Dr. Alberto Melián Ortiz Facultad De Enfermería Y Fisioterapia Salus Infirmorum. Universidad Pontificia De Salamanca, Madrid (España)
Dra. Rosa Rojo López Facultad De Enfermería Y Fisioterapia Salus Infirmorum, Universidad Pontificia De Salamanca, Madrid (España)
Dr. José Javier Galán Hernández Facultad De Informática, Universidad Complutense De Madrid (España)
Keywords
Cooperative Learning, Educational Technology, University Education, Teaching Methods, Educational Innovation
Abstract
Lectures remain the predominant teaching method in higher education despite their limited effectiveness in developing critical skills. In physiotherapy education, combining active methodologies with technological tools may enhance student training. This study aimed to evaluate the impact of implementing Problem-Based Learning (PBL) and QR codes on academic performance, class participation, and student perceptions in a Locomotor Apparatus Physiotherapy course. A longitudinal mixed-methods convergent design study was conducted with an intentional sample of 39 students (2023-24 cohort). A digital platform was developed to generate and administer interactive QR code questions, complemented by PBL clinical cases. Results were compared with previous cohorts, and student perceptions were assessed through self-evaluation questionnaires. Findings demonstrated significant academic improvement: higher average theoretical exam scores (7.1 vs. 6.5 in previous years) and increased pass rates (86% vs. 70%). Students highly valued the methodology (mean perceived usefulness score: 8.9/10). The study concludes that combining PBL with QR codes optimizes physiotherapy education by promoting active learning, showing positive impacts on academic performance, student motivation, and addressing contemporary educational challenges.
References
Albanese, M. A. y Mitchell, S. (1993). Problem-based Learning: A Review of Literature on Its Outcomes and Implementation Issues. Academic Medicine, 68(1), 52-81. https://doi.org/10.1097/00001888-199301000-00012
Artemova, E. G., Shishalova, Y. S., Melnikov, S. E., Orekhova, O. E. y Nikiporets-Takigawa, G. (2022). El uso de códigos QR y su eficacia en la aplicación de competencias profesionales. Revista de Investigación Apuntes Universitarios, 12(1), 419-435. https://doi.org/10.17162/au.v12i1.978
Casanova Pastor, G. y Molina Jordá, J. M. (2013, 4-5 de julio). Implementación de códigos QR en materiales docentes [Póster]. XI Jornadas de Redes de Investigación en Docencia Universitaria, Alicante, España. https://hdl.handle.net/10045/43301
Castro Higueras, A., Monedero Morales, C. d. R. y Luengo Benedicto, J. T. (2017). Videotutorials and QR codes: ICT resources at Communication Sciences audiovisual labs. Innoeduca. International Journal of Technology and Educational Innovation, 3(2), 137-145. https://doi.org/10.24310/innoeduca.2017.v3i2.2046
Chávez Saavedra, G., González Sandoval, B. V. y Hidalgo Valadez, C. (2016). Aprendizaje Basado en Problemas (ABP) a través del m-learning para el abordaje de casos clínicos. Una propuesta innovadora en educación médica. Innovación Educativa (México, DF), 16(72), 95-112. https://bit.ly/4h4h2aV
Cook, H., Apps, T., Beckman, K. y Bennett, S. (2023). Digital competence for emergency remote teaching in higher education: understanding the present and anticipating the future. Educational Technology Research and Development, 71(1), 7-32. https://doi.org/10.1007/s11423-023-10194-4
Coughlin, V. (2023). Quick Response (QR) Code Electronic Competencies: Innovating Nursing Professional Practice Through Mobile Resources and Educational Technology Systems. Journal for Nurses in Professional Development, 39(4), E62-E65. https://doi.org/10.1097/nnd.0000000000000837
Dehghanzadeh, S. y Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students’ critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151-156. https://doi.org/10.1016/j.nedt.2018.09.027
Dolmans, D. H. J. M., Snellen-Balendong, H. y van der Vleuten, C. P. M. (1997). Seven principles of effective case design for a problem-based curriculum. Medical Teacher, 19(3), 185-189. https://doi.org/10.3109/01421599709019379
Garwood, C. L., Banfill, K., Maher, S., McQueen, J., Moser, L. R., Moul, A., et al. (2022). A multimodal interprofessional education program including case-based problem solving focused on pain management increases student’s knowledge and interprofessional skills. Journal of Interprofessional Care, 36(6), 864-872. https://doi.org/10.1080/13561820.2022.2038102
González-Hernando, C., Martín-Villamor, P. G., Souza-De Almeida, M., Martín-Durántez, N. y López-Portero, S. (2016). Ventajas e inconvenientes del aprendizaje basado en problemas percibidos por los estudiantes de Enfermería. Revista de la Fundación Educación Médica, 19(1), 47-53. https://doi.org/10.33588/fem.191.822
Gonzalo, J. D., Heist, B. S., Duffy, B. L., Dyrbye, L., Fagan, M. J., Ferenchick, G., et al. (2014). Content and timing of feedback and reflection: a multi-center qualitative study of experienced bedside teachers. BMC Medical Education, 14(1), 212. https://doi.org/10.1186/1472-6920-14-212
Groves, K. S. (2005). Linking Leader Skills, Follower Attitudes, and Contextual Variables via an Integrated Model of Charismatic Leadership. Journal of Management, 31(2), 255-277. https://doi.org/10.1177/0149206304271765
Gutiérrez-Martín, A., Pinedo-González, R. y Gil-Puente, C. (2022). Competencias TIC y mediáticas del profesorado. Convergencia hacia un modelo integrado AMI-TIC. Comunicar, 70(30), 21-33. https://doi.org/10.3916/C70-2022-02
Hattie, J. y Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Ibáñez Bernal, C. (2007). Un análisis crítico del modelo del triángulo pedagógico. Una propuesta alternativa. Revista mexicana de investigación educativa, 12(32), 435-456. https://bit.ly/3EWX0Bu
Jensen, G. M., Gwyer, J., Shepard, K. F. y Hack, L. M. (2000). Expert Practice in Physical Therapy. Physical Therapy, 80(1), 28-43. https://doi.org/10.1093/ptj/80.1.28
Jones, R. W. (2006). Problem-based Learning: Description, Advantages, Disadvantages, Scenarios and Facilitation. Anaesthesia and Intensive Care, 34(4), 485-488. https://doi.org/10.1177/0310057x0603400417
Jumabaeva, C., Afacan Adan?r, G., Sartova, K. y Muhametjanova, G. (2024). Kyrgyz Students’ Acceptance of QR Code Use in Organic Chemistry Course. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 166-183. https://doi.org/10.24310/ijtei.101.2024.17747
Karpicke, J. D. y Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331(6018), 772-775. https://doi.org/10.1126/science.1199327
Khaki, N., Ganjabi, M. y Khodamoradi, A. (2015). The Effect of Learning Style on the Performance of Students in a Preemptive Focus-on-Form Instruction. Porta Linguarum, 24, 21-32. https://doi.org/10.30827/Digibug.53788
Korpi, H., Peltokallio, L. y Piirainen, A. (2014). The story models of physiotherapy students’ professional development. Narrative research. European Journal of Physiotherapy, 16(4), 219-229. https://doi.org/10.3109/21679169.2014.934279
Martín Béjar, S., Martín Sánchez, M. J., Trujillo Vilches, F. J. y Bermudo Gamboa, C. (2019). ICT educational resource elaboration in Manufacturing Process Engeenering. Innoeduca. International Journal of Technology and Educational Innovation, 5(1), 55-62. https://doi.org/10.24310/innoeduca.2018.v4i2.4467
Masih, E. A. (2022). Feasibility of using QR code for registration & evaluation of training and its ability to increase response rate – The learners’ perception. Nurse Education Today, 111, 105305. https://doi.org/10.1016/j.nedt.2022.105305
Mendoza-Espinosa, H., Méndez-López, J. y Torruco-García, U. (2012). Aprendizaje basado en problemas (ABP) en educación médica: sugerencias para ser un tutor efectivo. Investigación En Educación Médica, 1(4), 235-237. https://doi.org/10.22201/fm.20075057e.2012.04.00011
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63-S67. https://doi.org/10.1097/00001888-199009000-00045
Nóbile, C. I., Gauna Domínguez, C. d. V., Aude Berozonce, M. P. y Pérez, J. (2021). Active methodologies and knowledge management to promote creativity and innovation in the classroom. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 61-74. https://doi.org/10.24310/innoeduca.2021.v7i1.9887
Oderinu, O. H., Adegbulugbe, I. C., Orenuga, O. O. y Butali, A. (2020). Comparison of students’ perception of problem-based learning and traditional teaching method in a Nigerian dental school. European Journal of Dental Education, 24(2), 207-212. https://doi.org/10.1111/eje.12486
Omelicheva, M. Y. y Avdeyeva, O. (2008). Teaching with Lecture or Debate? Testing the Effectiveness of Traditionalversus Active Learning Methods of Instruction. PS: Political Science & Politics, 41(3), 603-607. https://doi.org/10.1017/S1049096508080815
Parra-Santos, M.-T., Molina-Jordá, J.-M., Luna-Sandoval, G., Cacho-Pérez, M. y Pérez-Domínguez, J.-R. (2016). Integración de Códigos de Respuesta Rápida para Agilizar el Desarrollo de la Clase de Aula. Proyectos de Innovación Docente. Informe de Seguimiento. https://bit.ly/41o9XNP
Reis, F. J. J. y Monteiro, M. G. M. (2015). La enseñanza de Fisioterapia:¿ es el momento de reconsiderar la práctica? Fisioterapia e Pesquisa, 22(4), 340-341. https://doi.org/10.590/1809-2950/1279022042015
Rodríguez, M. C., Miranda, P. G., Sánchez, O. C. y Cueto, C. M. V. (2011). Incorporación de casos clínicos para la mejora de la enseñanza de Fisiopatología. Revista de Enseñanza Universitaria, (38), 27-36. https://bit.ly/4gIB2zr
Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G. y Zelaznik, H. N. (2020). Motor Control and Learning: A Behavioral Emphasis (7th ed.). Human Kinetics Books. https://us.humankinetics.com/products/motor-control-and-learning-6th-edition-with-web-resource
Shin, I.-S. y Kim, J.-H. (2013). The effect of problem-based learning in nursing education: a meta-analysis. Advances in Health Sciences Education, 18(5), 1103-1120. https://doi.org/10.1007/s10459-012-9436-2
Situmoranga, R., Siangb, J. L., Ibrahimc, N. y Lagunsiangd, J. (2019). Development of Collaborative Learning Materials Based on QR Code to Facilitate Learning. International Journal of Innovation, Creativity and Change, 8(6), 85-98. https://bit.ly/4i41CEf
Trullàs, J. C., Blay, C., Sarri, E. y Pujol, R. (2022). Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Medical Education, 22(1), 104. https://doi.org/10.1186/s12909-022-03154-8
Vega-Ramírez, F. A., López-Liria, R., Padilla-Góngora, D., Santiuste-Bermejo, V., Martínez-Cortés, M. C. y Rodríguez-Martín, C. R. (2010). El Aprendizaje Basado en Problemas en Ciencias de la Salud. Revista de Psicología y Educación, 1(5), 187-200. https://bit.ly/4hHFOP1
Vernon, D. T. y Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7), 550-563. https://doi.org/10.1097/00001888-199307000-00015
Wilson, J. A., Pegram, A. H., Battise, D. M. y Robinson, A. M. (2017). Traditional lecture versus jigsaw learning method for teaching Medication Therapy Management (MTM) core elements. Currents in Pharmacy Teaching and Learning, 9(6), 1151-1159. https://doi.org/10.1016/j.cptl.2017.07.028
Zhao, W., He, L., Deng, W., Zhu, J., Su, A. y Zhang, Y. (2020). The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BMC Medical Education, 20(1), 381. https://doi.org/10.1186/s12909-020-02306-y
Technical information
Received: 2025-03-10 | Reviewed: 2025-04-10 | Accepted: 2025-04-14 | Online First: 2025-05-18 | Published: 2025-05-20
Metrics
Metrics of this article
Views: 38099
Abstract readings: 36810
PDF downloads: 1289
Full metrics of Comunicar 77
Views: 459033
Abstract readings: 446071
PDF downloads: 12962
Cited by
Cites in Web of Science
Currently there are no citations to this document
Cites in Scopus
Currently there are no citations to this document
Cites in Google Scholar
Currently there are no citations to this document
Alternative metrics
How to cite
Dr. Alberto Melián Ortiz., Dra. Rosa Rojo López., Dr. José Javier Galán Hernández. (2025). Innovation in Physiotherapy Teaching: Problem-Based Learning and QR codes in the teaching-learning process in the subject of Locomotor System Physiotherapy. Comunicar, 33(81). 10.5281/zenodo.15571210