Abstract
Background & Purpose The use of quick response (QR) codes in institutions of higher education is becoming increasingly popular, yet literature concerning their use in medical education is scant. This study examined student perceptions of the usefulness of QR codes as study‐aids in a Medical Gross Anatomy course and statistically analyzed whether this resource impacted student performance.Methods Question prompts and QR codes tagged on cadaveric specimens and models were made available for four weeks as a learning resource to medical (n=155) and doctor of physical therapy (n=39) students. Each QR code provided answers to posed questions in the form of embedded text or external links. Students’ perceptions were gathered using a formative questionnaire and practical exam scores were used to assess potential gains in student achievement.Results Overall, participants responded positively to the idea of using QR codes in the laboratory. Majority of respondents (64/73) used the QR codes at least once, 89% (57/64) of students agreed the codes augmented their learning of anatomy, and 56% (36/64) found the codes to be more useful than traditional laboratory study‐aids. The students’ most noticeable objection to using QR codes was the reluctance to bring their smartphones into the lab. A repeated measures analysis of covariance revealed no statistical difference (p=0.108) between unit exam scores on practical exam 1 (pre‐intervention) and practical exam 2 (post‐intervention).Conclusion This study suggests that learners welcome the innovative implementation of QR code technology in the gross anatomy laboratory and such an intervention has no negative effects on practical exam performance.
Published Version
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