International approaches to paediatric podiatry curricula

It's the same, but different

Cylie M. Williams, Chris Nester, Stewart C. Morrison

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Introduction: Pre-registration / entry-level programmes of study provide the core knowledge, skills and abilities required for clinical practice. These programmes are where students are introduced to specialist domains of practice and begin to shape their professional interests. The aim of this research was to describe paediatric curricula within pre-registration and entry level podiatry programmes across comparable universities and offer a contemporary synthesis of international practices. Methods: An exploratory, cross-sectional, online survey was undertaken across a three-month period. Representatives from podiatry programmes delivering pre-registration or entry level podiatry degrees in which graduates are eligible for Professional and Statutory Body registration within their country (deemed at a Bachelor degree or higher), were invited to participate. The survey was administered online using Online Surveys. Descriptive statistics were used to describe the data due to the exploratory nature of the research question and design. Results: There were responses from seven (54% of 13) universities in the United Kingdom (UK), nine (100% of nine) universities in Australia and four (50% of eight) of the invited universities external to the UK and Australia (New Zealand, Malta, Ireland, South Africa). There was some variation in curriculum content, but all universities reported to cover ontogeny and developmental milestones and general paediatric orthopaedic conditions. There was further discrepancy with the number of hours dedicated to paediatric podiatry within the curricula (ranging from < 5 h to > 26 h). Conclusion: The findings from this study highlight some disparity in the delivery of training for students relating to paediatrics. The data suggests that there is a need for international coordination in establishing priorities for the paediatric curricula. This will ensure consistency in baseline knowledge, modes of training, amount and nature of curriculum delivery during undergraduate or entry level podiatry training.

Original languageEnglish
Article number28
Number of pages7
JournalJournal of Foot and Ankle Research
Volume12
Issue number1
DOIs
Publication statusPublished - 8 May 2019

Keywords

  • Children
  • Curriculum
  • Education
  • Paediatric
  • Registration
  • Student
  • Undergraduate

Cite this

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title = "International approaches to paediatric podiatry curricula: It's the same, but different",
abstract = "Introduction: Pre-registration / entry-level programmes of study provide the core knowledge, skills and abilities required for clinical practice. These programmes are where students are introduced to specialist domains of practice and begin to shape their professional interests. The aim of this research was to describe paediatric curricula within pre-registration and entry level podiatry programmes across comparable universities and offer a contemporary synthesis of international practices. Methods: An exploratory, cross-sectional, online survey was undertaken across a three-month period. Representatives from podiatry programmes delivering pre-registration or entry level podiatry degrees in which graduates are eligible for Professional and Statutory Body registration within their country (deemed at a Bachelor degree or higher), were invited to participate. The survey was administered online using Online Surveys. Descriptive statistics were used to describe the data due to the exploratory nature of the research question and design. Results: There were responses from seven (54{\%} of 13) universities in the United Kingdom (UK), nine (100{\%} of nine) universities in Australia and four (50{\%} of eight) of the invited universities external to the UK and Australia (New Zealand, Malta, Ireland, South Africa). There was some variation in curriculum content, but all universities reported to cover ontogeny and developmental milestones and general paediatric orthopaedic conditions. There was further discrepancy with the number of hours dedicated to paediatric podiatry within the curricula (ranging from < 5 h to > 26 h). Conclusion: The findings from this study highlight some disparity in the delivery of training for students relating to paediatrics. The data suggests that there is a need for international coordination in establishing priorities for the paediatric curricula. This will ensure consistency in baseline knowledge, modes of training, amount and nature of curriculum delivery during undergraduate or entry level podiatry training.",
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International approaches to paediatric podiatry curricula : It's the same, but different. / Williams, Cylie M.; Nester, Chris; Morrison, Stewart C.

In: Journal of Foot and Ankle Research, Vol. 12, No. 1, 28, 08.05.2019.

Research output: Contribution to journalArticleResearchpeer-review

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T2 - It's the same, but different

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AU - Nester, Chris

AU - Morrison, Stewart C.

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