Video-Based Learning to Improve Laboratory Safety Knowledge in Occupational Health Education

Laboratory safety is fundamental in Occupational Health and Safety (OHS) education, yet traditional lecture-based approaches may not adequately promote engagement or knowledge retention. This study developed and evaluated video-based instructional media to improve laboratory safety knowledge among OHS students at Mahasarakham University, Thailand. A total of 61 undergraduates participated in a single-group pre-test/post-test design. The video, structured according to the ESPReL framework, addressed fire safety, chemical spill response, laboratory conduct, personal protective attire, and chemical and equipment storage. Paired t-test analysis showed a significant improvement in knowledge following the intervention (p < 0.001). Mean scores increased from 16.77 ± 2.03 before viewing the video to 24.33 ± 0.90 afterward, indicating enhanced understanding of essential safety principles. Learner satisfaction was high across evaluated domains (M = 4.32-4.65), with particularly positive perceptions of time allocation and lesson organization. These findings support video-based learning as an effective and feasible approach for strengthening short-term cognitive outcomes in laboratory safety education. Future research should examine long-term retention and transfer of learning to practical environments.