ArticleIndian journal of pharmacology2026
Quick response-code linked video-based objective structured practical examination: Bridging gaps in pharmacology education.
Article in Indian journal of pharmacology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
introductionTraditional live demonstrations were found to be insufficient in supporting the long-term retention and reproducibility of practical skills among medical students. Thus, we adopted a blended learning approach that included self-created demonstration videos. STUDY
objectivesTo determine the effectiveness of using a quick response (QR) code linked to prerecorded demonstration videos for various objective structured practical examination (OSPE) stations by baseline and post innovation test scores and to obtain students' feedback on this innovative teaching approach. MATERIALS AND
methodsFollowing IRB approval and informed consent, the students were trained in small-group live demonstrations of OSPE stations. Then, a baseline OSPE assessment (pretest) was done. Instructional demonstration videos on different routes of drug administration were created following a structured checklist. This was linked to a QR code. After 2 months, these videos were uploaded to Google Drive for student access. This was followed by a posttest and students' feedback. Statistical analysis was done using a paired t-test, and a P < 0.05 was considered significant.
resultsThe posttest scores of 17.54 ± 2.18 (mean ± standard deviation [SD]) demonstrated a significant improvement in student performance compared to the pretest scores of 11.95 ± 6.69 (mean ± SD), with a P < 0.001. In the feedback, a majority (>95%) of students reported that the QR code-linked demonstration videos improved their comprehension of OSPE techniques, agreed that blended learning improved their understanding, and recommended these videos for subsequent batches.
conclusionThis integrated video-assisted model holds promise for broader application across medical curricula, aiming to enhance skill retention and learner autonomy.
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