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Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

MPS Master of Podiatric Surgery

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Department

Department of Allied Health Professions Sport & Exercise

Subject Benchmark Statement

Characteristic Statement - Master's Degree, NQF - Level 7

Date of Programme Specification Approval

2024-09-02

Version Number

2024.03

Educational Aims of the Course

The main aim of the course is for podiatrists registered with the HCPC to make a significant contribution to their professional development and knowledge related to podiatric surgery and also meet the requirements to be annotated as a Podiatrist Practising Podiatric Surgery on the HCPC Register. The course is also … For more content click the Read More button below. To achieve this, students will undertake a training programme in podiatric surgery that meets the HCPC standards for podiatric surgery and meets the Framework for Higher Education Qualifications (FHEQ) standards for a Master’s programme at Level 7. The course will last three years. The surgical training programme will cover three years of the course will allow students to gain the clinical competencies required of a podiatrist practising podiatric surgery.  This area of practice has been recognised as an area of advanced clinical practice. This course has been mapped against the Health Education England (HEE) multi-professional framework for advanced clinical practice in England. HEE provides a working definition of advanced clinical practice for national use: “Advanced clinical practice is delivered by experienced, registered health and care practitioners. It is a level of practice characterised by a high degree of autonomy and complex decision making. This is underpinned by a master’s level award or equivalent that encompasses the four pillars of clinical practice, leadership and management, education and research, with demonstration of core capabilities and area specific clinical competence. Advanced clinical practice embodies the ability to manage clinical care in partnership with individuals, families and carers. It includes the analysis and synthesis of complex problems across a range of settings, enabling innovative solutions to enhance people’s experience and improve outcomes.” This definition underpins the course aims. The course is also underpinned by HCPC standards of conduct, performance and ethics and the National Health Service (NHS) core values of working together for patients, respect and dignity, commitment to quality of care, compassion, improving lives and everyone counts.

Course Accredited by

Royal College of Podiatry
Health and Care Professions Council

Course Offering(s)

Part Time

Part Time - September

Learning Outcomes

On successful completion you will be able to:
1.
Interpret, apply and evaluate relevant clinical knowledge and evidence base related to the practice of podiatric surgery.
2.
Critically evaluate their own clinical and surgical practice through critical reflection, case review, mentor support and appraisal, and professional development.
3.
Critically appraise literature, theoretical debates and ethical dimensions influencing the practice of podiatric surgery.
4.
Critically appraise current political and policy factors influencing their professional specialism.
5.
Demonstrate safe and effective podiatric surgical practice consistent with professional and regulatory requirements.
6.
Undertake thorough and detailed holistic assessments that considers the patient when assessing the foot and its associated structures
7.
Order and interpret appropriate clinical investigations.
8.
Identify a diagnosis to determine options for treatment including surgery.
9.
Demonstrate safe and effective practice relating to the selection of suitable surgical cases, gaining consent, and providing appropriate peri-operative advice and care and post-operative management.
10.
Demonstrate the application of a range of theories, surgical concepts and principles in relationship to podiatric surgical practice to develop holistic care to diverse service-user groups and their carers or support providers.
11.
Critically appraise, through reflective practice the evaluation of personal and professional goals, aspirations and contribution to leadership in their discipline.
12.
Communicate clearly and effectively with all appropriate multidisciplinary team members, service-users and carers to provide information about the treatment and potential outcomes and work in partnership, with colleagues, peers within podiatry or other disciplines on complex matters, issues and ideas.
13.
Recognise the limits of their own scope of practice, working with colleagues and/or referring onto other agencies where appropriate.
14.
Exercise an independent learning ability, critical, analytical and evaluative approach to continuous professional development and lifelong learning.
15.
Communicate complex matters, issues and ideas effectively, and work in partnership, with stakeholders, colleagues, peers within podiatry or other disciplines.
16.
Exercise initiative, critical thought and decision-making in complex and unpredictable situations that can serve to enhance their professional activities.
17.
Plan, develop and evaluate methods of enquiry, analyse and interpret data and other relevant information to inform or facilitate clinical effectiveness.

Interim Award

Postgraduate Certificate

Postgraduate Diploma

Teaching, Learning and Assessment

  Teaching, learning and assessment methods are designed to offer students a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression in podiatric surgery. They aim to be inclusive of diversity, to allow students to actively engage in learning … For more content click the Read More button below. Learning and teaching for the surgical component is delivered through a form of work-based learning as they undertake surgical training with an appropriately qualified surgical tutor in their work-based setting. Both learning and assessment aims to develop the skills, knowledge and confidence to perform well in the work setting through integrated assessments and progressively greater student autonomy. Student-centred autonomous learning is key and used throughout the course supported by input from surgical tutors and the academic tutors from the University. Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence. Thus, the acquisition of surgical skills and the confidence to perform academically and professionally is developed. All modules are supported by digital resources in the VLE, which plays a key role in offering direction and academic support to students during the academic year when students are not in attendance. The team will continue to strive to develop innovative teaching techniques to enhance students’ learning. Group discussion will be encouraged during these off-campus periods by the use of discussion forums on the VLE and through the use of electronic resources so peer support and tutor support can be offered when the student is not in attendance. 
 Assessment aims to support learning and to measure achievement.  Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment is a combination of coursework, practice- and competency-based learning and examination including case studies, presentations, objective structured clinical examinations (OSCEs) and practical review of surgery. The nature of the assessment varies from module to module, and mirrors the modes of communication expected of graduates in this field, including report-writing, critique, case presentation and oral presentation of clinical findings. Assessment may be based on work-based situations, or more conventional essays testing skills of critical analysis. Assessment will be supported by the Royal College of Podiatry Faculty of Podiatric Surgery. Competence to practise is a primary requirement for health professional registration such that a large part of any course should be practice based. The Royal College of Podiatry expects that a podiatric surgical trainee would undertake a minimum of 600 hours of practice per year and this course meets the requirement. This is a form of work-based learning in which the student will spend time with an appropriately qualified supervisor in their work-based setting. This learning takes place in their surgical training post that is supported by the Royal College of Podiatry Faculty of Podiatric Surgery. This allows students to learn and be assessed in real podiatric settings, which include NHS primary care, acute and mental health trusts, the private and independent sector and social care settings. In each case the student is supervised by appropriately qualified surgical tutors led by a Consultant Podiatric Surgeon. The surgical placement sites are approved by the University and the Royal College of Podiatry Faculty of Podiatric Surgery, and are subject to a learning development agreement or practice partnership agreement with the University. There are monitored against the Practice Placement Quality Assurance (PPQA) audit criteria. The students on placement will have opportunities to enhance their knowledge of multi-disciplinary teamworking by observing in other areas of the placement. They will also be able to spend time in other approved podiatric surgery units. New surgical tutors will be required to undertake surgical tutor training. Support for students whilst in placement is facilitated by their personal tutor and through tripartite meetings between student, clinical supervisor and personal tutor. The clinical supervisors will be required to participate in a placement forum for training, to review and discuss placement issues and any changes required in an appraisal of the previous year’s placement scheme. Personal Development Planning (PDP) is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, education and career development’ (QAA 2001). All students have access to PDP, which enables the student to develop an awareness of their strengths and weaknesses, construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long-term career goals. PDP is introduced to students at the commencement of the course and is normally supported through the personal tutor system. PDP on this course will be through a surgical portfolio. This surgical portfolio aims to help students critically identify realistically achievable aims and expectations throughout the course, reflecting on their academic, personal and professional development. It has a strong focus on the clinical skills required to enable students to work in the specialist area of podiatric surgery. It also provides a medium for recording their progress and creating an effective personal profile, as required by the Health and Care Professions Council to demonstrate continuous professional development and lifelong learning to retain professional registration. This portfolio will be assessed in the Developing Podiatric Surgical Practice module The School of Human and Health Sciences uses Turnitin® via the VLE to help both students and staff ensures and protects the originality of work submitted for assessment.

Support for Students and their Learning

At course level support is provided by:

Personal Tutor

The University has implemented a personal tutor system for students. This system aims to both improve the student experience of learning and teaching, and increase student retention and achievement rates. Specifically, personal tutors:

  • Provide a personal contact for the student within the University and the School
  • Act as a liaison between the student, clinical supervisor and course leaders to seek any improvements required
  • Offer guidance, assistance and support in managing the students' academic and placement experience
  • Recognise when the problems presented are beyond the personal tutor's competence and seek guidance and support for the student through the University and/or School referral processes.
  • Work with students to review and reflect upon their own progress and if necessary on ways to improve it
  • Take part in supportive training events.

Where personal tutor arrangements do not apply, the first point of contact for students is the Student Hub.

Surgical Tutor

The surgical tutor is the clinical supervisor and is responsible for teaching, learning and assessment of the work-based learning the student will be undertaking within this course. They will also input and undertake assessments on this course. They will be required to meet the following criteria

  • HCPC-registered podiatrist practising podiatric surgery or equivalent
  • Undertaken surgical tutor/clinical supervisor training or equivalent

The minimum requirement for clinical educator/surgical tutor training is to have undertaken a course/module that covers the following syllabus:

  • Quality Assurance in practice education (audit, clinical governance & standards).
  • The clinical learning environment and the context of practice.
  • Supporting the development of innovative practice
  • Facilitating the integration of theory and practice through reflectio
  • Learning theories and strategies
  • Assessment strategies, notions of competence and managing failing students
  • Managing students with disabilities
  • Ethical, legal and professional issues in practice-based learning
  • Have employer support for having a surgical trainee
  • Be approved with the appropriate professional body, e.g. the Royal College of Podiatry, as a surgical tutor and have a College-approved surgical training place, advertised in line with the recruitment principles and complying with the Equality Act 2010

Course Leader

The course leader is responsible for the entire quality assurance arrangements for the course.

Criteria for Admission

 

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. 

The University provides opportunities for the accreditation of prior learning (APL) as stated at           the following link:

http://www.hud.ac.uk/registry/regulationsandpolicies/awards/

Further information related to the School APL process can be found on the School pages in the VLE.

The University’s general minimum entry requirements are specified in the ‘Regulations for Awards which can be found on the Registry website as follows:

http://www.hud.ac.uk/registry/regulationsandpolicies/awards/

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  In addition to completing an application form, all applicants will be interviewed to ensure that the course is suitable for that particular student. General advice and information regarding disability and the support the University can give can be found by contacting  student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available at their website at:

http://www.hud.ac.uk/disability-services/

In addition this course leads to professional recognition as podiatrist practising podiatric surgery with the HCPC, further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the profession’s website at http://www.hpc-uk.org/aboutregistration/standards/podiatricsurgery/ and by contacting the admissions tutor.    

However, the specific entry requirements and admission criteria for this course are detailed below.

The minimum requirement for entry for new students onto the course is normally

  • Applicants should have an MSc in Theory of Podiatric Surgery or equivalent qualification
  • Applicants should be registered as a podiatrist with the HCPC and annotated in Prescription-Only Medicines – Sale/supply (POM-S/S) and Prescription only Medicines – Administration (POM-A)
  • Applicants should have written confirmation of a podiatric surgical training post with an appropriately trained surgical tutor/clinical supervisor or equivalent
  • Applicants should have a Royal College of Podiatry National Training Number or equivalent
  • Applicants should have completed a probationary period in this post and successfully completed the Objective Assessment of Professional Skills (OAPS) test before being granted approval from the Royal College of Podiatry and the University to apply for this course.

Application Approval Process

The application approval process aims to provide both the applicant and the selection team with the details required to make an informed decision. The selection team will be made up of University staff, HCPC-annotated podiatrists practising podiatric surgery and service-users. It is for this reason that all suitable candidates are invited for interview and given the opportunity to look round the University and division as well as being able to talk with staff, existing students and service-users. 

In exceptional circumstances, usually due to problems with travelling long distances, Teams (or equivalent) interviews are given. In these circumstances the applicant is urged to find out as much information about the University as they can prior to the interview to enable them the opportunity to ask relevant questions. It is also possible to arrange for the candidate to speak to one of our existing students over the telephone. The main criteria on which offers are based are:

  • Motivation
  • An understanding of the role of the podiatrist practising podiatric surgery
  • Evidence of having spent some time in a podiatric surgery clinical environment
  • MSc Theory of Podiatric Surgery
  • Evidence of CPD

Criteria for admissions for the APL process for podiatrists who have not completed the fellowship of podiatric surgery through the existing training programme run by the Royal College of Podiatry Faculty of Podiatric Surgery.

  • Applicants should be registered with the Health and Care Professions Council or equivalent
  • Currently have a training place approved by the Royal College of Podiatry

An Enhanced DBS (Disclosure and Barring Service) Check is required as part of the admissions process.

Methods for evaluating and improving the quality and standards of teaching and learning

The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at:

http://www.huddersfield.su/courserepwebsite

Within the School students are represented at committee level from Student Panels to the School Board. The School also has a Student Council.  Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.

An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as all statistical data about the course, is reported through the course committee structure and scrutinised through the University wide annual evaluation process. Good practice and innovation are highlighted through the annual evaluation process.

Professional and Statutory Regulatory Bodies

The Health and Care Professions Council, as the statutory regulatory body, undertakes an annual monitoring process of the provision against its Standards of Education and Training and Standards of Proficiencies.  A visit to review or monitor standards on the course is undertaken when significant change to the provision has been implemented. The Royal College of Podiatry as the professional body monitors and accredits the course through the external examiner who is approved by the College when appointed to the University.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Exception to Regulations

Students must complete all the following course requirements:

  • All modules must be passed
  • Full clinical attendance is required prior to progression. The course handbook has further information about clinical attendance-monitoring. Module practice-based learning hours must be completed before assessment can be taken. Tripartite placement meetings will be used to make the arrangements for practice-based learning hours to met
  • There is no compensation between theory and practice
  • All must be passed at 50%
  • There is no condonement allowed on this course
  • To qualify for the award, students must complete and pass all the module requirements
  • Issues relating to poor professional conduct or poor performance on placement are considered in line with placement documentation
  • Identities of individuals and organisations should be anonymised and confidences respected Consent should be obtained from individual patients/clients for use of any of their personal health information

Role of External Examiners

  • External examiners are approved through Course Committees before being appointed by School Boards and approved by University Learning and Teaching Committee. For the role of external examiner a practitioner of podiatric surgery would be desirable as an external examiner in additional to an academic

The role of the examiner is to ensure academic and professional standards are maintained through:

  • Review a sample of coursework and examinations, including attendance at the final practical examination
  • Attendance at course assessment boards

The External examiner reports separately to the University and the Royal College of Podiatrists, for whom they act as Chief External Examiner for the course.

Indicators of Quality and Standards

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if they take full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module handbook and course handbook. The accuracy of the information contained in this document is reviewed by the University.

Service-user involvement is essential element of the course. The University has a public partnership group that facilitates the input of service-users, their immediate relatives or carers into courses. On this course service users involvement will be through attendance to then course committee, support with the application process and input to modules through ‘patient stories’ to give students a better understanding of the patient experience of podiatric surgery.