Thomas Müller, a specialist in diabetic podiatry and therapeutic patient education, is committed to training future podiatrists. Starting in the 2020 academic year, the School of Podiatrists of Geneva has asked him to teach the therapeutic education course to second- and third-year students for the 2020-21 academic year.
Discover in this interview Thomas Müller's motivations for getting involved in teaching, as well as the planned collaborations with the ASSAL Centre:
Which subjects will you be teaching to the students of the School of Podiatry in Geneva?
Trained by Professor Jean-Philippe Assal, an endocrinologist, educator, and international figure in therapeutic patient education, it was only natural that the dean of the School of Podiatry in Geneva asked me to teach course modules on “therapeutic patient education” to second- and third-year students.
I will also be responsible for supervising clinical practice at the Geneva University Hospitals (HUG) one day a week. With over twenty years of experience and a diploma in Therapeutic Patient Education, I will be able to share my passion with future professionals and provide them with the tools they need to become skilled podiatrists.
Why is therapeutic patient education important, and why should every podiatry student have access to high-quality training in this field?
Therapeutic patient education is a fundamental approach in improving the overall health concept for diabetic patients. Its aim is not only to make the patient as autonomous as possible in managing their disease, but also to help them integrate the condition into their life plan.
What can I do to live better with my chronic illness? How can I adapt my treatment to everyday circumstances, better manage my diet, my physical activity? In short, make managing my diabetes the trigger for a healthier life. In fact, the daily life of a person with diabetes who manages their condition well is a balanced way of living that everyone should strive for. This includes a balanced diet, regular physical activity, good personal hygiene, and—when it comes to the feet—the choice of appropriate footwear.
A referring podiatrist must be able to educate their patient so that they can live better with their illness and integrate it into their daily life, thanks to a teaching plan developed over the course of regular consultations in the practice. The podiatrist will teach the patient how to care for their feet, how to assess the severity of a wound, when to seek help, as well as how to choose suitable footwear and adapt it to their activities.
And you, did you take a course on therapeutic patient education during your podiatry studies? How did you specialize in this field?
During my studies at the School of Podiatry in Geneva (1995-1998), there was not yet a dedicated module on Therapeutic Patient Education as such. However, we did have a two-hour weekly course in psychology. In this class, we covered many topics, including, for example, the stages of child development.
In this course, we were introduced to the work of Geneva psychologist Anne Lacroix and Prof. Jean-Philippe Assal, a diabetologist and pioneer in therapeutic patient education in Europe, on the grief process experienced by patients with chronic illness. For me, it was both a shock and a revelation, both for its human relevance and for the teaching methods, which offered future podiatrists countless avenues for reflection: collaboration within the healthcare network, supporting patients who, by managing their illness more effectively and preventing wounds, greatly improve their quality of life and become active participants in their care rather than passive victims of their condition.
What motivated you to turn to teaching, alongside your practice in your clinic and at the ASSAL Centre?
I have always wanted to teach, ever since my internship in the Diabetology Unit at the Geneva University Hospitals. Working under the caring guidance of Dr. Bettina Peter-Riesch and with the enthusiastic drive of Prof. Jean-Philippe Assal was like joining a club of dynamic, passionate caregivers united by a common goal: better patient care. You can't help but embrace the mission of making patients autonomous through personalized and optimal therapeutic education. That's also where the idea comes from that you need to "pass the torch"!
What better place than a vocational school to teach!
You have created a Diabetic Foot Prevention and Education Clinic within the ASSAL Centre. What synergies have you envisioned between the Centre’s specialized physicians and your students?
This clinic will take on a new perspective starting from the new academic year, with a stronger focus on the early detection of diabetic foot complications. The goal is for the ASSAL Centre to become a reference hub for physicians and healthcare providers who wish to optimize the management of their patients through early podiatric diagnosis and by offering a care and therapeutic education follow-up.
The educational focus for students is, of course, the opportunity to observe surgical interventions. But above all, it is to understand that the quality of an intervention starts with an accurate diagnosis by skilled healthcare professionals, followed by personalized follow-up and a strong sensitivity to rehabilitation education. For example, a poorly applied cast can undermine a well-executed surgical procedure; incorrect footwear advice can lead to injuries; and resuming weight-bearing too soon after surgery increases the risk of poor bone healing. It always comes back to education!
Why do you think it is important for podiatry students to discover other professions and techniques that are not directly related to their future practice, such as casting or foot surgery?
I am convinced that a good practitioner is someone who not only masters their own profession but also understands the other practices that revolve around their field. With this experience, they will be better able to refer their patient to the right specialist when in doubt.
My experience as a podiatrist has often led me to refer a patient to an osteopath, a physician, or to suggest that they undergo additional tests: I prefer to have doubts and investigate further rather than rush in blindly.
Moreover, the high level of expertise of the caregivers at the ASSAL Centre is a real source of motivation for students! As was the case for me during my own studies, having a mentor—someone who lights the way with their motivation and professionalism and who enjoys passing on the torch—is the key to producing outstanding future professionals.
The entire team at the ASSAL Centre looks forward to welcoming the students from the School of Podiatry, to help them gain a better understanding of foot and ankle pathologies, and who knows, perhaps spark new interests among our specialized physicians.
We congratulate Thomas Müller on this new chapter in his career and are delighted to support him in this endeavor.
