Enhancing Anatomy Education Through QR Code Integration: A Hybrid Pedagogical Model For Engagement And Performance

This study introduces a mobile-enhanced anatomy teaching model utilizing QR-coded pins affixed to anatomical specimens, enabling real-time access to curated educational resources via smartphones. Implemented with 84 undergraduate medical students in a practical gross anatomy course, the intervention aimed to improve engagement, autonomy, and academic performance. QR codes linked learners to curated static anatomical images and concise clinical notes, reinforcing spatial understanding and contextual relevance. A mixed-methods design captured pre- and post-session quiz scores, scan frequency, satisfaction ratings, and open-ended feedback. Results showed significant improvement in quiz scores (mean increase of 16.3%, p < 0.001), with regression analyses identifying scan frequency, QR code diversity, and student satisfaction as strong predictors of academic gains. Over 88% of students preferred QR-enhanced sessions, citing autonomy, ease of use, and time efficiency. Qualitative data emphasized themes of self-paced exploration, improved visual learning, and increased engagement. The system aligns with constructivist and cognitive load principles, offering a tactile-digital hybrid approach to anatomy education. While technical variability and limited sample scope present constraints, the model demonstrates potential for scalable integration in resource-limited settings. QR code–based instruction appears to be a promising supplement to traditional methods, fostering learner-centered environments and supporting multimodal teaching strategies. These findings advocate for broader adoption and further research into adaptive extensions of QR systems within medical curricula.