Development of and Educational Medias on the use of Equipment and Safety in the Diagnostic and Laboratory Center, Faculty of Veterinary Science, Veterinary Rajamangala University of Technology Srivijaya, Thung Yai

Abstract

Development of educational media on the usage and safety of scientific instruments at the Animal Disease Diagnosis and Pathology Center, Faculty of Veterinary Medicine, Rajamangala University of Technology Srivijaya, Thungyai Campus. This study aimed to develop educational media regarding the usage and safety of scientific instruments at the Animal Disease Diagnosis and Pathology Center, Faculty of Veterinary Medicine, Rajamangala University of Technology Srivijaya, Thungyai Campus, and to investigate the learning achievement and interest of the students. The project originated from a survey identifying students' needs for online media on how to use scientific instruments at the center. The development process of the online media consisted of the following steps: 1. scriptwriting for the video program, 2. submission for advisor review, 3. audio recording, 4. video filming, 5. editing and dubbing, 6. submission for advisor review and evaluation by experts using the Index of Item Objective Congruence (IOC), with a satisfaction score higher than 0.5 indicating usability, 7. revision according to recommendations, 8. final expert review, 9. uploading the videos on YouTube, and 10. posting the links on the Facebook page of the Animal Disease Diagnosis and Pathology Center, Faculty of Veterinary Medicine, RMUTSV, Thungyai Campus. A total of eight online media items were produced, including five teaching media on the use of scientific instruments: 1. horizontal high-speed centrifuge NF048, 2. blood chemistry analyzer PKL125, 3. vertical high-speed centrifuge NF200, 4. hematology analyzer IDEXX, and 5. hematology analyzer Mindray. Additionally, three educational media on laboratory safety were created: 1. laboratory waste management, 2. laboratory risk management, and 3. chemical management systems. The results indicated that using online media in teaching significantly improved students’ learning achievement compared to traditional methods without media (p < 0.05). Furthermore, the student satisfaction evaluation showed high levels of satisfaction across all aspects, including alignment with the practical content, clarity of images, clarity of narration, appropriateness and harmony of background music, continuity of the presentation, suitability of font style and size, and the overall enhancement of understanding of the practical activities, with mean scores exceeding 4.00, indicating a high level of satisfaction.