Improving student engagement in curriculum evaluation: A QR code intervention to boost response rates and feedback quality

Abstract

Background: Student evaluation are a critical tool for improving medical education, yet low response rates limit their utility. While QR codes have been used in various educational contexts, their role in promoting continuous student engagement with curriculum evaluation, particularly in the preclinical setting, remains underexplored. Methods: We conducted a cohort comparison study to evaluate whether placing QR codes and hyperlinks on lecture slides could increase student participation in routine course evaluations. The intervention group, Class of 2027 (the class graduating in 2027, enrolled in 2023), received this access enhancement during the latter half of the academic year, while Class of 2026 (class graduating in 2026, enrolled in 2022) served as a historical control. Weekly evaluation response rates and number of written comments per lecture were compared between groups using independent t-tests, and effect sizes were calculated with Cohen’s d. Results: Baseline comparison showed no significant differences between groups. During the intervention period, the QR code group demonstrated significantly higher response rates (12% vs. 7%) and more written comments per lecture (4.3 vs. 1.6) compared to the historical control, with p < 0.001 for both. Effect sizes were large (Cohen’s d = 1.78 and 1.90, respectively). Discussion: This is the first published study to demonstrate that QR codes integrated into preclinical lectures can meaningfully increase both the response rates and amount of written feedback. The intervention’s simplicity, scalability, and effectiveness suggest it is a promising strategy for improving feedback from students in medical education.