We have described the design and implementation of Quick Reference (QR) instructional videos for common organic laboratory techniques and topics that are accessible to students during the instructional laboratory period via a scannable barcode. Most students found the videos helpful, with no statistically significant difference between those who had and had not learned the techniques before. The videos reduced the number of questions students would otherwise have asked instructional staff or peers. For every QR video topic, students who had not previously learned the 425 topic expressed a statistically significant increase to their confidence in performing the related technique. Reflux (3) showed this statistically significant increase in confidence even for students who had already learned the technique. Both YouTube analytics of viewer engagement and response to open-ended survey questions indicate that students prioritize procedural information over conceptual explanations. These findings are consistent with QR videos being a valuable supplemental resource 430 available during real-time laboratory sessions. The process for planning, scripting, recording, editing, and distributing these videos has been outlined as a template for other institutions interested in adapting similar supplementary resources for their courses.