Introduction Feedback from placement supervisors has shown that podiatry students are often overwhelmed and lack confidence when placed in complex clinical environments such as high risk foot clinics. Existing literature suggests that student anxiety on placement can reduce the value of learning attained. It is therefore logical that observation-only placement, in the earlier phases of learning, may assist with bridging the gap between theoretical learning and practical application. Currently,

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... imited exists evidence to support this supposition. Methods and materials 3rd year podiatry students attended a half-day observation at a high risk foot clinic and subsequently completed an online survey following the placement to evaluate their experience. This evaluation was consistent with Levels I/II of Kirkpatrick's four levels of analysis, examining the degree to which participants found the placement relevant to their learning (Level I), and acquired the intended knowledge,and confidence (Level II). Results 88% of students agreed that they felt more confident in their clinical abilities, and 94% of students agreed that their understanding of podiatrists' scope of practice was improved following the observational placement. Conclusions Inclusion of observational placements within the pre-clinical phase of allied health degrees should be considered as they improve student confidence and can be helpful in consolidation of learning.