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

Angela Jacques1, Fatemeh Chehrehasa1

  • 1Faculty of Health, School of Biomedical Sciences, Queensland University of Technology, Brisbane, Australia.

Journal of Foot and Ankle Research
|March 22, 2026
PubMed
Summary

A footprint practical activity (FPA) improved podiatry student academic outcomes by 12%. This hands-on approach enhances anatomical learning and clinical relevance for foot arch assessment, offering an effective alternative to traditional methods.

Keywords:
anatomical variationfoot archfootprint analysisinnovative teachingpodiatry education

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Area of Science:

  • Podiatry Anatomy Education
  • Biomechanics of Foot Arches

Background:

  • Understanding foot arch anatomy and biomechanics is crucial for diagnosing conditions like Pes Planus and Pes Cavus.
  • Foot arches provide a flexible base for weight support, shock absorption, and act as a spring lever during locomotion.
  • Traditional teaching methods face limitations in cost, accessibility, and inclusivity.

Purpose of the Study:

  • To introduce a hands-on, cost-effective, and inclusive pedagogical strategy for teaching foot arch anatomy.
  • To assess the educational impact of the footprint practical activity (FPA) on podiatry students' academic performance.

Main Methods:

  • The footprint practical activity (FPA) involved students analyzing 2D footprints to interpret 3D foot arch structures.
  • Staheli's and Chippaux-Smirak indices were used for foot arch classification.
  • Academic outcomes were compared between pre- (2020) and post-implementation (2023) cohorts.

Main Results:

  • The FPA implementation led to a 12% improvement in academic outcomes.
  • Student feedback indicated enhanced anatomical comprehension and clinical relevance.
  • Staheli's index and Chippaux-Smirak index demonstrated consistent classification results.

Conclusions:

  • Footprint-based analysis is a clinically relevant, student-centered approach for lower limb anatomy education.
  • The FPA effectively enhances student engagement and anatomical learning of foot arch variations.
  • This activity serves as a valuable alternative to traditional pedagogical methods in podiatry anatomy education.