Quick response-code linked video-based objective structured practical examination: Bridging gaps in pharmacology education.

INTRODUCTION: Traditional 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 OBJECTIVES: To 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 METHODS: Following 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. RESULTS: The 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. CONCLUSION: This integrated video-assisted model holds promise for broader application across medical curricula, aiming to enhance skill retention and learner autonomy.