An exploration of the use of 3D printed foot models and simulated foot lesions to supplement scalpel skill training in undergraduate podiatry students: A multiple method study

• Published in: PloS one Vol. 16; no. 12; p. e0261389
• Main Authors: Banwell, Helen A, Causby, Ryan S, Crozier, Alyson J, Nettle, Brendan, Murray, Carolyn
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 13.12.2021; Public Library of Science (PLoS)
• Subjects: 3D printing; Accuracy; Amputation; Anxieties; Anxiety; Australia; Biology and Life Sciences; Clinical Competence; Cognitive ability; Confidence intervals; Debridement; Education; Education, Medical - methods; Engineering and technology; Evaluation; Feet; Female; Fidelity; Focus groups; Human performance; Humans; Learning; Leg ulcers; Male; Management training; Medicine and Health Sciences; Methods; Modelling; Pandemics; People and Places; Pilot Projects; Podiatry - education; Printing, Three-Dimensional - trends; Risk management; Skills; Social Sciences; Students; Students, Medical; Surgical equipment and supplies; Surgical instruments; Teaching methods; Three dimensional models; Three dimensional printing; Training; Young Adult; Australia; South Australia Australia
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0261389

Podiatrists regularly use scalpels in the management of foot pathologies, yet the teaching and learning of these skills can be challenging. The use of 3D printed foot models presents an opportunity for podiatry students to practice their scalpel skills in a relatively safe, controlled risk setting, potentially increasing confidence and reducing associated anxiety. This study evaluated the use of 3D printed foot models on podiatry students' anxiety and confidence levels and explored the fidelity of using 3D foot models as a teaching methodology. Multiple study designs were used. A repeated measure trial evaluated the effects of a 3D printed foot model on anxiety and confidence in two student groups: novice users in their second year of podiatry studies (n = 24), and more experienced fourth year students completing a workshop on ulcer management (n = 15). A randomised controlled trial compared the use of the 3D printed foot models (n = 12) to standard teaching methods (n = 15) on students' anxiety and confidence in second year students. Finally, a focus group was conducted (n = 5) to explore final year student's perceptions of the fidelity of the foot ulcer models in their studies. The use of 3D printed foot models increased both novice and more experienced users' self-confidence and task self-efficacy; however, cognitive and somatic anxiety was only reduced in the experienced users. All changes were considered large effects. In comparison to standard teaching methods, the use of 3D printed foot models had similar decreases in anxiety and increases in confidence measures. Students also identified the use of 3D foot models for the learning of scalpel skills as 'authentic' and 'lifelike' and led to enhanced confidence prior to assessment of skills in more high-risk situations. Podiatry undergraduate programs should consider using 3D printed foot models as a teaching method to improve students' confidence and reduce their anxiety when using scalpels, especially in instances where face-to-face teaching is not possible (e.g., pandemic related restrictions on face-to-face teaching).