PodMed Exam 1 2026/2027 – 90+ Questions & Answers, Podiatry History, APMA, CPME, Ethics, Professionalism & Informed Consent

This 16-page PodMed Exam 1 2026/2027 study guide contains 90+ exam questions and answers covering the history and development of podiatric medicine, podiatric education, professional organizations, licensing and board certification, scope of practice, practice models, industry relationships, medical professionalism, ethics, informed consent, and healthcare teamwork. The material moves from the historical foundations of chiropody and modern podiatry into contemporary professional issues involving the APMA, APMSA, NBPME, CPME, ABFAS, ABPM, DMU policies, physician-industry interactions, patient autonomy, ethical decision-making, and team communication. The opening section provides a focused review of the history of podiatric medicine and education. Questions cover David Low and the term “chiropody,” Lewis Durlacher and his work as Surgeon-Chiropodist to Queen Victoria, F.V. Runting and modern chiropody, Nehemiah Kension, Issachar Zacharie, and Maurice J. Lewi. Students also review historical developments in podiatric education, including the educational requirements described for 1918, the Sheldon Commission, Project 2000, Vision 2015, the five historical colleges listed as the “Fab Five,” and the opening of the DMU College of Podiatric Medicine and Surgery in 1981. The guide then examines the professional structure of podiatric medicine. It covers the American Podiatric Medical Association (APMA), American Podiatric Medical Student Association (APMSA), National Board of Podiatric Medical Examiners (NBPME), Council on Podiatric Medical Education (CPME), American Board of Foot and Ankle Surgery (ABFAS), American Board of Podiatric Medicine (ABPM), American Society of Podiatric Surgeons (ASPS), American College of Foot and Ankle Surgeons (ACFAS), and American College of Foot and Ankle Orthopedics and Medicine (ACFAOM). Questions address APMLE examinations, accreditation, residency and fellowship approval, board qualification and certification, and the three-year residency model associated in the document with revised CPME Document 320. Students also review podiatric scope of practice and career models, including the influence of state law and the document's discussion of amputation, ankle, leg, and anesthesia privileges. Practice options include solo private practice, small and large podiatry groups, orthopedic groups, multispecialty groups, hospitals and health systems, Veterans Administration/military settings, and academic practice. The guide identifies patients, hours, on-call responsibilities, autonomy, and money as important practice factors and connects choosing an appropriate practice model with physician burnout management. A distinctive portion of the exam material covers Des Moines University policies governing relationships with pharmaceutical and biomedical industries. Questions address disclosure of industry relationships and secondary employment, sponsorship of educational or club events, food and gifts, pharmaceutical representatives, lectures, consulting arrangements, speakers' bureaus, FDA-regulated programs, drug samples, CME support, travel compensation, and scholarships. The guide identifies the DMU Pharmaceutical Review Committee in connection with evidence-based evaluation of drugs and the Office of the Provost as the university's central CME office for coordinating industry support and funds. The professionalism and medical ethics section reviews competence, communication skills, and ethical/legal understanding as foundations of professionalism. Students study altruism, accountability, humanism, and excellence, as well as the principles of primacy of patient welfare, patient autonomy, and social justice attributed in the document to Kirk. Integrity is examined through honesty, accountability, collaboration, and inclusiveness, while the guide also reviews the concept of a learned profession and the APMA Code of Ethics objective of rendering service to humanity with respect for patient dignity. Ethical reasoning receives additional attention through the four cardinal virtues—prudence, justice, fortitude, and temperance—and the non-cardinal virtues of fidelity to trust, compassion, integrity, and effacement of self-interest. The resource contrasts ethics of care with principle-based ethics and reviews the familiar principles of beneficence, nonmaleficence, autonomy, and justice. These concepts are connected to patient-centered decision-making, professional responsibility, fairness, avoidance of harm, and placing patient needs ahead of physician self-interest. The final section concentrates on informed consent, patient decision-making, and teamwork. It distinguishes autonomous authorization from institutional consent requirements and presents the ethical purpose of informed consent as collaborative physician-patient decision-making. The document organizes informed consent into threshold elements, information elements, and consent elements and additionally reviews implied consent and the Patient Self-Determination Act. Teamwork concepts include briefs, huddles, debriefs, and cross-monitoring, with the final page defining cross-monitoring as observing other team members' actions to share workload and reduce errors. Overall, this document is particularly relevant for PodMed Exam 1 preparation at Des Moines University, especially for students who need question-based revision of the history, organizations, professional standards, ethics, and teamwork foundations of podiatric medicine. The document identifies DMU repeatedly through its College of Podiatric Medicine and Surgery and university-specific policies; however, students should treat the uploaded material as a study guide and verify policy-sensitive, legal, accreditation, and professional requirements against their current course materials where necessary. Relevant Students: Des Moines University College of Podiatric Medicine and Surgery students, first-year podiatric medical students, DPM students, PodMed students preparing for Exam 1, podiatry students studying professional foundations, and healthcare students reviewing medical professionalism, ethics, informed consent, professional organizations, accreditation, board certification, and healthcare teamwork. 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