International approaches to paediatric podiatry curricula: It's the same, but different.

Autor: Williams CM; 1Department of Physiotherapy, Monash University, McMahon's Road, Frankston, VIC 3199 Australia.; 2Peninsula Health, Allied Health, 4 Hastings Rd, Frankston, VIC 3199 Australia., Nester C; 3School of Health and Society, University of Salford, Salford, Manchester M6 6PU UK., Morrison SC; 4School of Health Sciences, University of Brighton, Eastbourne, BN20 7UR UK.
Jazyk: angličtina
Zdroj: Journal of foot and ankle research [J Foot Ankle Res] 2019 May 08; Vol. 12, pp. 28. Date of Electronic Publication: 2019 May 08 (Print Publication: 2019).
DOI: 10.1186/s13047-019-0339-9
Abstrakt: 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.
Competing Interests: University of Brighton's School of Health Sciences Research Ethics Committee approved this research. All participants provided informed consent.Not applicableCMW and SCM are associate editors of the Journal of Foot and Ankle Research. It is a journal policy that editors are removed fr4om the peer review and editorial decision making process for the papers that they have co-authored. CN has no conflict of interest with this research.Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Databáze: MEDLINE
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