Journal of the American Podiatric Medical Association

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In Appreciation

by Warren S. Joseph

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 537; https://doi.org/10.7547/1020537 - 1 Nov 2012

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Medical literature is dependent on peer review [...] Full article

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Team Accountability

by Joseph M. Caporusso

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 536; https://doi.org/10.7547/1020536 - 1 Nov 2012

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Team Accountability [...] Full article

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AMERICAN PODIATRIC MEDICAL ASSOCIATION OFFICIAL NOTICE. TO COMPONENT SOCIETIES AND AFFILIATED ORGANIZATIONS APMA MEETINGS. HOUSE OF DELEGATES 2013 ANNUAL SCIENTIFIC MEETING

by Joseph M. Caporusso and Glenn B. Gastwirth

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 535; https://doi.org/10.7547/1020535 - 1 Nov 2012

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In compliance with Article 9.10.1 of the Bylaws, you are hereby notified that the Regular Meeting of the House of Delegates of the American Podiatric Medical Association (APMA) will be held at the time and place indicated in this announcement for the purpose [...] Read more.

In compliance with Article 9.10.1 of the Bylaws, you are hereby notified that the Regular Meeting of the House of Delegates of the American Podiatric Medical Association (APMA) will be held at the time and place indicated in this announcement for the purpose of receiving reports of officers and committees, for the annual election of officers, for action upon regularly offered amendments to the Bylaws and Administrative Procedures, and for such other business as may be presented. Full article

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Assessment Plan for Student Academic Achievement. One College’s Perspective

by Vincent J. Hetherington

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 529-534; https://doi.org/10.7547/1020529 - 1 Nov 2012

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The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at [...] Read more.

The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at the Kent State University College of Podiatric Medicine. (J Am Podiatr Med Assoc 102(6): 529–534, 2012) Full article

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Psychometric Properties and Podiatric Medical Student Perceptions of USMLE-style Items in a General Anatomy Course

by Anthony V. D’Antoni, Anthony C. DiLandro, Eileen D. Chusid and Michael J. Trepal

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 517-528; https://doi.org/10.7547/1020517 - 1 Nov 2012

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Background: In 2010, the New York College of Podiatric Medicine general anatomy course was redesigned to emphasize clinical anatomy. Over a 2-year period, United States Medical Licensing Examination (USMLE)–style items were used in lecture assessments with two cohorts of students (N ¼200). Items [...] Read more.

Background: In 2010, the New York College of Podiatric Medicine general anatomy course was redesigned to emphasize clinical anatomy. Over a 2-year period, United States Medical Licensing Examination (USMLE)–style items were used in lecture assessments with two cohorts of students (N ¼200). Items were single-best-answer and extended-matching formats. Psychometric properties of items and assessments were evaluated, and anonymous student post-course surveys were administered. Methods: Mean grades for each assessment were recorded over time and compared between cohorts using analysis of variance. Correlational analyses were used to investigate the relationship between final course grades and lecture examinations. Postcourse survey response rates for the cohorts were 71 of 97 (73%) and 81 of 103 (79%). Results: The USMLE-style items had strong psychometric properties. Point biserial correlations were 0.20 and greater, and the range of students answering the items correctly was 25% to 75%. Examinations were highly reliable, with Kuder-Richardson 20 coefficients of 0.71 to 0.76. Students (.80%) reported that single-best-answer items were easier than extended-matching items. Students (.76%) believed that the items on the quizzes/examinations were similar to those found on USMLE Step 1. Most students (.84%) believed that they would do well on the anatomy section of their boards (American Podiatric Medical Licensing Examination [APMLE] Part I). Conclusions: Students valued USMLE-style items. These data, coupled with the psychometric data, suggest that USMLE-style items can be successfully incorporated into a basic science course in podiatric medical education. Outcomes from students who recently took the APMLE Part I suggest that incorporation of USMLE-style items into the general anatomy course was a successful measure and prepared them well. (J Am Podiatr Med Assoc 102(6): 517-528, 2012) Full article

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Educating the Podiatric Physician in Disaster and Emergency Preparedness

by Leonard A. Levy and Lester J. Jones

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 512-516; https://doi.org/10.7547/1020512 - 1 Nov 2012

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Historical Context [...] Full article

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An Educational Model for Patient Safety and Disclosure of Medical Error in Podiatric Medicine

by Lester J. Jones and Leonard A. Levy

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 505-511; https://doi.org/10.7547/1020505 - 1 Nov 2012

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Patient safety is a process that began to gain momentum in health care in the 1980s [...] Full article

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Can We Predict Podiatric Medical School Grade Point Average Using an Admission Screen?

by Graham P. Shaw, Evelio Velis and David Molnar

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 499-504; https://doi.org/10.7547/1020499 - 1 Nov 2012

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Background: Most medical school admission committees use cognitive and noncognitive measures to inform their final admission decisions. We evaluated using admission data to predict academic success for podiatric medical students using first-semester grade point average (GPA) and cumulative GPA at graduation as [...] Read more.

Background: Most medical school admission committees use cognitive and noncognitive measures to inform their final admission decisions. We evaluated using admission data to predict academic success for podiatric medical students using first-semester grade point average (GPA) and cumulative GPA at graduation as outcome measures. Methods: In this study, we used linear multiple regression to examine the predictive power of an admission screen. A cross-validation technique was used to assess how the results of the regression model would generalize to an independent data set. Results: Undergraduate GPA and Medical College Admission Test score accounted for only 22% of the variance in cumulative GPA at graduation. Undergraduate GPA, Medical College Admission Test score, and a time trend variable accounted for only 24% of the variance in first-semester GPA. Conclusions: Seventy-five percent of the individual variation in cumulative GPA at graduation and first-semester GPA remains unaccounted for by admission screens that rely on only cognitive measures, such as undergraduate GPA and Medical College Admission Test score. A reevaluation of admission screens is warranted, and medical educators should consider broadening the criteria used to select the podiatric physicians of the future. (J Am Podiatr Med Assoc 102(6): 499-504, 2012) Full article

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Lecture Capture. Enhancing Learning Through Technology at the Kent State University College of Podiatric Medicine

by Priscilla M. DiBacco, Vincent J. Hetherington and David Putman

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 491-498; https://doi.org/10.7547/1020491 - 1 Nov 2012

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Background: The intent of this research was to evaluate the Mediasite lecture capture system at the Kent State University College of Podiatric Medicine (formerly the Ohio College of Podiatric Medicine) to determine the acceptance, use and benefits to both students and faculty [...] Read more.

Background: The intent of this research was to evaluate the Mediasite lecture capture system at the Kent State University College of Podiatric Medicine (formerly the Ohio College of Podiatric Medicine) to determine the acceptance, use and benefits to both students and faculty and to identify any concerns, limitations, and suggestions for expansion. There is extreme debate on the effect of lecture capture on student attendance included in the research. Methods: Two surveys were compiled, one each for students and faculty. These were distributed by email to the entire student body and all full-time and part-time faculty. Responses were voluntary. The questions sought to identify the priorities of the participant, reasons for viewing lectures compiled by course, to assess any effect on class attendance and to evaluate the ease and use of the technical function. There was also a section for subjective responses and suggestions. Results: The tabulations proved a very high use of the program with the most important reason being to prepare for exams. The question of class attendance is still open to interpretation. Technically, the Mediasite system was ranked easy to use by both groups. Conclusions: The results of this survey confirm the concept of lecture capture as an integral segment of advanced education. Though this system should not replace class attendance, it is a vital supplement to course work and study. By reviewing all of the components of the survey those who may have concerns on its effectiveness are also aware of the advantages. The results of this study met all the objectives to evaluate use and obtain viewpoints to improve and expand the program. (J Am Podiatr Med Assoc 102(6): 491-498, 2012) Full article

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Can We Predict First-time Failure on the Podiatric Boards Using an Admission Screen?

by David Molnar, Jeffrey Jensen and Larissa Rolim

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 485-490; https://doi.org/10.7547/1020485 - 1 Nov 2012

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Background: This study examined the success of an admission screen in identifying applicants who will fail Part I or Part II of the Podiatric Boards on the first attempt. Methods: A logistic regression model was used to predict failure on the [...] Read more.

Background: This study examined the success of an admission screen in identifying applicants who will fail Part I or Part II of the Podiatric Boards on the first attempt. Methods: A logistic regression model was used to predict failure on the Podiatric Boards. Results: The biology Medical College Admission Test (MCAT) score predicted failure on Part I and Part II. Adding undergraduate grade point average and the other MCAT subscores did not significantly improve the prediction. Although a screen based on the biology MCAT score can identify nearly 90% of those who fail, there are six falsepositives for every true-positive. Conclusions: First-time Board failure can be predicted, but Board failure must be primarily addressed by interventions after matriculation rather than by an admission screen. (J Am Podiatr Med Assoc 102(6): 485-490, 2012) Full article

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Improving the Standardized Patient Experience

by Abe Osbourne

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 477-484; https://doi.org/10.7547/1020477 - 1 Nov 2012

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Background: As the facilitator of the standardized patient rotation at the Ohio College of Podiatric Medicine (now Kent State University College of Podiatric Medicine [KSUCPM]) for the past 4 years, I have felt that there is underused time in the program. Therefore, [...] Read more.

Background: As the facilitator of the standardized patient rotation at the Ohio College of Podiatric Medicine (now Kent State University College of Podiatric Medicine [KSUCPM]) for the past 4 years, I have felt that there is underused time in the program. Therefore, I sought the views of podiatric medical students at KSUCPM who have completed the standardized patient rotation to see how they felt their time in the course was used and whether they felt that the course was useful to them in terms of advancing their podiatric medical education. Methods: A survey was administered to 105 third-year podiatric medical students. These students had already completed the standardized patient rotation, which at KSUCPM is in the second year. Results: Seventy-seven students completed the survey. Most of these students felt that there was improperly used time in the course, and many recommended ways of improving the course organization. Conclusions: The students answered positively that the standardized patient rotation was important in terms of improving interviewing skills and worthwhile for future professional development. The students agreed that there likely was underused time in the course and even suggested ways in which they would make the course run more efficiently. (J Am Podiatr Med Assoc 102(6): 477-484, 2012) Full article

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Effect of Technology on Student Class Performance and Class Absence

by Sanjay Sesodia and David Molnar

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 471-476; https://doi.org/10.7547/1020471 - 1 Nov 2012

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Background: This study examined the effect of instructional technology availability on the performance of students enrolled in a medical physiology course at a podiatric medical school. Methods: Multiple linear regression analysis was used to predict student overall test performance based on [...] Read more.

Background: This study examined the effect of instructional technology availability on the performance of students enrolled in a medical physiology course at a podiatric medical school. Methods: Multiple linear regression analysis was used to predict student overall test performance based on instructional technology, Medical College Admission Test score, undergraduate grade point average, and class absence. Results: The availability of instructional technology was associated with a small decline in mean test performance and a small increase in class absence. Class absence had a negative effect on test performance only when the technology was available. Total Medical College Admission Test score and grade point average were positively correlated with performance. Conclusions: Instructional technology did not enhance absentee student course performance and, indeed, hurt it. Its use as a means of providing access to additional lecture material needs to be reevaluated. (J Am Podiatr Med Assoc 102(6): 471-476, 2012) Full article

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Can We Predict 4-year Graduation in Podiatric Medical School Using Admission Data?

by Sanjay Sesodia, David Molnar and Graham P. Shaw

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 463-470; https://doi.org/10.7547/1020463 - 1 Nov 2012

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Background: This study examined the predictive ability of educational background and demographic variables, available at the admission stage, to identify applicants who will graduate in 4 years from podiatric medical school. Methods: A logistic regression model was used to identify two [...] Read more.

Background: This study examined the predictive ability of educational background and demographic variables, available at the admission stage, to identify applicants who will graduate in 4 years from podiatric medical school. Methods: A logistic regression model was used to identify two predictors of 4-year graduation: age at matriculation and total Medical College Admission Test score. The model was cross-validated using a second independent sample from the same population. Cross-validation gives greater confidence that the results could be more generally applied. Results: Total Medical College Admission Test score was the strongest predictor of 4- year graduation, with age at matriculation being a statistically significant but weaker predictor. Conclusions: Despite the model’s capacity to predict 4-year graduation better than random assignment, a sufficient amount of error in prediction remained, suggesting that important predictors are missing from the model. Furthermore, the high rate of falsepositives makes it inappropriate to use age and Medical College Admission Test score as admission screens in an attempt to eliminate attrition by not accepting at-risk students. (J Am Podiatr Med Assoc 102(6): 463-470, 2012) Full article

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Information-seeking Behaviors of Podiatric Physicians

by Donna M. Perzeski

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 451-462; https://doi.org/10.7547/1020451 - 1 Nov 2012

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Background: The goal of this study was to evaluate the information-seeking behaviors of podiatric physicians as they search for answers to clinical questions that arise during patient care visits. Methods: Invitations to participate in an Internet survey were e-mailed to alumni [...] Read more.

Background: The goal of this study was to evaluate the information-seeking behaviors of podiatric physicians as they search for answers to clinical questions that arise during patient care visits. Methods: Invitations to participate in an Internet survey were e-mailed to alumni of the Ohio College of Podiatric Medicine (now Kent State University College of Podiatric Medicine [KSUCPM]). Twenty-nine questions surveyed the types and frequency of information that podiatric physicians need during patient care visits, which information resources are used by podiatric physicians, and which barriers podiatric physicians encounter when seeking information in general. Results: With 143 completed surveys, results of this study indicate a preference for searching the Internet over using colleagues and print literature. The most common need is for drug information, and common barriers include lack of time and cost of accessing information. Results are similar to those for physicians and other health-care providers seeking information. Conclusions: Podiatrists recognize the need to become proficient at locating highquality information, evaluating resources, and improving their understanding and use of resources on evidence-based medicine. Furthermore, with an increased awareness of their own behaviors, practicing podiatric physicians should pursue the best methods to find, judge, and use medical information for patient care. (J Am Podiatr Med Assoc 102(6): 451-462, 2012) Full article

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Undergraduate GPAs, MCAT Scores, and Academic Performance the First 2 Years in Podiatric Medical School at Des Moines University

by Robert M. Yoho, Kosta Antonopoulos and Vassilios Vardaxis

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 446-450; https://doi.org/10.7547/1020446 - 1 Nov 2012

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Background: This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research [...] Read more.

Background: This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. Methods: The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007–2010, N ¼ 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Results: Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. Conclusions: These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress. (J Am Podiatr Med Assoc 102(6): 446-450, 2012) Full article

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Podiatric Medical Students’ Perceptions of Professionalism in the Clinical Setting. A Qualitative Analysis

by Nancy L. Parsley and Ilene B. Harris

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 434-445; https://doi.org/10.7547/1020434 - 1 Nov 2012

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Background: The teaching and assessment of professionalism have become central areas of research and practice in medicine and in allopathic and osteopathic undergraduate and graduate medical education generally. In contrast, discussion of professionalism as it relates to podiatric medical education is nearly [...] Read more.

Background: The teaching and assessment of professionalism have become central areas of research and practice in medicine and in allopathic and osteopathic undergraduate and graduate medical education generally. In contrast, discussion of professionalism as it relates to podiatric medical education is nearly nonexistent in the literature. Methods: A study of podiatric medical students’ perceptions of professionalism-related issues in the clinical setting was performed using a qualitative analysis. A written survey was sent to 88 students who had recently completed their clinical training experiences. The survey was completed anonymously, and all identifying information was redacted before analysis of the data, which was performed using thematic content analysis with constant comparative analysis. In addition, basic demographic information was acquired as part of the data collection process. Results: Sixty-six students (75%) responded and agreed to participate in the survey. Students provided written reports of lapses in professional behavior that they had witnessed, heard about, or been personally involved in performing. The study confirmed that podiatric medical students had experienced various types of professional lapses in behavior, and six predominant themes were identified. Conclusions: This study, which was performed with a selected group of individuals at a single institution, serves as an initial assessment of the needs of podiatric medical students and will be useful for developing professionalism-related instructional activities that could benefit students in the future. (J Am Podiatr Med Assoc 102(6): 434-445, 2012) Full article

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The First Podiatric Medical Education Issue for the New Millennium

by Lester J. Jones

J. Am. Podiatr. Med. Assoc. 2012, 102(6), 432-433; https://doi.org/10.7547/1020432 - 1 Nov 2012

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It has been a very long time since JAPMA sponsored an issue specifically dedicated to podiatric medical education, and even longer since this profession has had a periodical devoted to disseminating information on education from a broad perspective [...] Full article

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J. Am. Podiatr. Med. Assoc., Volume 102, Issue 6 (11 2012) – 17 articles , Pages 432-554

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