Using a novel 3D-printed foot model in simulation-based learning of podiatry clinical skills: a qualitative study

The use of a novel 3D-printed foot model in simulation-based learning of Podiatry clinical skills - a qualitative study.

Julie Nguyen1, Adriaan Erasmus2, Malia Ho3*.

1Charles Sturt University, Albury-Wodonga , NSW, 2604, Australia
2Liverpool Hospital, Liverpool, NSW, 2170, Australia
3Monash University, Frankston, VIC, 3199, Australia
*[email protected]

Background
Acquiring podiatry clinical skills such as callus debridement are a fundamental part of podiatry undergraduate training. Podiatry students are expected to perform these skills safely and competently before graduating. Simulation-based learning is a way to provide authentic learning, whilst allowing students to make mistakes in a safe teaching and learning environment and increase students’ confidence in clinical skills. The aim of this study was to evaluate the student learning experience using a low-cost purpose designed 3D-printed foot model compared to a commercially available foot model in novice learners.

Methods
Students enrolled in a health-related course with no prior training to scalpel skills were recruited. They were provided with 30-minutes debridement skill training, following which they were allowed to practice the skill on the 1) novel 3D-printed foot model, and 2) commercial foot model. Participants were required to provide qualitative feedback on their learning experience via a purpose build online anonymous questionnaire.

Results
Ten students participated in this study. Three themes were identified from the data relating to 1)learning experience, 2)confidence level and 3)safety and ease of use when comparing the two foot models. Students felt that using the 3D-printed foot model provided a superior learning experience to the commercial foot model, with more practice time which led to an increased confidence in their scalpel technique. This was due to the fact that with the low-cost 3D-printed foot model, each student had access to their own foot model, whereas using the costlier commercial foot model, a few students had to share the use of one foot model, which is currently the situation. Regarding the safety and ease of use, the 3D-printed foot model was easier to manoeuvre into various positions, similar to the real foot, compared to the commercial foot model. Further suggestions for improvement included more lesions on different parts of the foot, mimicking what students may encounter in a clinical setting.


Conclusions
The novel 3D-printed foot model improved student learning experience compared to a commercially available foot model. Areas of further improvements have been identified, and its use can be considered in simulated podiatry skills training.