CSB531 Diagnostic Imaging for Podiatrists
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | CSB531 |
|---|---|
| Prerequisite(s): | CSB522 or CSB525 |
| Equivalent(s): | PUB537 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Semester 1 2027, Kelvin Grove, Internal
| Unit code: | CSB531 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | CSB522 or CSB525 |
| Coordinator: | Debbie Turner | deborah.turner@qut.edu.au |
Overview
You will integrate the theory of medical imaging with podiatry practice at a level corresponding to the third year of clinical exposure in preparation for entry to the work place and collaborative practice. Diagnostic imaging is an integral part of contemporary podiatry practice. As a registered podiatry practitioner you are legally entitled to refer for conventional radiographs, sonography for diagnostic purposes and can refer for magnetic resonance imaging and computerised tomography under specific circumstances. This unit is ideally positioned so that it can be studied alongside Podiatric Medicine 3 and Sports Medicine and Rehabilitation as these subjects are closely interconnected in the clinical setting. The knowledge and skills covered in this unit will be frequently applied in diverse clinical settings to improve patient outcomes and will be used in more complex case management which will be a focus in the clinical encounters in the final year of the program.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply professional reasoning including the use of evidence based diagnostic decision rules for the safe, ethical and appropriate use of radiographic, ultrasound and advanced medical imaging techniques relevant to podiatric practice which integrate technology and sustainable healthcare;
- Apply professional terminology associated with radiographic, ultrasound and advanced imaging techniques
- Determine whether the radiographic and/or ultrasound appearance of a foot is normal and recognise the appearance of common pathologies of the lower extremity viewed on conventional radiographic imaging;
- Evaluate and interpret radiology reports of radiographic and ultrasound findings, collaborating effectively with other health professionals utilising timely, purpose-driven and effective communication and documentation to support continuous, coordinated and safe delivery of person-centred care
- Apply clinical reasoning to justify the relevance and utility of diagnostic imaging techniques and act appropriately on imaging findings for the safe and effective management of conditions relevant to podiatric practice.
Content
Specialised knowledge and skills
- Introduction to conventional radiographs, computed tomography, magnetic resonance imaging, sonography, dual energy x-ray absorptiometry and nuclear medicine
- Biological effects of radiation and radiation safety
- Appropriate and safe use of imaging in accordance with relevant National Safety and Quality Standards
- Imaging stewardship and its role in sustainability in healthcare
- Effective communication, referral and collaborative practice for patient safety in the context of the use of medical imaging including electronic / digital referral practices
- Introduction to the evolving use of artificial intelligence in contemporary medical imaging practice and the ethical principles for use
- Radiographic projections and the future of image display
- Advanced imaging modalities
- Aspects of image quality and artefacts
- Developmental and normal variants
- Applied interpretation of imaging for podiatric practice
Diagnostic skills
- Rheumatology
- Tarsal coalitions
- Fractures and soft tissue pathology and injury
- Infection
- Osteochondritis
- Metabolic, endocrine and nutritional disorders
- Bone tumours and tumour-like conditions
- Typical image features associated with common lower limb pathologies/conditions
Relates to learning outcomes
These learning outcomes address elements of the Australian Health Practitioner Regulation Agencys (Ahpra) professional capabilities for podiatrists. Students are registered with the Podiatry Board of Australia, which recognises these capabilities as the minimum standards for professional practice.
Please refer to Podiatry Board of Australia for more information.
Learning Approaches
In this unit, you will learn by engaging in face-to-face learning supported by online resources. The unit's Canvas site will be used for information regarding group allocation, teaching and learning materials, and important messages.
Lectures, practicals and workshops are used in this unit to support your learning. This unit uses computer laboratory based viewing of conventional radiographs and group discussion to interpret imaging findings and investigations. The practical sessions in some weeks will occur in the medical imaging laboratories or the QUT Health Clinics for authentic learning in real-world environments with exposure to industry-relevant digital practices.
There is also a focus on interdisciplinary and interprofessional learning, where podiatry students will be able to communicate and collaborate with medical imaging students through a case-based learning approach with emphasis placed on imaging referrals, specialised imaging techniques, patient safety and sustainable healthcare practice in the context of medical imaging.
Feedback on Learning and Assessment
Assessment will be spaced throughout the semester to provide the opportunity for feedback on your learning to that point. You will be provided with formative and summative feedback on all your assessments as you progress through the unit. You will also receive formative feedback through online practice activities (e.g. radiology quizzes). Following completion of learning and assessment tasks which will form part of the workbook assessment submission you engage in peer and self-evaluation to further drive your learning.
Assessment
Overview
Each assessment item is designed to measure your ability to apply the knowledge and skills stated in the unit learning outcomes. Your first assessment task (workbook assessment) is designed to drive and support your progressive learning, through the completion of a series of learning tasks or demonstration of skills related to the use of diagnostic imaging relevant to podiatry practice. You will be supported in the completion of these tasks in the weekly practical or workshop sessions or will be provided with structured self-directed learning modules to complete. A final theory examination will assess your knowledge and skills related to medical imaging (referral and interpretation) and your use of professional reasoning to justify the relevance and utility of diagnostic imaging techniques and your ability to act appropriately on imaging findings for the safe and effective management of conditions relevant to podiatric practice.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Workbook
Throughout the early part of the semester, you will be required to demonstrate specific skills in your supervised practical sessions and to complete a number of learning activity tasks related to the safe and effective use of medical imaging in podiatric practice to improve patient outcomes. This will include a demonstration of knowledge and skills around safe and appropriate use of medical imaging modalities. The application of professional reasoning to effectively and ethically justify the use of medical imaging and interpret image findings appropriately recognising the role that medical imaging has for the delivery quality patient care and sustainable healthcare. You will need to demonstrate effective collaboration and communication with other health professionals (medical imaging practitioners) in the context of the use of medical imaging related to podiatric practice. You will be required to engage in peer and self-evaluation of skills development and evidence self-directed learning. Feedback will be provided on the development of your workbook components throughout the semester.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details page for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination
Working as a podiatrist in clinical practice, you will be required to recognise and interpret normal and pathological appearances on diagnostic imaging and describe these using correct terminology to patients and other health professionals. In this assessment you will complete a case-based theory examination, demonstrating your achievement in the unit learning outcomes.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The primary learning resource will be the textbook listed below. Additional learning resources will be outlined to supplement this text will be provided throughout the semester via the unit Canvas site. Students are encouraged to curate and critically apply open educational resources from relevant and appropriate online sources.
Resource Materials
Recommended text(s)
Burrow, G., and et al. (2020). Neale's disorders of the foot. (9th Edition). United Kingdom: Elsevier Health Sciences.
Christman, R. A. (2015). Foot and ankle radiology (2nd ed.). Wolters Kluwer Health.
Risk Assessment Statement
This unit will involve lab-based and clinic-based sessions in on campus clinic facilities. You will be required to attend the induction sessions at the commencement of the semester where the safety precautions to be observed while working in the labs and clinic will be outlined. You are required to read the policies and procedures documents, and sign forms indicating that you have read and understood the material contained in these manuals. Please direct any questions regarding safe working procedures to the unit coordinator. Protective clothing outlined in the policies and procedures documentation must be worn at all times in the laboratories (e.g. enclosed footwear, face mask, goggles/face shield and lab coat).
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS44 Bachelor of Podiatry
- Critically evaluate and integrate specialised discipline knowledge of body systems, pathology, podiatric medicine and therapeutics in real-world settings.
Relates to: Workbook , Examination - Employ information literacy, evidence-based professional reasoning and shared decision-making to safely and effectively undertake person-centred management for diverse lower limb conditions through assessment, investigation, diagnosis and evaluation.
Relates to: Workbook , Examination - Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Workbook , Examination - Uphold, promote and advocate for the culture and practice of safety, quality assurance and risk management in diverse health care environments and populations, while recognizing personal accountability and responsibility for sustainable and culturally safe systems, and embracing diverse perspectives and innovative health care solutions.
Relates to: Workbook , Examination - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Workbook
CS46 Bachelor of Podiatry (Honours)
- Critically evaluate and integrate advanced specialised knowledge of body systems, pathology, podiatric medicine and therapeutics in real-world settings.
Relates to: Workbook , Examination - Employ research skills in parallel with evidence-based professional reasoning and shared decision-making to safely and effectively undertake person-centred management for diverse lower limb conditions through assessment, investigation, diagnosis and evaluation.
Relates to: Workbook , Examination - Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Workbook , Examination - Uphold, promote and advocate for the culture and practice of safety, quality assurance and risk management in diverse health care environments and populations, while recognizing personal accountability and responsibility for sustainable and culturally safe systems, embracing diverse perspectives and demonstrating emergent leadership of innovative health care solutions through research.
Relates to: Workbook , Examination - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Workbook