PODI14011 - Complex Cases in Podiatry Practice

General Information

Unit Synopsis

This unit will explore a broad range of complex disorders and interventions necessary to podiatry practice. Using case scenarios, students will explain the pathophysiology of the “disease” and develop a high level podiatric intervention plan based on evidence based practice, clinical reasoning and reflective practice.

Details

Level Undergraduate
Unit Level 4
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

All units in Year 4, Term 1.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2020

Term 2 - 2020 Profile
Rockhampton
Sydney
Term 2 - 2021 Profile
Rockhampton
Sydney

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Presentation and Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

No previous feedback available

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Have your say
Feedback
Students appreciated that the content of this course covered the complexity of patient requirements when they present to the clinic with numerous co-morbid conditions.
Recommendation
The content of this course will continue to focus on a patient centred approach to managing a complex case. Considering co-morbid factors should continue to be an important element of future lessons in this unit.
Action Taken
The unit content continued in a similar approach this year. Lectures were given in a variety of areas. Tutorials and case studies provided students with multiple clinical scenarios regarding the management of patients with complex co-mobid factors.
Source: Have your say
Feedback
It was good to expose students to a multi-disciplinary team approach, including guest lecturers from speech pathology and physiotherapy. This taught students to appreciate what other disciplines do and to utilise all available services for the best patient outcomes.
Recommendation
The invitation of guest lecturers from other disciplines helped students to appreciate other allied health professions and how various disciplines need to work together in order to ensure patients get the best treatment available. Future lessons should continue to engage lecturers from various disciplines.
Action Taken
This year guest lectures continued in this unit from speech pathology and psychology. This exposed students to relevant conditions that impact podiatry consults, as well as working in multi-disciplinary teams.
Source: Have your say
Feedback
The guest speakers were enthusiastic in teaching Podiatry students, despite it not being their discipline, and engaged all students in the lecture.
Recommendation
It was important to be selective when inviting guest speakers to ensure that they had the same work ethos and believed in a multi-disciplinary team approach to managing patients. It was fortunate that the guest speakers this year were like-minded and professional. It is recommended that guest lecturers continue to be invited the following years to present lectures and tutorials.
Action Taken
The same guest lecturers were engaged in this delivery of the unit, and delivered enthusiastic, positive and engaging lectures.
Source: Student feedback
Feedback
Discussing the assessment task early helped with student organisation and time management. The flexibility to record the presentation and submit online helped with a busy schedule and workload. It also reduced stress, allowed the potential for draft submissions if necessary and developed IT skills.
Recommendation
This year the student was permitted to submit their oral presentation recording electronically instead of deliver it in class. This was due to the busy 4th year student schedule in term 2, where students are away on five weeks of external placement. This also allowed the teaching of additional content instead of taking up a potential teaching week for oral presentation delivery. This format will be considered in future years depending on student placement arrangements and teaching schedules.
Action Taken
Nil.
Source: Student feedback
Feedback
The unit content covered many key areas of podiatry. This kept the unit interesting and engaging, but the content expanded sufficiently on previous knowledge to be an enjoyable challenge.
Recommendation
This delivery of the unit covered many key areas of podiatry, for example, Indigenous, rural and remote health, diabetes, gerontology, pain, and running injuries. Psychological principles were also explored as an important consideration in patient care. Although students have had exposure to these areas previously, they are built upon, extended and challenged in this unit. It is recommended that this format continues in this unit. A lecture on surgical complications may be relevant in future offerings of this unit.
Action Taken
Nil.
Source: Student feedback
Feedback
Case studies done throughout the unit and the assessment task (case report) were all very applicable to 'real world' podiatry practice.
Recommendation
For every lecture in this unit, there was a corresponding tutorial which comprised of a clinical case study relevant to that topic area. The authentic assessment task required students to provide a case report of a 'complex' patient seen on their final external placement. All of these tasks are ideal in a final year, term 2 unit as they help prepare students for professional practice as a podiatrist. It is recommended that authentic assessment tasks and 'real world' case studies are continued in this unit.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Use complex case studies to explain the processes required to reach complete diagnosis and safe management of the patient in podiatric practice
  2. Prepare and evaluate goal-oriented evidence based management strategies recognising holistic and interdisciplinary management
  3. Integrate evidence based practice into the structure of complex case management
  4. Apply clinical reasoning, reflective practice, and clinical judgement in the management of the patient in podiatric practice.

Per NPC1305

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Presentation and Written Assessment
2 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Presentation and Written Assessment
2 - Written Assessment