Supportive lecturers & staff – The podiatry team is really approachable, passionate about the subject, and always willing to help with both academic work and placement prep. • Placements – You get a lot of hands-on clinical experience early on, which really builds confidence. The variety of placement settings (NHS, private practice, hospitals) makes the course feel very practical and relevant to real careers. • Facilities – The podiatry clinic at the uni is modern and well-equipped, so you feel like you’re working in a real professional environment. • Community feel – Because podiatry is a smaller cohort compared to other courses, it’s easy to get to know everyone and feel supported. Areas for improvement • Timetabling & workload – Sometimes lecture schedules and placement timings could be organised better, especially when balancing travel for placements. • Resources – More access to specialist podiatry journals and updated clinic equipment in some areas would be helpful.

Teaching style – The course is very hands-on, with a good mix of theory and practical sessions. Having clinic time built into the timetable helps link what we learn in lectures to real patients. • Contact with lecturers – The podiatry staff are approachable and supportive. It’s easy to ask questions, get feedback, and feel like they want you to succeed. • Blended learning – Online resources and lecture recordings are useful for revision, while in-person teaching and clinics give vital experience. • Small group learning – Because podiatry is a specialist subject, the smaller class sizes mean you get more individual attention compared to bigger courses. Worst aspects of the course • Timetabling – Some days feel overloaded while others are very light, so a more balanced schedule would help. Placement travel can also clash with study time. • Course hours – Long days in clinic can be tiring, especially when combined with academic work. Sometimes the workload feels intense. • Resources – A few modules could use more up-to-date case studies, journals, or specialist equipment to reflect current practice in the NHS and private sector. • Online materials – While lecture recordings are good, some online content could be made more interactive or detailed to support independent learning.

It is difficult for me as an odler student to feel "part" of the establishment as almost everything is designed and intended for the inclusion of younger people. Also, being a commuter with a 70 mile round trip each day, it's not practicable for me to spend more time at the University outside of learning hours.

Again, speaking as a commuter, it can be both frustrating and tiring to complete a 70 mile round journey to attend a 90 minute lecture.