This is a big debate among our Student Government and APMA right now. Our practicing Pods want this- simply because they want to be compensated at the same level as DOs/MDs for the same procedures (in some states right now, Pods are not compensated commensurate with MD/DO counterparts for the same exact procedures).
In theory, I'm not at all opposed to it. It's what we actually want and what we say our profession as- a specialty just like any other. The main difference being- we work on all systems for one section of anatomy, as opposed to working on one system (pulmonary, cardiology, vascular, neuro, Ortho, etc.) on the whole body.
In reality, bridging that gap is at this point- I just don't see how it can happen. Right now, one of the Pod school is taking the CBS (at the request of the APMA). Only one school is taking it. I've talked to some of these students- the problem is A) our curriculum does not teach to this exam, we have out own boards that emphasize lower extremity anatomy, and B) The students right now are our gerbils- there is no consequence nor benefit of their individual performance on this exam. Let me ask you- if you had an exam, mid semester, that had literally zero consequence in your life- how much time would you devote to studying for it?
The results of this CBS will determine whether or not these students get the green light to sit for the USMLE (again, only as an experimental trial). I don't think we'll get invited for that phase. I think we're failing to prepare, and thus preparing to fail. We have to change our entire curriculum first and make this exam consequential before we can compete.
In addition to that, Pod students generally scored lower on the MCAT than MD/DO students. We're now basically taking a very similar exam a few years later.
What makes us (Pod students) think that we will suddenly perform so much better on this exam?
TL;DR- I'd love to merge Podiatry with medicine, making a specialty. I don't see a tangible way to safely get there without radically changing our entire curriculum and field.