Use of QR Codes to Enhance Learning in a Graduate-Level Clinical Course

Abstract

Teaching health professions at the graduate level often involves instructors guiding students through active learning labs for the practical application of content. Clinical courses may necessitate covering a substantial amount of information, requiring instructors to adopt efficient and effective teaching methods to maximize lab time. In a Master of Occupational Therapy Program, students were observed being off-task and disengaged with provided materials during group work in active learning labs. In response to this, Quick Response (QR) codes were introduced as a strategy to enhance self-directed learning and maintain focus on tasks while the instructor offered supplemental assistance as needed. A Microsoft Form survey was administered after classes to assess the effectiveness of QR codes as a technology-supported instructional method and gather students’ perceptions. The survey results overwhelmingly indicated that students were receptive to using QR codes and found them helpful in facilitating learning and maintaining attention during lab activities.