Enhancing Podiatry Students' Understanding of Foot Arch Through Footprint Activity.

Abstract

Background: Understanding the structural anatomy and biomechanics of the foot arches is essential for podiatry students due to its clinical relevance in diagnosing conditions such as Pes Planus and Pes Cavus. The foot arches form a flexible base that supports body weight, absorbs shock and functions as a spring lever during activities such as walking and jumping. Therefore, understanding this anatomical knowledge is fundamental for podiatry students for maintaining foot health and supporting clinical assessment and treatment planning. Traditional pedagogical methods often face limitations due to cost, accessibility and emotional or cultural barriers.

Methods: To address these challenges, the footprint practical activity (FPA) was introduced as a hands-on, cost-effective and inclusive pedagogical strategy. Students collected their footprints and analysed two-dimensional footprints to interpret three-dimensional foot arch structures using Staheli's and Chippaux-Smirak indices. Educational impact was assessed by comparing overall grades between pre- (2020) and post-implementation (2023) cohorts.

Results: Implementation of the FPA resulted in a 12% improvement in academic outcomes. Student feedback highlighted enhanced anatomical comprehension and appreciation of clinical relevance, supporting the effectiveness of the intervention. The diagnostic tools used in the activity, Staheli's index and the Chippaux-Smirak index, showed consistent classification outcomes.

Conclusion: The finding supports the integration of footprint-based analysis into lower limb anatomy education as a clinically relevant student-centred approach. The FPA enhances student engagement, supports anatomical learning and facilitates the teaching of foot arch variation, offering a valuable alternative to traditional pedagogical methods in podiatry anatomy education.