Journal articles: '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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Payne, CB, and AR Bird. "Teaching clinical biomechanics in the context of uncertainty." Journal of the American Podiatric Medical Association 89, no. 10 (October 1, 1999): 525–30. http://dx.doi.org/10.7547/87507315-89-10-525.

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Uncertainty in the theories that provide the underpinnings of the clinical practice of podiatric biomechanics creates a dilemma: How should educators prepare students to make clinical decisions in the context of this uncertainty? Students need to be exposed to all approaches and be given the tools to make their own clinical decisions. Critical thinking involves the ability to weigh evidence, examine arguments, and construct rational bases for decisions and beliefs. Perry's model of cognitive development provides educators with one model for fostering critical thinking skills in students to guide them through the uncertainty in clinical biomechanics. This article presents the teaching philosophy that is used to teach undergraduate clinical biomechanics in the Department of Podiatry at La Trobe University, Australia.

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Nirenberg, Michael. "Meeting a Forensic Podiatry Admissibility Challenge: ADaubertCase Study." Journal of Forensic Sciences 61, no. 3 (February 29, 2016): 833–41. http://dx.doi.org/10.1111/1556-4029.13037.

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Halford, Victoria, H. Harvey Cohen, and Ivan Birch. "Addressing Hand Pain in Podiatry." Ergonomics in Design: The Quarterly of Human Factors Applications 14, no. 4 (October 2006): 8–13. http://dx.doi.org/10.1177/106480460601400404.

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DiLandro, Anthony C., Todd M. Chappell, Prakash N. Panchani, Piotr B. Kozlowski, R. Shane Tubbs, Khurram H. Khan, and Anthony V. D’Antoni. "A Chemical Application Method with Underwater Dissection to Improve Anatomic Identification of Cadaveric Foot and Ankle Structures in Podiatric Education." Journal of the American Podiatric Medical Association 103, no. 5 (September 1, 2013): 387–93. http://dx.doi.org/10.7547/1030387.

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Background: Many cadaver-based anatomy courses and surgical workshops use prosections to help podiatry students and residents learn clinically relevant anatomy. The quality of these prosections is variable and dependent upon the methods used to prepare them. These methods have not been adequately described in the literature, and few studies describe the use of chemicals to prepare prosections of the cadaveric foot and ankle. Recognizing the need for better teaching prosections in podiatric education, we developed a chemical application method with underwater dissection to better preserve anatomic structures of the cadaveric foot and ankle. Methods: We used inexpensive chemicals before, during, and after each step, which ultimately resulted in high-quality prosections that improved identification of anatomic structures relevant to the practice of podiatric medicine. Results: Careful preservation of clinically important nerves, vessels, muscles, ligaments, and joints was achieved with these prosections. Conclusions: Although this method required additional preparation time, the resultant prosections have been repeatedly used for several years to facilitate learning among podiatry students and residents, and they have held up well. This method can be used by educators to teach podiatry students throughout their medical training and even into residency. (J Am Podiatr Med Assoc 103(5): 387–393, 2013)

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Mahan, KT, GV Yu, SR Kalish, and SV Corey. "Podiatry Institute ankle fusion technique." Journal of the American Podiatric Medical Association 87, no. 3 (March 1, 1997): 101–16. http://dx.doi.org/10.7547/87507315-87-3-101.

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The authors review the ankle and pantalar fusion literature. The authors performed a retrospective review on 42 ankle and pantalar fusions, emphasizing the role of internal fixation. The Podiatry Institute technique for internal fixation of ankle fusions is described and experience with the technique is reviewed. Complications included delayed union and nonunion at the fusion site or the repaired fibular osteotomy site and tibial fractures at screw stress riser sites. Modifications to reduce these complications are discussed. Experience with internal fixation in ankle and pantalar fusions, both in this study and in current literature, has been positive.

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Walsh, Tom P., Dolores C. Pilkington, Esther J. Wong, Christopher H. Brown, and Graham E. Mercer. "Orthopaedic triaging by podiatrists: a prospective study of patient satisfaction and service efficiency." Australian Health Review 38, no. 4 (2014): 406. http://dx.doi.org/10.1071/ah13243.

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Background The Southern Adelaide Local Health Network is serviced by one orthopaedic surgeon specialising in foot and ankle surgery. In 2011, the waiting list to see the surgeon was expanding and the need for assistance was growing. The Department of Podiatry agreed to provide a podiatrist to assist in the management of the outpatient waiting list. Although patient outcome is an important outcome measure, we were interested in evaluating the service with respect to how satisfied patients were with seeing a podiatrist. Therefore, the primary aim of the study was to evaluate patient satisfaction with podiatry-led clinics for the orthopaedic outpatient waiting list. Secondary outcomes included discharge rate and efficiency of care. Methods We prospectively recruited a consecutive sample discharged from the Department of Podiatry between 1 May and 1 November 2013 to complete the Client Satisfaction Survey (CSQ-8). This survey was used to evaluate the satisfaction of patients following discharge from the Department of Podiatry. Results There were 49 patients (16 men, 33 women) enrolled in the survey during the 6-month period. Of the 49 patients discharged, 21 (43%) were discharged from the outpatient waiting list. Twenty-eight patients (57%) were referred on to the Department of Orthopaedic Surgery for opinion and management. The mean (± s.d.) number of appointments for each patient was 1.3 ± 0.6. Overall, patients were very satisfied with the assessment and/or treatment they received. Conclusion A podiatrist, working at an extended scope of practice and in collaboration with an orthopaedic surgeon, can successfully and efficiently assess and treat patients on an orthopaedic outpatient waiting list. Patients generally reported a high level of satisfaction with the process and would return to the clinic again if necessary. Hospital networks wanting to efficiently reduce waiting lists may endorse task substitution for appropriately skilled podiatrists. What is known about the topic? Allied health professionals have acted in extended scope of practice roles across several professions. These roles are often implemented in response to long waiting lists to see medical specialists. The acceptance of these practitioners by patients and the efficiency of these clinics are yet to be formally evaluated. What does the paper add? This paper should provide confidence in implementing orthopaedic triaging roles for podiatrists. High satisfaction rates were noted, along with an efficient service, both of which may be attractive for hospital networks. What are the implications for practitioners? Extended scope of practice podiatry roles may be implemented to assist in managing orthopaedic outpatient waiting lists.

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Rome, K. "A study of the properties of materials used in podiatry." Journal of the American Podiatric Medical Association 81, no. 2 (February 1, 1991): 73–83. http://dx.doi.org/10.7547/87507315-81-2-73.

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This study was performed to provide insight into the functioning of a selection of materials used in the fabrication of orthoses. A series of mechanical and physical tests was performed on five materials, under strict laboratory conditions. The results demonstrate that the polyurethane foams are the most promising material in the design of foot orthoses. The results also suggest that an agglomeration of properties, not just one specific property, can influence the behavior of materials.

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Raspovic, Anita, and Linda Pannan. "Practical steps and collegiality in the building of podiatry curricula to meet accreditation and health sector employability demands." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (December 18, 2013): 58–72. http://dx.doi.org/10.21153/jtlge2013vol4no1art561.

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Historically, mixed arrangements have been in place between educational institutions and podiatrist registration bodies to evaluate the capacity of programs to adequately prepare new graduates for clinical practice. The national scheme for the registration of health practitioners introduced in 2010, followed by a national system for accreditation of respective programs, has however seen significant legislative and policy change to requirements for evidencing effectiveness of podiatry programs. In addition, there has been a local and international change in emphasis by stakeholders in higher education, government, professional regulation, quality assurance and employment, towards measureable, explicit student learning outcomes. Curricula initiatives at La Trobe University, including large scale systematic review and redesign of all courses within the Faculty of Health Sciences commencing in 2005, and a subsequent university wide ‘Design for Learning’ project (La Trobe University, 2009), provided a timely platform for podiatry staff to respond to critical emerging imperatives for increased program transparency and accountability. The case study presented in this paper provides a practical, in-context explanation of an approach adopted to develop and embed Podiatry Course Learning Outcomes (CLOs). It draws on the podiatry profession’s competency standards and produces aligned curricula (Biggs & Tang, 2007) where fine grain subject Intended Learning Outcomes (ILOs), underpinned by related learning and assessment activities, cumulatively address student development of the CLOs. Systematic and comprehensive documented evidence demonstrates when and how key podiatry competencies are developed, attained and assessed in these podiatry curricula.

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Zia, Ijaz, Vietahn Vu, Michael Hester, Pramil Cheriyath, Jeffery Marks, Allan B. Grossman, John Goldman, and Daniel Fischman. "Prevalence of MRSA in diabetic foot infections in a community teaching hospital." Foot 21, no. 1 (March 2011): 53. http://dx.doi.org/10.1016/j.foot.2011.01.006.

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Menz, Hylton B., and Keith D. Hill. "Podiatric Involvement in Multidisciplinary Falls-Prevention Clinics in Australia." Journal of the American Podiatric Medical Association 97, no. 5 (September 1, 2007): 377–84. http://dx.doi.org/10.7547/0970377.

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Background: Falls in older people are a major public health problem, and there is increasing evidence that foot problems and inappropriate footwear increase the risk of falls. Several multidisciplinary prevention clinics have been established to address the problem of falls; however, the role of podiatry in these clinics has not been clearly defined. The aims of this study were to determine the level of podiatric involvement in multidisciplinary falls clinics in Australia and to describe the assessments undertaken and interventions provided by podiatrists in these settings.Methods: A database of falls clinics was developed through consultation with departments of health in each state and territory. Clinic managers were contacted and surveyed as to whether the clinic incorporated podiatry services. If so, the podiatrists were contacted and asked to complete a brief questionnaire regarding their level of involvement and the assessment procedures and interventions offered.Results: Of the 36 clinics contacted, 25 completed the survey. Only four of these clinics reported direct podiatric involvement. Despite the limited involvement of podiatry in these clinics, all of the clinic managers stated that they considered podiatry to have an important role to play in falls prevention. Podiatry service provision in falls clinics varied considerably in relation to eligibility criteria, assessments undertaken, and interventions provided.Conclusions: Despite the recognition that foot problems and inappropriate footwear are risk factors for falls, podiatry currently has a relatively minor and poorly defined role in multidisciplinary falls-prevention clinics in Australia. (J Am Podiatr Med Assoc 97(5): 377–384, 2007)

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Reynolds, Katrina, and Michelle McLean. "Clinical supervisors’ perceptions of podiatry students’ preparedness for clinical placement and graduates’ preparedness for podiatry practice in Australia: An exploratory study." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 2 (July 30, 2021): 1–22. http://dx.doi.org/10.11157/fohpe.v22i2.339.

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Introduction: Little is known about Australian podiatry students’ preparedness for clinical placement and graduates’ preparedness for clinical practice. This qualitative study explored clinical supervisors’ perceptions of podiatry students’ and graduates’ preparedness-related challenges and their recommendations for improvement.Methods: Eleven registered podiatrists who had supervised or were still supervising students were interviewed. Transcribed interviews were thematically analysed. Benner’s (1984) stages of clinical competence from novice to expert informed the study.Results: Clinical supervisors were divided about students’ preparedness for clinical placements, with their perceptions ranging from generally prepared (n = 2) to unsure (n = 5) to unprepared (n = 4). They commented on junior versus senior students, institutional differences and specific clinical skill deficiencies, e.g., scalpel debridement and patient communication skills. Perceived challenges for students on placement included poorly developed clinical skills and low self-efficacy, both stemming primarily from insufficient hands-on experience. Participants suggested that for improved placement preparedness, students required better quality clinical experiences and communication skills training. Being work-ready, which most graduating Australian podiatrists were reported to be, involved being safe and self-efficacious. Participants also suggested that a supportive clinical environment, an internship and more advanced interpersonal skills would facilitate preparedness. Conclusion: In terms of Benner’s (1984) framework, during training, podiatry students should be considered novices, and they should be considered advanced beginners on graduation. An entry-level graduate should not be expected to be competent across all areas of clinical practice. Hands-on clinical practice during placements was needed for moving successfully through Benner’s (1984) stages of clinical competence. While clinical supervisors believed that podiatry training generally prepared students for clinical practice immediately following graduation, they asserted that manual clinical and communication skills improvement is required for clinical placements.

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Crowther, Matthew, Selina Reidy, Jeremy Walker, Meez Islam, and Tim Thompson. "Application of non-contact scanning to forensic podiatry: A feasibility study." Science & Justice 61, no. 1 (January 2021): 79–88. http://dx.doi.org/10.1016/j.scijus.2020.08.005.

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Donai, Jeremy J., Candace B. Hicks, and Mallory McCart. "The Awareness of Doctoral-Level Professions Among Entering College Students." American Journal of Audiology 22, no. 2 (December 2013): 271–82. http://dx.doi.org/10.1044/1059-0889(2013/13-0012).

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PurposeThe purpose of this study was to survey entering college students' awareness of the profession of audiology, as well as to compare the students' awareness of audiology to their awareness of roles in 2 other doctoral-level professions.MethodA survey examining students' awareness and perception of the profession of audiology was administered in 2009 at the California University of Pennsylvania (Emanuel, Donai, & Araj, 2012). A modified survey, which included questions about awareness of the profession of audiology as well as podiatry and optometry, was distributed in 2012.ResultsSurvey data suggest that, overall, students were more accurate in describing the profession of optometry compared to audiology, but no difference existed between their awareness of podiatry and audiology. However, students with self-reported awareness of the three professions were more accurate in describing the professions of podiatry and optometry as compared to audiology.ConclusionsResults of this distribution suggest an upward trend in audiology awareness among students. However, the awareness of audiology as a potential career path is low relative to that of the professions of optometry and podiatry for those with self-reported knowledge. Future surveys should be distributed to entering college students at other universities, varying in size, location, and demographics.

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Ortega-Avila, Ana Belen, Pablo Cervera-Garvi, Ana Maria Jimenez-Cebrian, Esther Chicharro-Luna, Irene Garcia-Paya, and Gabriel Gijon-Nogueron. "Measuring stress in podiatric students in Spain: psychometric validation and adaptation of the KEZKAK questionnaire." PeerJ 8 (December 9, 2020): e10439. http://dx.doi.org/10.7717/peerj.10439.

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Objective The study aim was to develop a linguistic-cultural adaptation of the KEZKAK questionnaire to be completed during the practicum of podiatric medical students in Spain, to validate the questionnaire and to evaluate its psychometric properties. Methods The cross-sectional study was carried out in two stages: 1. Cross-cultural adaptation; 2. Clinimetric validation based on assessments of interobserver reliability, test-retest reliability and internal consistency. The participants were podiatric medical students at the universities of Malaga and Miguel Hernandez, Alicante (Spain) and were recruited during the period February–October 2019. The following inclusion criteria were applied: aged at least 18 years, studying the third or fourth year of a university degree in Podiatry. All gave signed informed consent and completed the State-Trait Anxiety Inventory and the Podiatry version of the KEZKAK questionnaire. No sampling was performed and thus the entire eligible population was included in the study. Results The analysis was based on 205 participants (33.5% male, 66.5% female), with a mean age of 23.05 (SD 5.37) years. Internal consistency was excellent, with a Cronbach’s alpha of 0.95. This version of the questionnaire had five factorial structures (61.18%). No floor/ceiling effect was observed in any item. The KEZKAK presented high test-retest reliability after 21 days, with an overall ICC of 0.95 (95% CI [0.93–0.98]). Conclusion For university students of podiatry in Spain, the KEZKAK Podiatry version questionnaire is a valid, reliable instrument for measuring stressors during the practicum.

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Almishaal, Ali A. "Comparative Study of Audiovestibular Symptoms between Early and Late Variants of COVID-19." Audiology Research 12, no. 6 (December 4, 2022): 680–95. http://dx.doi.org/10.3390/audiolres12060065.

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Audiovestibular symptoms during the acute phase of the corona virus disease 2019 (COVID-19), have been reported for earlier waves of the pandemic, while no studies investigated nor compared audiovestibular manifestations during subsequent waves of COVID-19. In the current study, we aimed to compare the occurrence of audiovestibular symptoms associated with COVID-19 between the alpha/beta, delta, and omicron variants. An online questionnaire was distributed to individuals with confirmed test results for COVID-19. We asked participants to report whether they experienced audiovestibular symptoms during the acute phase of the disease. The study included 939 participants; 120 un-infected controls and infected participants during alpha/beta (n = 301), delta (n = 102), and omicron (n = 416) predominance periods. Self-reported audiovestibular symptoms were found to be statistically significantly different between un-infected controls and COVID-19 infected individuals in all analyzed variants. Furthermore, our results showed no significant differences in audiovestibular symptoms among individuals infected during alpha/beta, delta, and omicron waves. Although individuals infected during the delta variant predominance period reported higher percentages of audiovestibular symptoms (ranging from 11.8% to 26.5% for auditory symptoms and from 12.7% to 34.3% for vestibular symptoms) than for the alpha/beta (ranging from 6.3% to 18.9% for auditory symptoms and 8.3% to 29.9% for vestibular symptoms) and omicron (ranging from 9.6% to 21.2% for auditory and 12.5 to 29.1% for vestibular symptoms) variants, this did not achieve statistical significance. With regards to auditory symptoms, the most commonly reported symptoms were aural fullness followed by hearing loss and tinnitus. With regards to vestibular symptoms, dizziness was the most commonly reported symptom followed by vertigo and unsteadiness. Logistic regression revealed that experiencing auditory symptoms were associated with other neurological symptoms, back and joint pain, and chest pain as COVID-19 symptoms. Vestibular symptoms were associated with anemia, gender, fatigue, headache, and breathing difficulties. In conclusion, our study shows that audiovestibular symptoms are common during the acute phase of early and late COVID-19 variants with no significant differences between them.

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Dunlop, G. M. "Clinical audit of a patient teaching programme in the care of wounds following toenail removal." Foot 8, no. 2 (June 1998): 85–88. http://dx.doi.org/10.1016/s0958-2592(98)90003-7.

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Castillo-López, José Manuel, Juan Antonio Díaz-Mancha, Alberto Marcos Heredia-Rizo, Lourdes María Fernández-Seguín, Juan Polo-Padillo, Gabriel Domínguez-Maldonado, and Pedro V. Munuera. "The Tarsal Bone Test: A Basic Test of Health Sciences Students' Knowledge of Lower Limb Anatomy." BioMed Research International 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/939163.

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Objectives.The aim of the present study was to design an easy-to-use tool, the tarsal bone test (TBT), to provide a snapshot of podiatry students’ basic anatomical knowledge of the bones of the lower limb.Methods.The study included 254 podiatry students from three different universities, 145 of them were first-year students and 109 were in their fourth and final years. The TBT was administered without prior notice to the participants and was to be completed in 5 minutes.Results.The results show that 97.2% of the subjects(n=247)correctly labelled all tarsal bones, while the other 2.8%(n=7)incorrectly labelled at least one bone, that was either the cuboid (7 times) or the navicular (6 times). Although only one fourth-year student inaccurately identified one bone, no significant differences in the distribution of the correct and incorrect responses were found between first and fourth-year students.Conclusions.The TBT seems to be a straightforward and easy-to-apply instrument, and provides an objective view of the level of knowledge acquired at different stages of podiatry studies.

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Mehta, Chirag, David Cohen, Priya Jaisinghani, and Payal Parikh. "Internal Medicine Resident Adherence to Evidence-Based Practices in Management of Diabetes Mellitus." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210766. http://dx.doi.org/10.1177/23821205221076659.

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Objective Diabetic preventative health maintenance involves (1) adherence to guidelines and (2) appropriate documentation. This study evaluates the frequency with which internal medicine (IM) residents met these two outcomes. We also evaluated if there were differences in outcomes between resident classes. Methods In this retrospective analysis, 234 diabetic outpatient visits were analyzed. Guidelines were derived from the American Diabetes Association (ADA). The outcomes for each guideline were averaged and stratified by resident class. Averages within and between classes were compared using the student's paired t-test and one-way ANOVA respectively. Results Classes were most adherent to A1c testing guidelines (PGY-1 96.1%, PGY-2 97.6%, and PGY-3 95.9%). PGY-1 and PGY-2 classes were least adherent to podiatry (27.5% and 17.6% respectively), whereas PGY-3 had equal least adherence rates to podiatry and lifestyle modification guidelines (36.7%). All classes had highest rates in documenting A1c findings (PGY-1 92.2%, PGY-2 97.6%, and PGY-3 85.7%) and lowest rates in documenting relevant podiatry information (PGY-1 5.9%, PGY-2 5.9%, and PGY-3 11.2%). Comparing sequential resident classes, there was a decline in lifestyle counselling and documentation from PGY-1 to PGY-2. From PGY-2 to PGY-3, there was improvement in adherence to statin, podiatry, microalbuminuria, and monofilament guidelines. There was also improvement in documenting statin and monofilament usage, however, A1c reporting declined. Conclusion The findings of the study suggest disproportionate levels of care in diabetes preventative management. Additionally, program directors should take caution in assuming linear improvement with sequential resident classes.

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Lalancette, Audrey, Marie-Alycia Tremblay, and Mathieu Hotton. "The Role and Relevance of Hearing Dogs from the Owner’s Perspective: An Explorative Study among Adults with Hearing Loss." Audiology Research 13, no. 1 (January 5, 2023): 64–75. http://dx.doi.org/10.3390/audiolres13010006.

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This study aimed to explore perceptions and experiences about how owning a hearing dog can influence the functioning and the autonomy of people with hearing loss. Three adults participated in a semi-structured interview. The interviews were video recorded, transcribed, and coded. A procedure combining qualitative content analysis and interpretative phenomenological analysis was used. The study shows how specific aspects of hearing dogs are associated with increased autonomy and sense of security among owners. The attentive dog-owner pairing, the outstanding training and the companion role of the hearing dog are the main elements supporting the high satisfaction related by all the participants. In regard of the location context (Quebec, Canada), ongoing challenges for owners are reflected in the lack of visibility of this rehabilitation means and its poor recognition from the society, resulting in the constant burden to explain the dog’s work to others. For adults with hearing loss, the hearing dog is a relevant way of offering both the benefits of functional assistance and the psychosocial support of a pet. The association between owning a hearing dog and improved overall well-being suggests that this form of rehabilitation should be considered as a pertinent option by hearing health professionals.

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Nirenberg, MS. "Forensic methods and the podiatric physician." Journal of the American Podiatric Medical Association 79, no. 5 (May 1, 1989): 247–52. http://dx.doi.org/10.7547/87507315-79-5-247.

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This is an introductory study of forensic podiatry. To elevate forensic podiatry to the level of forensic odontology and forensic anthropology, the podiatric medical profession must begin educational programs and research. A system for monitoring the activities of podiatrists involved in forensic medicine must be established to ensure that the high degree of integrity to which the profession is committed is maintained. By following these guidelines, the author believes that sometime in the future a podiatrist will be on the staff of every major police department in the country. At that point, the podiatric medical profession will have achieved unsurpassed status, recognition, and prestige.

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Thomas, Kevin. "Teaching Study Skills." Education + Training 36, no. 1 (February 1994): 19–24. http://dx.doi.org/10.1108/00400919410052230.

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Herreid, Clyde Freeman. "Case study teaching." New Directions for Teaching and Learning 2011, no. 128 (December 2011): 31–40. http://dx.doi.org/10.1002/tl.466.

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Fisher, Douglas, and Nancy Frey. "Teaching Study Skills." Reading Teacher 71, no. 3 (October 30, 2017): 373–78. http://dx.doi.org/10.1002/trtr.1625.

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van Zwieten, Gusta, Jana V. P. Devos, Sonja A. Kotz, Linda Ackermans, Pia Brinkmann, Lobke Dauven, Erwin L. J. George, et al. "A Protocol to Investigate Deep Brain Stimulation for Refractory Tinnitus: From Rat Model to the Set-Up of a Human Pilot Study." Audiology Research 13, no. 1 (December 31, 2022): 49–63. http://dx.doi.org/10.3390/audiolres13010005.

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Background: Chronic tinnitus can have an immense impact on quality of life. Despite recent treatment advances, many tinnitus patients remain refractory to them. Preclinical and clinical evidence suggests that deep brain stimulation (DBS) is a promising treatment to suppress tinnitus. In rats, it has been shown in multiple regions of the auditory pathway that DBS can have an alleviating effect on tinnitus. The thalamic medial geniculate body (MGB) takes a key position in the tinnitus network, shows pathophysiological hallmarks of tinnitus, and is readily accessible using stereotaxy. Here, a protocol is described to evaluate the safety and test the therapeutic effects of DBS in the MGB in severe tinnitus sufferers. Methods: Bilateral DBS of the MGB will be applied in a future study in six patients with severe and refractory tinnitus. A double-blinded, randomized 2 × 2 crossover design (stimulation ON and OFF) will be applied, followed by a period of six months of open-label follow-up. The primary focus is to assess safety and feasibility (acceptability). Secondary outcomes assess a potential treatment effect and include tinnitus severity measured by the Tinnitus Functional Index (TFI), tinnitus loudness and distress, hearing, cognitive and psychological functions, quality of life, and neurophysiological characteristics. Discussion: This protocol carefully balances risks and benefits and takes ethical considerations into account. This study will explore the safety and feasibility of DBS in severe refractory tinnitus, through extensive assessment of clinical and neurophysiological outcome measures. Additionally, important insights into the underlying mechanism of tinnitus and hearing function might be revealed. Trial registration: ClinicalTrials.gov NCT03976908 (6 June 2019).

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Homeming, Lyndon J., Pim Kuipers, and Aneel Nihal. "Orthopaedic podiatry triage: process outcomes of a skill mix initiative." Australian Health Review 36, no. 4 (2012): 457. http://dx.doi.org/10.1071/ah11102.

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Background. The Orthopaedic Podiatry Triage Clinic (OPodTC) is a ‘skill mix’ model of care developed in Queensland Health to address the problem of lengthy waiting times for orthopaedic surgery on foot and ankle pathologies. It is based on the recognition that many orthopaedic surgery referrals can be identified early and treated conservatively with podiatry, averting the need for more costly and invasive surgical interventions. The model is collaborative and relies on screening and triage by the podiatrist, rather than delegation by the orthopaedic surgeon. Methods. Screening and triage through OPodTC was trialled at three Queensland Health hospital facilities during 2009 and 2010 to improve service timeliness. Patients identified by the OPodTC podiatrist as suitable for conservative management were provided with non-surgical podiatry interventions and discharged if appropriate. Those identified as still requiring surgical intervention after the benefit of interim conservative treatment provided by the podiatrist (or who chose to remain on the list) were returned to their previous place on the orthopaedic waiting list. This paper presents a summary and description of waiting list changes in association with this trial. Results. The OPodTC intervention resulted in a reduction in the non-urgent category of the waiting list across the three hospitals of between 23.3% and 49.7%. Indications from wait-list service data demonstrated increased timeliness and improved patient flow, which are core goals of these skill mix initiatives. Conclusions. This study highlights the potential of screening and triage functions in the skill mix debate. In this example, conservative treatment options were considered first, suitable patients did not have to wait long periods to receive timely and appropriate interventions, and those for whom surgery was indicated, were provided with a more targeted service. What is known about the topic? Shifting and delegation of tasks is a key issue in current global debate on models of care. Discussion regarding the mix and shifting of tasks in podiatry and orthopaedic surgery has been limited in Australia, and the appropriate measurement of outcomes and processes is a point for discussion. What does this paper add? This paper describes such an initiative in podiatry and orthopaedic surgery. It describes a skill mix initiative based on triage and screening rather than delegation. It reflects benefits of including waiting lists as a process measure. What are the implications for practitioners? Support for triage-oriented skill mix collaboration in Podiatry and Orthopaedic Surgery.

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Matheson, Ruth, and Ian Mathieson. "Ceramics studio to podiatry clinic: the impact of multimedia resources in the teaching of practical skills across diverse disciplines." Innovations in Education and Teaching International 53, no. 3 (September 22, 2014): 349–59. http://dx.doi.org/10.1080/14703297.2014.960438.

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Schmidt, Brian M., James S. Wrobel, Michael Munson, Gary Rothenberg, and Crystal M. Holmes. "Podiatry impact on high-low amputation ratio characteristics: A 16-year retrospective study." Diabetes Research and Clinical Practice 126 (April 2017): 272–77. http://dx.doi.org/10.1016/j.diabres.2017.02.008.

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Russell, Stephanie, George Murley, Matthew Oates, Xia Li, and Anita Raspovic. "Does the Australian Tertiary Admissions Rank score (ATAR) predict academic performance in a podiatry course?" Focus on Health Professional Education: A Multi-Professional Journal 22, no. 1 (March 31, 2021): 68–87. http://dx.doi.org/10.11157/fohpe.v22i1.367.

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Introduction: Universities within Australia use the Australian Tertiary Admission Rank (ATAR) score to guide student selection into degrees. This process assumes that students with higher ATAR scores are more capable of the academic requirements of tertiary study. This study investigated whether ATAR predicted grades in individual subjects within a university podiatry course. To our knowledge, this research is novel within this discipline in Australia.Methods: The academic records of four intake cohorts into the podiatry program (2009, 2010, 2011 and 2012; total n = 328) were retrospectively analysed. Whether student ATAR scores predicted grades achieved in each subject was examined using multiple linear regression analysis, with secondary schooling type, entry type, gender, socioeconomic status and year of course commencement considered as potential covariates.Results: Higher ATAR score was predictive of stronger academic performance in 21 of 29 podiatry subjects, although the strength of the relationship varied from weak to moderate across year level of subject and subject type. The strongest associations were in second year bioscience subjects for Microbiology (r = 0.54, 95% CI: 0.32–0.77), Normal and Pathological Movement (r = 0.52, 95% CI: 0.35–0.66) and Human Bioscience B (r = 0.50, 95% CI: 0.32–0.69). Three of the six clinical subjects (Podiatric Practice A, D and E) did not produce statistically significant associations. Conclusion: This study identified that ATAR score moderately predicted grades of biosciences subjects, however it did not predict grades in clinical subjects. Provision of academic support targeted at bioscience subjects may be useful to improve the performance of students with lower ATAR scores.

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Hayes, Catherine, Sonia Bussey, and Yitka Graham. "Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine." Higher Education, Skills and Work-Based Learning 9, no. 4 (November 11, 2019): 688–94. http://dx.doi.org/10.1108/heswbl-10-2018-0119.

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Purpose Situated and experiential learning methodologies are largely underresearched in relation to student experience and satisfaction. The purpose of this paper is to illuminate the perspectives of students studying on a BSc (Hons) Podiatry degree programme to establish perceptions of their experience in practice. Design/methodology/approach Using an interpretivist methodological framework, Free Association Narrative Interviewing was used to provide an insight into the perceived impact that experiential learning in clinical placements had on undergraduate podiatry students. Findings Students perceived that what could not be taught but what could be experienced, contributed much to the confidence that students had gained during their training and which they anticipated would be further developed during the initial years of their training in practice, particularly in the context of the NHS. Research limitations/implications This is a study from which it is acknowledged that within the underpinning research design and methodology there is no scope for generalisability. Practical implications The study highlights an appreciation for the implication and recognition of “tacit” knowledge, currently recognised in medical curricula as an asset which can aid a move towards higher order critical thinking skills. Social implications Student acknowledgement of the need for emphasis on “soft skills” can be posited, in the context of this small-scale study as an appreciation for affective domain learning in the context of podiatric academic and clinical curricula. Originality/value Limited information from the extant literature is available in relation to the illumination of podiatry student placement experiences, so this research contributes to an effectively underresearched field.

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Reina-Bueno, González-López, López-López, Calvo-Lobo, Ballesteros-Mora, Rodríguez-Moreno, and Munuera-Martínez. "Development and Validation of the Overall Foot Health Questionnaire for Patients with Rheumatoid Arthritis: A Cross-Sectional Descriptive Analysis." Medicina 55, no. 6 (June 19, 2019): 290. http://dx.doi.org/10.3390/medicina55060290.

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Background and Objectives: In general, patients with rheumatoid arthritis (RA) are ignorant of the physician’s role and of RA-related feet problems. The aim of our study was to validate a questionnaire on the knowledge of different aspects of overall foot health in patients with RA. Materials and Methods: A cross-sectional descriptive analysis was carried out between March 2017 and April 2017. A questionnaire was designed and validated through the Delphi method to evaluate the knowledge about the illness, the repercussions on feet, medical podiatry care, and the role of the medical podiatrist. Results: After being checked by a panel of experts, all the items obtained a Cronbach’s alpha over 0.70. Conclusions: The content of this questionnaire about the knowledge of different aspects of medical podiatry health in patients with RA has internal consistency.

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Roe, N. "40 Quality Improvement Project: A Pilot Study of A High-Risk Podiatry Service Model Introduced Into A Care Home." Age and Ageing 49, Supplement_1 (February 2020): i11—i13. http://dx.doi.org/10.1093/ageing/afz185.03.

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Abstract Introduction This report aims to demonstrate how a podiatry service quality improvement project into a residential care home was implemented and why it was needed. Risk of foot ulceration increases in those with age, neuropathy, peripheral vascular disease and immobility. In 2013 the Sunderland Care Commissioning Group piloted, through the readmission scheme, a podiatry service providing specialist care into 11 care homes in the Coalfield’s locality of Sunderland, which are a mixture of both nursing and residential homes. The service provides, foot care for all residents and prevention strategies for those classed at risk of developing foot ulceration and to provide specialist wound care interventions for residents presenting with foot ulcers into each care home in the Coalfield’s locality. There are financial constraints to rolling out the Coalfield’s model to the further 36 care homes in Sunderland. Therefore, a new model was explored. This is a high-risk model only, piloted in one care home. Methods Driver diagram was used to define key problems, activities required to deliver improvement. Fish bone diagram was used to establish the route cause analysis. The plan do study act (PDSA) cycles were used to pilot the interventions at the study site to ensure effective small change The Comb-B Behaviour Change Wheel was also included to ensure that interventions undertaken were sustainable by identifying the behavioural change required. Results There were no pressure injuries identified at post-intervention, this was a significant improvement from baseline. Staff had referred three grade 1 pressure injuries and one foreign body, one foot pain and two trauma ulcers during the intervention, showing a 300% increase in reported grade 1 pressure injuries. Conclusions This quality improvement project has demonstrated a person centred, evidence based, older person service delivery for sustainable future that embeds a multi-disciplinary team to the high-risk podiatry model of service. It has shown that behavioural change has occurred with small change interventions. It has used the robust methodology of PDSA to effect this change and allow for a clear report to be able to articulate the benefit.

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Eggens, Jack L. "TEACHING WITH STUDY GUIDES." Acta Horticulturae, no. 350 (November 1993): 317. http://dx.doi.org/10.17660/actahortic.1993.350.52.

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Grunewald, Robert N., and Bernard Chibnall. "Teaching for Effective Study." European Journal of Education 22, no. 3/4 (1987): 362. http://dx.doi.org/10.2307/1502910.

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Starr, Rose, and Martha Haffey. "Teaching Work-Study Students." Journal of Teaching in Social Work 1, no. 2 (October 13, 1987): 141–53. http://dx.doi.org/10.1300/j067v01n02_10.

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Pazzaglia, U. E., S. Moalli, M. Leutner, and R. Gera. "Morton's neuroma: an immunohistochemical study." Foot 6, no. 2 (June 1996): 63–65. http://dx.doi.org/10.1016/s0958-2592(96)90037-1.

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Lone, Ali M., Mohd I. Zaroo, Bashir A. Laway, Nazir A. Pala, Sheikh A. Bashir, and Altaf Rasool. "Vacuum-assisted closure versus conventional dressings in the management of diabetic foot ulcers: a prospective case–control study." Diabetic Foot & Ankle 5, no. 1 (January 2014): 23345. http://dx.doi.org/10.3402/dfa.v5.23345.

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Flores, Graciela, and Luis Porta. "A rhizomatic teaching. An interpretative study on universty teaching." Educación, Lenguaje y Sociedad 15, no. 15 (June 1, 2018): 1–28. http://dx.doi.org/10.19137/els-2018-151505.

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Bamne, Shrikrishna, and Avantika Bamne. "Comparative study of chalkboard teaching over PowerPoint teaching as a teaching tool in undergraduate medical teaching." International Journal of Medical Science and Public Health 5, no. 12 (2016): 2585. http://dx.doi.org/10.5455/ijmsph.2016.01072016532.

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Foscolo, Valentina, Luigi de Gennaro, Alessandra Murri, Luca Speranzon, Francesco Signorelli, Nicola Quaranta, and Raffaella Messina. "Postoperative Impact of Pontocerebellar Angle Surgery on the Quality of Life in Patients with Vestibular Schwannoma." Audiology Research 12, no. 6 (November 17, 2022): 635–43. http://dx.doi.org/10.3390/audiolres12060061.

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Background: Vestibular Schwannomas are benign tumors arising from the VIII CN. Surgical treatment is indicated in case of tumors larger than 2.5 cm in the cerebellopontine angle or in the case of cranial nerve dysfunction. The aim of the present study was to evaluate the QoL by means of the PANQOL questionnaire in a group of surgically treated patients mainly affected by large and giant VS Methods: All patients underwent preoperative and postoperative otoneurological evaluation and gadolinium enhanced MRI and they completed, independently, the PANQOL questionnaire at last follow up. Results: 70% of patients presented with large Koos III or IV VS Each domain of PANQOL showed a strong correlation with the total PANQOL score. In relation to the postoperative facial nerve function, patients with poorer function showed significantly lower score in the facial dysfunction and pain, patients with postoperative balance problems showed a significantly lower PANQOL score for domains of balance and pain. Conclusions: This study showed that postoperative QoL of patients was acceptable even if there were some domains that were more affected, such as hearing and balance domains; therefore, the lowest scores suggest the need for vestibular rehabilitation programs and strategies that improve postoperative hearing.

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Palomo-López, Patricia, Marta Elena Losa-Iglesias, Ricardo Becerro-de-Bengoa-Vallejo, Daniel López-López, David Rodríguez-Sanz, Marta San Ántolín-Gil, João Martiniano, and César Calvo-Lobo. "Reliability and Repeatability of the Assessment of Stress in Nursing Students Instrument in Podiatry Students: A Transcultural Adaptation." Applied Sciences 10, no. 11 (May 30, 2020): 3815. http://dx.doi.org/10.3390/app10113815.

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Background: This study aimed to adapt the Spanish version of the Assessment of Stress in Nursing Students (ASNS) (shorter form) instrument for Spanish podiatry students, labeling the new tool as the Spanish version of Assessment of Stress in Podiatry Students (ASPS). The adaptation for reliability and repeatability included performing the transcultural adaptation process and examining the repeatability and reliability of ASPS when used in a different language. Methods: An internationally recommended translation procedure was used to adapt transculturally this tool. The instrument’s test–retest reliability was evaluated in two sessions that were 10 days apart. Results: After considering each domain’s total score, the reliability and internal consistency were analyzed with Cronbach’s α and intraclass correlation coefficient for a 95% confidence interval. Good internal consistency was reported according to total score (α = 0.8626) and each one of the six domains: (1) the practical activities performance domain showed a Cronbach’s α of 0.8684; (2) professional communication domain, α = 0.8765; (3) time management domain, α = 0.8832; (4) environment domain, α = 0.8974; (5) professional education domain, α =0.873; and (6) theoretical activity domain, α = 0.8787. Test–retest reliability, by paired test of Wilcoxon, was not significant, showing that there were not differences between domain scores (p ≥ 0.05). Lastly, visual distributions of Bland and Altman plots did not provide differences between domains and total scores. Conclusions: The Spanish version of the ASPS showed good repeatability, reliability and acceptability to measure stress parameters for podiatry students.

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Journal articles on the topic 'Podiatry Study and teaching'

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