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Using Rapid Serial Visual Presentation to Measure Set-Specific Capture, a Consequence of Distraction While Multitasking
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When quick response codes didn't do the trick.

Gabrielle Walcott-Bedeau1, Kazzara Raeburn2, Dirk Burkhardt3

  • 1Department of Physiology, Neuroscience and Behavioural Sciences, St George's University, St George's, Grenada. gwalcott@sgu.edu.

Perspectives on Medical Education
|April 8, 2020
PubMed
Summary
This summary is machine-generated.

Quick response (QR) codes in medical education aim to boost lifelong learning. However, only 30% of students found them useful, highlighting a need for explicit instruction and student feedback for educational technology integration.

Keywords:
Learning objectivesQR codesSelf-directed learningSmartphone

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Area of Science:

  • Medical Education
  • Educational Technology
  • Lifelong Learning

Background:

  • Medical education programs emphasize lifelong learning, a key competency for proficient medical care.
  • Self-directed learning activities are crucial for developing lifelong learning skills in students.
  • Innovative technologies are explored to enhance student engagement and resource utilization.

Purpose of the Study:

  • To assess the utility of Quick Response (QR) codes as a technological tool in a traditional medical institution.
  • To evaluate the impact of QR codes on students' self-directed learning initiative and resource access.
  • To identify challenges and facilitators for implementing educational technology in medical training.

Main Methods:

  • QR codes embedding lecture objectives and supplemental resources were integrated into PDF course handouts.
  • A traditional classroom setting was used for the implementation of QR code technology.
  • An in-class survey and further questioning were conducted to gather student feedback on QR code usefulness.

Main Results:

  • Only 30% of medical students reported finding the QR codes useful.
  • Students' lack of familiarity with QR code usage and perceived value of embedded content were key barriers.
  • Despite being tech-savvy socially, students were not adept at using technology for educational purposes.

Conclusions:

  • QR codes offer theoretical advantages for experiential and self-directed learning in medical education.
  • Effective implementation of novel educational technologies requires explicit user instruction.
  • Incorporating student feedback is essential when introducing innovative tools like QR codes into the classroom.