The Integrated Model and Sustainability of Entry-Level Orthotics and Prosthetics Education

Purpose This paper offers a response to three prompts posed by the Education Summit Planning Committee: 1) How does the integrated model lead to the sustainability of residency programs? 2) What are the resources needed to enable a sustainable O&P integrated residency model? 3) What are the core issues that influence the viability/sustainability of integrated residency programs? Discussion We review health professions education terminology, the components of entry-level education in other professions, and considerations for adopting these approaches in orthotics and prosthetics education. A discussion of the opportunities and outcomes of the integrated model leads to considerations for educational programs seeking to incorporate the residency into the degree program. Conclusion An integrated model for entry-level education allows for enhanced oversight, academic-practice communication, and efficient and effective preparation for new clinicians. This model supports the evaluation of comprehensive program outcomes, a direct relationship between classroom and clinical educational experiences, and the potential to offer post-graduate residency training as a pathway to specialization in orthotics and prosthetics. Future work should examine clinical placement structures, systems to support clinical educators, and the viability of having both traditional and integrated programs.