Abstract
BackgroundPrevious research shows considerable variation in pre-registration paediatric podiatry curricula, and thus the clinical skills realised prior to graduation. Whilst pre-registration training is guided by regulatory bodies, these high level principles only refer briefly to standards in paediatric practice. An estimated 9% of podiatry caseloads in the United Kingdom (UK) and Australia are dedicated to paediatric service provision. Therefore, it is imperative that curricula support the consistent development of paediatric practice enabling newly registered podiatrists to work safely and effectively with children. Given that the global healthcare work force provides unique opportunities to explicitly align international curricula, the aim of this study was to determine the priorities for a UK and Australian binational pre-registration paediatric podiatry curriculum.MethodsA four round modified Delphi design was employed to ascertain consensus and agreement of a panel of experts with a special interest in paediatrics working in the UK and Australia. Round 1 contained open questions designed to promote diverse responses on the broad topics of lecturer experience and curriculum organisation and delivery. The answers from Round 1 were developed, through content analysis, into a series of statements presented to the panel for agreement in Rounds 2, 3 and 4.ResultsOf the 297 statements generated following Round 1, 183 were accepted and 114 rejected by the end of Round 4. 109 of the accepted statements related to curriculum content. Participants also agreed on areas relating to lecturer experience, clinical education, and assessment of paediatric skills.ConclusionsThis study is the first of its kind to describe elements of a curriculum for pre-registration podiatry training. The recommendations highlight opportunities that education providers can work towards during curriculum design. They also emphasise the collaboration that is needed between professional bodies, clinicians and higher education institutions when defining guidelines and expectations for paediatric specific skills.
Highlights
Previous research shows considerable variation in pre-registration paediatric podiatry curricula, and the clinical skills realised prior to graduation
Lower limb pain is the most common paediatric musculoskeletal problem presenting to United Kingdom (UK) and Australian general practitioners (GPs) [3,4,5]
The aim of this study was to determine the priorities for a binational UK and Australian pre-registration paediatric podiatry curriculum
Summary
Previous research shows considerable variation in pre-registration paediatric podiatry curricula, and the clinical skills realised prior to graduation. Up to 9% of podiatry caseloads are devoted to paediatric work where podiatrists partner with families and other health care providers to prevent and support paediatric foot and lower limb conditions [7,8,9]. Paediatric practice is a specialist topic area, and, whilst adults and children share some common clinical presentations, managing the care of children requires a specific understanding of physical and psychosocial development, family/ carer dynamics, the impact of health conditions on a growing body and conditions specific to childhood [24, 25]. In order to successfully facilitate learning in paediatrics, lecturers must have a contemporary and evidence-based knowledge and grounding in the theoretical frameworks of paediatric-centred care, facilitating correct, contextualised, holistic and stimulating learning drawing on lived experience This is more likely to promote an interest in the subject matter, positively influencing student engagement and learning [26]. A role model for paediatric podiatry practice surely must be built on solid foundations
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