CSH547 Current Theory of Podiatric Medicine

Unit Outline: Semester 1 2026, Kelvin Grove, Internal

Overview

This final year unit integrates a broad scope of advanced podiatric medicine knowledge. Health professionals are required to integrate a large body of specialised knowledge in their day to day clinical decision making processes. Skills in ongoing learning and research are essential for continuing professional development and improvement of clinical practice. Theory covered in this unit supports the companion clinical units, Podiatric Medicine 5 and Professional Placement 1, which are comprised largely of diverse Work Integrated Learning experiences inclusive of external placement sites and the on campus QUT Health Clinic.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Critically evaluate and integrate advanced knowledge in podiatric medicine and therapeutics, to generate solutions to clinical problems;
2. Devise strategies for clinical problem solving using contemporary research techniques, integrating digital capabilities and digital information literacy
3. Appraise, analyse and synthesise relevant information underpinning evidence-based professional reasoning and decision making in podiatry practice
4. Articulate research findings and recommendations to peers and other health professionals using digital communication, with clear application to a clinical context.

Content

Learning Approaches

This unit engages your learning by integrating complex theoretical knowledge and clinical reasoning skills required of a health professional. Lecture content will be delivered in teaching blocks to allow you to complete the Work Integrated Learning requirements of the companion unit, Professional Placement 1. Online activities and readings will be made available via the Canvas website to facilitate learning throughout the semester. Further development of research skills acquired in prior units will be facilitated through tutorials, access to library resources and online databases.

Feedback on Learning and Assessment

The following opportunities for formative feedback are provided in this unit;

• Feedback will be provided early in the semester regarding development of a suitable research question.
• Grading of the research project will be via criterion-referenced assessment, which will provide a detailed description of the standard achieved.
• Examples of theory questions will be provided to assist you in your preparation for the written examination.

You will be expected to reflect on this feedback and your performance in order to continually progress towards attaining the competencies expected of a pre-professional.

Assessment

Overview

Summative assessment items include a written theory examination that will assess integration and application of a broad scope of podiatric medicine knowledge. The second assessment item is a problem solving task that will enable you to develop your ability to source, evaluate, synthesise and communicate relevant findings from the literature.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Examination (theory)

You will be assessed on your ability to integrate knowledge of podiatric medicine, pharmacology and evidence based practice. In a written examination format (short answer and essay questions), you will demonstrate critical thinking and clinical reasoning skills, by responding to given material (such as complex patient information, diagnostic findings, or results from clinical research).

The use of generative artificial intelligence (GenAI) tools is prohibited in this assessment.

Assessment: Clinical Scenario Problem Solving

As a podiatrist you will encounter clinical problems that require you to integrate multiple sources of information to identify evidence-based answers and communicate solutions to patients and colleagues. Contemporary technologies, including Generative AI tools, offer new opportunities to improve efficiency in researching to develop solutions for clinical problems. In this task, you will apply these technologies, critically evaluate the answers provided, and contrast to information from the evidence base. 

For this task you will be required to formulate an answerable clinical question and source research literature surrounding management or investigation of a clinical problem you have experienced whilst on placement. You will be assessed on your ability to source and critically evaluate relevant literature, as well as synthesise, clinically apply and communicate your findings in an infographic format suitable for patients and colleagues in the podiatry profession.

This assignment is eligible for the 48-hour late submission period and assignment extensions. 

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.

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

Resource Materials

Recommended text(s)

Beers, M.H. (2006). The Merck manual of diagnosis and therapy. [Electronic resource]. (20th Edition). Whitehouse Station, N.J.: Merck Research Laboratories. Available online: www.merckmanuals.com/professional/index.htm.

Christman, R.A. (2014). Foot and ankle radiology 2nd Edition. Wolters Kluwer.

Dockery, G.L., and Crawford, M.E. (1999). Color atlas of foot and ankle dermatology. Philadelphia: Lippincott-Raven.

Evans, A. (2010) The Pocket Podiatry Guide. Paediatrics. Edinburgh: Churchill Livingstone

Gordan Burrow, and et al. (2020). Neale's disorders of the foot. (9th Edition). Published 2020. Elsevier.

Portney, L. G. (2020). Foundations of Clinical Research: Applications to Evidence-based Practice. United Kingdom: F.A. Davis.

Thomson, P., and Volpe, R.G. (2001). Introduction to podopediatrics. (2nd Edition). Edinburgh: Churchill Livingstone.

Risk Assessment Statement

Computer-based work will be required in the preparation of assessment items. Students should ensure that their workstations are adjusted in accordance with Occupational Health and Safety guidelines and that regular rest breaks are taken.

Course Learning Outcomes

CS44 Bachelor of Podiatry

1. 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: Examination (theory), Clinical Scenario Problem Solving

CS46 Bachelor of Podiatry (Honours)

1. 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: Examination (theory), Clinical Scenario Problem Solving