Please use this identifier to cite or link to this item: https://doi.org/10.1002/ase.1848
Title: Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology
Authors: Mogali, Sreenivasulu Reddy
Vallabhajosyula, Ranganath
Ng, Chee Hon 
Lim, Darren
Ang, Eng Tat 
Abrahams, Peter
Keywords: Social Sciences
Education, Scientific Disciplines
Education & Educational Research
gross anatomy education
pathology education
QR codes
museum
mobile learning
self-learning
education technology
QR CODES
AUGMENTED REALITY
MEDICAL MUSEUM
EDUCATION
STUDENTS
LEVEL
Issue Date: 1-Nov-2019
Publisher: WILEY
Citation: Mogali, Sreenivasulu Reddy, Vallabhajosyula, Ranganath, Ng, Chee Hon, Lim, Darren, Ang, Eng Tat, Abrahams, Peter (2019-11-01). Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology. ANATOMICAL SCIENCES EDUCATION 12 (6) : 664-672. ScholarBank@NUS Repository. https://doi.org/10.1002/ase.1848
Abstract: In the past, medical museums played a significant role in anatomy and pathology training. The attraction of medical museums has declined recently due to the emergence of information technology and innovative medical curricula. An innovative mobile learning platform has been developed using quick response (QR) codes for the museum specimens at the Lee Kong Chain School of Medicine, Singapore. High-quality images of the potted specimens were captured and combined into an album and a video using Adobe Acrobat Pro 9 and Windows Movie Maker, respectively. Subsequently, QR codes were generated linking to PDF documents with annotations, pathology, and clinical history concerning the specimens. Quick response codes were piloted in gastrointestinal teaching module for Year 2 medical students. Survey responses were obtained from students to verify the efficacy of QR as a learning tool. The majority of students either agreed or strongly agreed that it was easy to access the information about the specimen with QR codes (4.47 ± 0.84), while 96% of students agreed that they are able to correlate the specimen with the annotated images (4.56 ± 0.56). The majority of students (78%) agreed that QR codes are useful for their learning (4.22 ± 0.87), while 75% of students felt QR codes motivate them to visit Anatomy Resource Centre. Most of the students agreed that QR codes are useful for revision of materials (4.13 ± 1.07) and independent learning (4.38 ± 0.87). These findings suggest that QR codes are not only effective for students learning but also enhance their exploration experience with the museum specimens.
Source Title: ANATOMICAL SCIENCES EDUCATION
URI: https://scholarbank.nus.edu.sg/handle/10635/219286
ISSN: 19359772
19359780
DOI: 10.1002/ase.1848
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