.ac.uk/handle/20.500.12289/7434.

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Rheumatoid Arthritis (RA) frequently affects the foot. Custom moulded foot orthoses are effective in the management of the foot in RA; however the process of manufacture is lengthy, resulting in a delay of treatment for the patient. Offthe- shelf foot orthoses can be dispensed at the chairside on the day of diagnosis, so the patient receives treatment immediately. This is particularly crucial in RA, as early intervention is thought to improve patient outcomes in the long term. Anecdotal evidence suggests that Podiatrists do prescribe off-the-shelf foot orthoses for the management of the foot in RA; however no clinical studies exist to support this practice. The aim of this study was to investigate any potential effects on the foot of one commonly prescribed off-the-shelf foot orthosis, in patients with early RA. The type of off-the-shelf foot orthosis used was the Slimflex™ Plastic which has been shown to be a commonly used off-the-shelf foot orthosis by Podiatrists in the management of patients with RA in Scotland (Cameron et al. 2009). A total of 35 patients diagnosed with RA, with a mean age of 52.4 years (SD 13.3 years) and median disease duration of 0.5 years (IQR 1.8 years) were included. Local ethical approval was obtained. The study used a repeated measures design, with data collected at baseline, three months, and six months when patients were barefoot, shod, and with foot orthoses, to investigate any effects over time and between conditions. The primary objective was to investigate any potential effects of the Slimflex™ Plastic off-the-shelf foot orthosis on foot health related quality of life (QOL) using the Leeds Foot Impact Scale (LFIS) and foot pain using the Visual Analogue Scale (VAS). Plantar foot pressure measurement, walking speed, foot stability during walking and foot kinematics were then investigated to provide a rationale as to why foot health related QOL and foot pain may be affected with the foot orthosis. Data was analysed using SPSS version 16.0. Due to the known potential effects of medication, data was analysed for the total patient group (n=35) and subanalyses were then carried out on the group of patients who presented with stable medication throughout the study (n=12). This enabled any changes to be attributed to the foot orthosis alone and not because of any effects of medication. The LFIS and VAS for foot pain were significantly lower with the use of the foot orthosis over six months (p<0.05). Peak plantar pressure at the forefoot increased between barefoot and shod, and barefoot and foot orthosis (p<0.05), but decreased between shod and foot orthosis (p<0.05). Pressure time integral at the forefoot reduced with the foot orthosis (p<0.05). There was an increase in contact area at the midfoot and in hallux and lesser toe contact area, with the orthosis (p<0.05). Walking speed also increased over the six months (p<0.05). Preliminary findings indicated that the orthosis may affect foot stability during walking, and a case study implied that the foot orthosis positively affects foot kinematics. This study suggests that the Slimflex™ Plastic off-the-shelf foot orthosis is effective in the management of the foot in early RA, according to the measured variables in this study.
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Abey, Sally. "Exploring practice-based education in podiatry : an action research project." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3200.

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Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.
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Borthwick, A. M. "A study of the professionalisation strategies of British podiatry, 1960-1997." Thesis, University of Salford, 1997. http://usir.salford.ac.uk/26586/.

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This study examines the professionalisation strategies of British podiatry between 1960 and 1997, following the introduction of state registration as a pre-requisite for NHS employment. It is primarily concerned with relations within podiatry and between podiatry, medicine and the state. Analyses of these relationships are mainly informed by the Weberian concepts of social closure, professional dominance and autonomy. The major changes, opportunities and challenges to professional development in podiatry in the post-registration era are mapped in thematic and chronological sequence. Qualitative methods of data collection and analysis have been used to provide detail and depth in presenting a picture of the issues under investigation. Data was primarily collected from 27 key informant interviews supported with documentary evidence from both published material in the public domain and unpublished material in private possession. These consisted of documents derived mainly from primary and inadvertent sources. Reported efforts by the state registered sector to secure state support for the exclusion of unregistered competitors from practice or to prevent their use of common professional titles failed as a result of government opposition to professional monopolisation and its concern to meet the manpower demands of an expanding NHS podiatry provision. Despite advances in technology which have facilitated an expansion of role boundaries into the arena of invasive surgical practice and NHS reforms which have permitted its integration into the mainstream health service, traditional podiatric NHS practice now appears increasingly vulnerable to service rationalizations. Encroachment into other areas of medical and radiographic practice have led to inter-professional conflicts which currently remain unresolved, although medical dominance appears intact. This study suggests that any further podiatric role boundary expansion without medical approval or delegation is unlikely, as is amending legislation to establish a trade monopoly in the provision of footcare services.
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Craddock, Deborah. "Pre-registration interprofessional education : an evaluative study using podiatry as an exemplar." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/72411/.

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The ability to learn and work in a multidisciplinary team is crucial to the delivery of healthcare that is ‘fit for purpose’ in the twenty-first century. Consequently, interprofessional education (IPE) is a mandatory requirement for pre-registration training in health and social care. However, the evidence base for the effectiveness of such programmes remains limited. This evaluative study aims to explore the potential influence of IPE at pre-registration level, using podiatry as an exemplar. In Phase One, key informant interviews were held with IPE curriculum developers from higher education institutions (HEIs) (n=8) in the United Kingdom. Verbatim transcripts of these interviews were analysed using elements of grounded theory. In Phase Two, using the qualitative results as the anchor, a survey was constructed and administered to pre-registration health and social work students in a number of parallel IPE initiatives (Sample 1: n=1151; Sample 2: n=1060), involving 6 and 5 HEIs respectively. The findings of the key informant interviews and SPSS survey analysis were subsequently combined to inform the results of the research. The findings revealed an absence of educational theory underpinning the IPE curriculum development process. In addition there were issues concerning institutional commitment to IPE, attitudes towards IPE, and inconsistencies in the approach to curriculum delivery, all of which militated against successful implementation. The results illuminated that students learn about other health and social care professions that are represented in their IPE group. An appropriate time to introduce IPE into pre-registration programmes was found to be the latter part of the academic year for students studying first year modules. Students’ readiness for interprofessional learning was found to be enhanced if they were inducted to a coherent IPE initiative with consistent approaches to learning, teaching, assessment and evaluation across programmes. However, attitude differences between professional groups emerged where students with a strong sense of professional identity and roles were less ready to engage in interprofessional learning. This study indicates that the current method of implementing IPE in pre-registration health and social care programmes is less than ideal. The development and delivery of the IPE curriculum appears to be flawed. Explanations for the findings are explored and the implications for practice and future research are considered.
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Blakeman, Paul David. "Effects of National Health Service reforms (1983-1998) on professional identity using state registered chiropody/podiatry as a case study." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391986.

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Books on the topic "Podiatry Study and teaching"

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Minnesota Higher Education Coordinating Board. Podiatric medicine and education in Minnesota with Coordinating Board recommendations. St. Paul, Minn. (550 Cedar St., Suite 400, Capitol Square Bldg., St. Paul 55101): The Board, 1986.

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Harding, Suvanne. Ankle joint dorsiflexion: A comparative study. Northampton: University College Northampton, 2000.

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Kendall, James S. A study of nails. Oakley: Open Study Group, 1992.

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Kendall, James S. A study of nails. Clynderwen: Open Study Group, 2002.

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Shenton, Paul A. First comparative study of European podiatry education. Edinburgh: P A Shenton, 1994.

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Dickson-Jones, Deborah. Vibration perception thresholds and glycaemic control in recently diagnosed diabetics - a retrospective study. Northampton: University College Northampton, 1999.

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Scott, Barbara. A comparative study to ascertain understanding of, and compliance with health and lifestyle information / advice given to male and female diabetics. Northampton: University College Northampton, 1999.

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Smith, Joanna. Feasibility study into a new podiatry recruitment agency in the UK. Oxford: Oxford Brookes University, 2000.

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Teaching for effective study. London: Croom Helm, 1987.

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Wilhoit, Jim. Effective Bible teaching. Grand Rapids, Mich: Baker Book House, 1988.

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Book chapters on the topic "Podiatry Study and teaching"

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Ikpeze, Chinwe H. "Self-Study." In Teaching across Cultures, 13–28. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-983-8_2.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature, 99–120. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Language Study." In Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.

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Block, Alan A. "Study and Benevolence." In Ethics and Teaching, 135–56. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619777_7.

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Semenza, Gregory M. Colón. "Teaching." In Graduate Study for the Twenty-First Century, 116–48. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105805_7.

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Semenza, Gregory M. Colón. "Teaching." In Graduate Study for the Twenty-First Century, 102–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.

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Wood, Keith, and Saratha Sithamparam. "Learning study." In Changing Teaching, Changing Teachers, 28–41. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-3.

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Berry, Amanda. "Self Study in Teaching About Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1295–332. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_34.

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Allan, David. "Case study." In Developing Resilience in FE Teaching, 103–8. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367824211-13.

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Allan, David. "Case study." In Developing Resilience in FE Teaching, 116–23. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367824211-15.

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Conference papers on the topic "Podiatry Study and teaching"

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Angulo Carrere, María Teresa, Yolanda Fuentes-Peñaranda, Ana María Álvarez-Méndez, Carmen Bravo-Llatas, Jesús Cristobal Barrios, and María Pilar Álvarez Vázquez. "Evolución del comportamiento de los estudiantes de Biomecánica en el campus virtual." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13717.

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Este estudio compara el uso realizado del campus virtual por los estudiantes de la asignatura de Biomecánica del Grado en Podología de la Universidad Complutense de Madrid, durante los cursos académicos, 2017-18 y 2019-20, y su relación con el rendimiento académico. En el segundo curso la metodología docente se implementó introduciendo evaluaciones formativas en el aula y la clase invertida en las prácticas clínicas de sala. Se extrajeron de las asignaturas virtualizadas un total de 52.779 registros almacenados en la plataforma Moodle entre ambos cursos académicos. Los logs fueron depurados, anonimizados y analizados con los programas R y SPSS v.25. Frente a un comportamiento errático y malos resultados del primer curso, en el segundo los resultados académicos mejoraron y el uso del campus correlacionó significativamente con las calificaciones finales de la asignatura y con las notas de prácticas. Los resultados sugieren que las evaluaciones formativas desarrolladas en el aula y el grado de motivación y compromiso conseguido con la metodología invertida para las prácticas de sala han sido clave para lograr un uso útil del CV y mejorar el rendimiento académico.This study compares the use of the virtual campus performed by the students of Biomechanics, a subject of the Podiatry Degree from the Complutense University of Madrid during 2017-18 and 2019-20 academic courses, and its relationship with the academic marks. In the second academic course, teaching methodology was implemented applying formative evaluations in the classroom and flipped classroom in their clinical practices. A total of 52,779 records from the virtualized subjects stored in Moodle platform in both academic courses were extracted. The logs were debugged, anonymized and analysed with the R and SPSS v.25 programs. In contrast from the erratic behaviour and the poor results in the first course, in the second one, the academic performance improved, and the use of virtual campus significantly correlated with both the final and the practice grades. Results suggest that the formative evaluations carried out in the classroom and the attained motivation and commitment levels with the flipped classroom practices were key to achieving a better CV performance and improving the academic grades.
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Rodríguez-Gonzálvez, Pablo, Manuel Rodríguez-Martín, Paula García-Osorio, Sara Fernández-Iglesias, David Paz-Arias, Prudencio Alonso-Otero, and Ildefonso Alvear-Ordenes. "Synergies between Geomatics and Health Sciences for the creation of new virtual materials for teaching podiatry." In TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3486011.3486462.

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Rustum, Rabee. "Teaching hydrology: A case study of teaching and learning." In 2018 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2018. http://dx.doi.org/10.1109/icaset.2018.8376913.

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Park, Eunil, Ki Joon Kim, and Angel P. del Pobil. "Is Teaching-Robot Possible?: Practical Study for Teaching-Robot." In Robotics and Applications. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.747-029.

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Giudici, M., and thestudents of the Laboratory of Earth Physics. "Teaching geophysics: A "case study." In 3rd EEGS Meeting. European Association of Geoscientists & Engineers, 1997. http://dx.doi.org/10.3997/2214-4609.201407380.

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Fan Zhang, Chen Yang, and Yuan Zhu. "A study of CAID teaching." In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730708.

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Lu, Sun. "Study on Business English Teaching." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.188.

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Fan, Yiting. "Study on Penetration Aesthetic Teaching Method of College PE Teaching." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.220.

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Tian, PinJing. "Study of intelligent voice teaching aid system in English Teaching." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.

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Fan, Yuting, and Yang Luo. "Empirical Study of English Teaching Model Based on Flipped Teaching." In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.199.

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Reports on the topic "Podiatry Study and teaching"

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Clayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita, and Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8294.

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3314a.

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Ray, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, December 2012. http://dx.doi.org/10.53593/n2275a.

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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

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Girardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, February 2008. http://dx.doi.org/10.53593/n178a.

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Bell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico, and Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.

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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.

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Brouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, March 2004. http://dx.doi.org/10.53593/n157a.

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Stannard, Casey Rhea, and Andrea Eastin. Teaching personalized fit to home sewers using a hybrid workshop format: A case study. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1751.

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Lu, Lina. A Qualitative Case Study of Chinese Teaching Assistants' Communication in the U.S. University Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6263.

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