Abstract
Background
Traditional pharmacology education relies heavily on didactic lectures, which may limit student engagement and retention of complex concepts. Short educational videos have emerged as a promising, supplementary tool to enhance learning outcomes in medical education. This study aimed to examine the association between short educational videos and learning, retention, and student engagement in undergraduate pharmacology education.
Methods
A cross-sectional survey was conducted among 77 s-year male pharmacy students enrolled in Pharmacology IV at Umm Al-Qura University, Makkah, Saudi Arabia. Short educational videos (5–7 min) summarizing key lecture content were presented at the end of each lecture. An online questionnaire assessed student perceptions regarding content retention, conceptual understanding, engagement, and exam preparedness. Composite cognitive and engagement scores were calculated, and multiple linear regression analysis identified predictors of higher scores.
Results
Among 77 participants, 94.9% found the videos helpful in reinforcing concepts. For cognitive outcomes, 58.5% agreed the videos enhanced retention, 68.9% found them useful in recalling drug mechanisms, and 67.6% reported improved long-term retention. Regarding engagement, 72.8% felt more confident in exam preparation, and 71.4% were more likely to attend lectures. Students who relied less on external video sources had significantly higher cognitive scores (beta = 1.66, 95% CI: 0.11 to 3.21, p = 0.036), while those who primarily read textbooks and slides had lower scores (beta = -2.56, 95% CI: -4.45 to -0.66, p = 0.009). Higher engagement scores were strongly associated with improved cognitive outcomes (beta = 0.68, 95% CI: 0.41 to 0.95, p < 0.001).
Conclusion
Short educational videos were associated with enhanced student learning, retention, and engagement in undergraduate pharmacology education. These findings support the integration of brief video summaries as an adjunct to traditional lecture-based instruction.
Supplementary Information
The online version contains supplementary material available at 10.1186/s12909-025-08410-1.
Keywords: Pharmacology education, Educational videos, Medical education, Student engagement, Learning retention, Undergraduate education
Background
Pharmacology education presents unique challenges in medical and pharmacy curricula due to the complexity of drug mechanisms, extensive memorization requirements, and the need to integrate basic science concepts with clinical applications [1–3]. Traditional teaching techniques, such as didactic lectures and slide-based presentations, prove useful, although they may fail to meet the needs of all students and promote engagement with pharmacology. Due to the rapid developments in pharmaceutical science and the complexity of how drugs work, teachers should find different ways for students to properly learn and remember the material [4].
Studies have shown that the use of multimedia learning tools in health sciences can enhance learning outcomes [5, 6]. Videos in education make learning fun because they use sight, sound and action [7, 8]. The theory explains that presenting data in various ways reduces mental effort and enables information to be retained more effectively in our minds than when reading it in a single format [9].
Many classes in medical education achieve better results when they utilise short educational videos for topics such as anatomy, physiology, and practical training [10, 11]. Using resources that students can review means all students learn the same material each time, have the chance to practice, and have topics illustrated, which works well for students with different study habits [12, 13]. Today’s technology also supports the digital lifestyle that students are used to [14]. More attention is now being paid to video learning, but research on short videos in pharmacology has not been widely covered. Most studies examine the use of full lessons or courses in addition to traditional lessons, rather than brief materials [15, 16]. Additionally, only a few studies have examined learning skills, student engagement, and pharmacology instruction.
Educational videos are more effective when the instructor considers various factors, such as their length, design, timing of presentation, and the students’ characteristics [17, 18]. Being aware of these connections is crucial for effectively utilizing video tools in teaching pharmacology. Additionally, observing how students change their opinions and actions after watching videos can provide valuable information for shaping the curriculum and its delivery [19].
When incorporating video lessons into regular pharmacology classes, careful consideration should be given to their timing, structure, and integration within the learning sequence. The effectiveness of educational videos depends not only on their design and content but also on how they complement lectures and assignments to promote continuity in learning. Prior studies have shown that structured video use can enhance information retention and student motivation when aligned with lesson objectives and assessment activities [20, 21]. Establishing evidence-based standards for video integration in pharmacology education may therefore help optimize learning outcomes and minimize unnecessary cognitive load for students [22].
Despite growing interest in multimedia-based instruction, limited research has specifically examined the pedagogical value of short, focused educational videos in undergraduate pharmacology. Most existing studies have explored general multimedia learning or long-format lecture recordings, leaving a gap in understanding how short videos affect student engagement, knowledge retention, and study behavior in pharmacology courses [23]. To address this gap, the present study aimed to evaluate the educational impact of short videos on learning efficiency, information recall, and student engagement among undergraduate pharmacy students. Additionally, the study compared learning experiences between students exposed to short educational videos in the Pharmacology IV course and their prior experiences in Pharmacology I–III courses, which did not incorporate video-based learning. This investigation provides timely evidence to guide curriculum design and the effective use of digital media in pharmacology education.
Methods
Study design and setting
Short educational videos were evaluated at the end of lectures using a cross-sectional design based on a structured questionnaire to assess their impact on students’ learning, retention, and understanding in the Pharmacology IV course. The Pharmacology IV course uniquely incorporated short video summaries, whereas previous pharmacology courses (Pharmacology I, II, and III) relied solely on traditional lecture-based methods. The purpose of the study was therefore to compare students’ learning experiences between these courses to determine whether exposure to short educational videos enhanced engagement and learning efficiency.
Participants
All male Doctor of Pharmacy (Pharm.D) students in the Pharmacology IV course during the 2025 academic year were part of the target population. Participation was allowed only for students who had completed Pharmacology I to III and were now registered in Pharmacology IV. Participation was entirely voluntary, and participants were asked to provide informed consent before completing the questionnaire. No one’s identity was known, and all responses were kept confidential.
Educational intervention
Short educational videos, each lasting 5–7 min, were shown at the end of all lectures in the Pharmacology IV course (a total of eight lectures). These videos highlighted the most critical parts of each lecture, reinforced challenging pharmacological concepts, and included helpful visuals illustrating drug mechanisms and effects. They were designed to help students develop a deeper understanding of concepts, actively engage in learning, and retain the material over a longer period.
Data collection and sampling
After all the students had completed eight video-enhanced lectures, an online questionnaire was created and circulated via Google Forms. The survey consisted of Likert-scale questions and open-ended responses designed to capture student perceptions regarding content retention, conceptual understanding, engagement, attention, and exam preparedness. The questionnaire also included items comparing their experiences in Pharmacology IV with those in Pharmacology I, II, and III. The full English version of the questionnaire is provided as Supplementary file. The instrument was reviewed by the pharmacology faculty for face and content validity and was pilot-tested among a small group of students (n = 7) to ensure clarity and relevance. A convenience sampling technique was used to recruit male students. Out of 91 eligible students, 77 participants ultimately responded (with a response rate of 84.6%). The final study population were different than those who participated in the pilot study.
Scoring
To quantify students’ perceptions of cognitive and engagement outcomes, composite scores were created by summing Likert-scale responses across relevant items. The cognitive score assessed perceived retention, recall, and conceptual understanding and was derived by summing responses to five items, each rated on a 5-point scale from 1 (strongly disagree) to 5 (strongly agree). Total cognitive scores ranged from 5 to 25, with higher scores indicating more favorable cognitive outcomes. The engagement score reflected students’ motivation, confidence, and exam preparedness and was calculated by summing four items, also rated on the same 5-point Likert scale. Total engagement scores ranged from 4 to 20, with higher scores representing greater engagement and perceived preparedness.
Statistical analysis
Data were analyzed using RStudio (version 2024.9.1.394, Boston, MA, USA) with R version 4.4.2. Descriptive statistics were used to summarize categorical variables in terms of frequencies and percentages and continuous variables in terms of median and interquartile range (IQR). Multiple linear regression models were used to identify predictors of higher cognitive and engagement scores. Variables included in the regression models were selected based on theoretical relevance. Statistical significance was set at p < 0.05.
Results
Prior learning and study approaches
A total of 77 male students enrolled in the Pharmacology IV course during the 2025 academic year completed the questionnaire. Most students reported studying pharmacology by reading textbooks and lecture slides (80.5%), followed by using flashcards or self-quizzing methods (46.8%). Regarding prior exposure to videos in earlier pharmacology courses, the majority indicated that videos were rarely used, with 48.1% selecting “rarely (once or twice per semester)” and 32.5% selecting “almost never.” As for the influence of short videos on study habits, 44.2% of students reported reviewing lecture material more regularly, while 32.5% relied less on external video sources. About 28.6% indicated they spent less time preparing for exams, and 40.3% reported no significant changes in their study habits (Table 1).
Table 1.
Prior learning and study approaches
| Characteristic | Description |
|---|---|
| I typically study for pharmacology courses using the following methods* | |
| Reading textbooks and lecture slides | 62 (80.5%) |
| Participating in group study with peers | 12 (15.6%) |
| Using flashcards or self-quizzing methods | 36 (46.8%) |
| Watching external video lectures (e.g. YouTube & Khan Academy & etc.) | 29 (37.7%) |
| Before Pharmacology 4, videos were used in pharmacology courses with the following frequency | |
| Almost never | 25 (32.5%) |
| Rarely (once or twice per semester) | 37 (48.1%) |
| Occasionally (once per month) | 7 (9.1%) |
| Regularly (weekly or biweekly) | 8 (10.4%) |
| Short videos have influenced my study habits in the following ways* | |
| I rely less on external video sources (e.g. YouTube and other platforms) | 25 (32.5%) |
| I spend less time preparing for exams because I already reviewed the videos | 22 (28.6%) |
| My study habits have not changed significantly | 31 (40.3%) |
| I review lecture material more regularly | 34 (44.2%) |
n (%)
*A multiple-response item
Description of the cognitive and engagement scores
The cognitive score, which reflects retention, recall, and integration of pharmacological concepts, had a median of 19 with an interquartile range (IQR) of 17 to 23. Scores ranged from a minimum of 9 to a maximum of 25. The engagement score, which reflects students’ motivation, confidence, and perceived exam preparedness, had a median of 16 with an interquartile range (IQR) of 14 to 19. Scores ranged from a minimum of 9 to a maximum of 20. Internal consistency for the cognitive and engagement scores was acceptable, with Cronbach’s alpha values of 0.736 and 0.652, respectively.
Cognitive outcomes: retention, recall, and concept integration
The majority of students expressed positive perceptions regarding the cognitive impact of short videos. A combined total of 58.5% agreed or strongly agreed that the videos enhanced their ability to remember pharmacology concepts. Similarly, 68.9% found it easier to recall drug mechanisms and indications due to the video summaries. In terms of long-term retention, 67.6% agreed or strongly agreed that the videos were beneficial. The visual explanations were considered helpful for understanding complex topics by 68.9% of students. Lastly, 63.7% reported that the videos helped them establish connections between different pharmacology concepts (Fig. 1). The majority of students found the summary videos helpful in reinforcing pharmacology concepts. Specifically, 48.1% of participants rated the videos as very useful, while 46.8% considered them somewhat useful, totalling 94.9% of participants with a favourable view (Fig. 2).
Fig. 1.
Participants’ responses to the cognitive outcomes, including retention, recall, and concept integration
Fig. 2.
Participants’ responses regarding the usefulness of short summary videos in reinforcing concepts from previous pharmacology lectures
Predictors of higher cognitive scores
Students who reported studying primarily by reading textbooks and lecture slides had significantly lower cognitive scores (beta = − 2.56, 95% CI: − 4.45 to − 0.66, p = 0.009). In contrast, those who indicated relying less on external video sources showed significantly higher cognitive scores (beta = 1.66, 95% CI: 0.11 to 3.21, p = 0.036). Additionally, higher engagement scores were strongly associated with improved cognitive outcomes (beta = 0.68, 95% CI: 0.41 to 0.95, p < 0.001, Table 2).
Table 2.
Predictors of higher cognitive outcomes
| Characteristic | Beta | 95% CI | p-value |
|---|---|---|---|
| I typically study for pharmacology courses using the following methods | |||
| Reading textbooks and lecture slides | −2.56 | −4.45, −0.66 | 0.009 |
| Participating in group study with peers | −0.13 | −2.12, 1.85 | 0.893 |
| Using flashcards or self-quizzing methods | −0.69 | −2.04, 0.65 | 0.307 |
| Watching external video lectures (e.g. YouTube & Khan Academy & etc.) | 0.39 | −1.06, 1.84 | 0.592 |
| Before Pharmacology 4, videos were used in pharmacology courses with the following frequency | |||
| Almost never | Reference | Reference | |
| Rarely (once or twice per semester) | 0.02 | −1.66, 1.70 | 0.983 |
| Occasionally (once per month) | −0.19 | −2.78, 2.39 | 0.881 |
| Regularly (weekly or biweekly) | 0.15 | −2.39, 2.69 | 0.908 |
| Short videos influence my decision to attend the pharmacology lectures | |||
| No, they have no impact on my decision to attend | Reference | Reference | |
| Yes, they make me more likely to attend | 1.54 | −0.05, 3.12 | 0.057 |
| Short videos have influenced my study habits in the following ways | |||
| I rely less on external video sources (e.g. YouTube and other platforms) | 1.66 | 0.11, 3.21 | 0.036 |
| I spend less time preparing for exams because I already reviewed the videos | 1.43 | −0.39, 3.25 | 0.121 |
| My study habits have not changed significantly | 1.42 | −0.53, 3.37 | 0.150 |
| I review lecture material more regularly | 1.01 | −0.76, 2.79 | 0.259 |
| Engagement score | 0.68 | 0.41, 0.95 | < 0.001 |
CI Confidence Interval
“Reference” refers to the baseline category used for comparison
Engagement, motivation, and exam preparation
Overall, students responded positively regarding the role of short videos in enhancing their engagement and preparation. A total of 58.5% agreed or strongly agreed that the videos enhanced lecture engagement and interactivity. Confidence in exam preparation was supported by 72.8% of students, who either agreed or strongly agreed that the videos boosted their confidence. Furthermore, 68.9% reported that the videos reduced the time required to review material before exams, and 72.8% felt that the videos effectively highlighted key topics for revision (Fig. 3). A majority of students (71.4%) reported that the summary videos made them more likely to attend pharmacology lectures (Fig. 4).
Fig. 3.
Participants’ responses to engagement, motivation, and exam preparation
Fig. 4.
Participants’ responses regarding the influence of short videos on students’ decision to attend the pharmacology lectures
Predictors of high engagement, motivation, and exam preparation
Higher cognitive scores were significantly associated with greater engagement (beta = 0.42, 95% CI: 0.24 to 0.61, p < 0.001), indicating that students who reported better retention and understanding also experienced increased motivation and exam preparedness (Table 3). Interestingly, all beta coefficients for the perceived usefulness of short summary videos were negative, suggesting that higher engagement was not necessarily tied to higher perceived reinforcement. However, the negative values should be interpreted with caution due to the lack of statistical significance.
Table 3.
Predictors of high engagement, motivation, and exam Preparation
| Characteristic | Beta | 95% CI | p-value |
|---|---|---|---|
| I typically study for pharmacology courses using the following methods | |||
| Reading textbooks and lecture slides | 1.19 | −0.39, 2.77 | 0.136 |
| Participating in group study with peers | −1.27 | −2.84, 0.31 | 0.113 |
| Using flashcards or self-quizzing methods | 0.40 | −0.71, 1.50 | 0.477 |
| Watching external video lectures (e.g. YouTube & Khan Academy & etc.) | −0.19 | −1.40, 1.01 | 0.749 |
| Before Pharmacology 4, videos were used in pharmacology courses with the following frequency | |||
| Almost never | Reference | Reference | |
| Rarely (once or twice per semester) | 0.50 | −0.86, 1.86 | 0.463 |
| Occasionally (once per month) | 0.08 | −2.00, 2.15 | 0.942 |
| Regularly (weekly or biweekly) | 0.52 | −1.54, 2.58 | 0.615 |
| How effective are short summary videos in reinforcing concepts from previous pharmacology lectures? | |||
| Not useful at all | Reference | Reference | |
| Not very useful | −1.11 | −6.35, 4.13 | 0.675 |
| Somewhat useful | −1.49 | −6.24, 3.26 | 0.532 |
| Very useful | −1.38 | −6.27, 3.51 | 0.575 |
| Short videos have influenced my study habits in the following ways | |||
| I rely less on external video sources (e.g. YouTube and other platforms) | 0.02 | −1.28, 1.32 | 0.972 |
| I spend less time preparing for exams because I already reviewed the videos | 1.33 | −0.14, 2.80 | 0.075 |
| My study habits have not changed significantly | 0.10 | −1.53, 1.73 | 0.902 |
| I review lecture material more regularly | −0.21 | −1.65, 1.23 | 0.773 |
| Cognitive score | 0.42 | 0.24, 0.61 | < 0.001 |
CI Confidence Interval
“Reference” refers to the baseline category used for comparison
Changes in study behavior, student preferences, and curriculum feedback
Regarding changes in study behavior, 44.2% of students reported reviewing lecture material more regularly, while 32.5% relied less on external video sources. When asked about incorporating short videos into future courses, 59.7% recommended using them only for complex topics. In terms of perceived benefits, the most commonly reported advantages were the ability to summarize key concepts (66.2%), simplify complex issues (61.0%), and enhance information retention (40.3%). As for suggested improvements, 41.6% recommended shortening the videos for greater conciseness, while 18.2% suggested extending them for more in-depth explanations. Regarding preferred modifications, 36.4% suggested adjusting the video length, 22.1% supported enhancing visual quality and animations, and another 22.1% felt the videos should remain unchanged (Table 4).
Table 4.
Changes in study behavior, student preferences and curriculum feedback
| Characteristic | Description |
|---|---|
| I rely less on external video sources (e.g. YouTube and other platforms) | 25 (32.5%) |
| I spend less time preparing for exams because I already reviewed the videos | 22 (28.6%) |
| My study habits have not changed significantly | 31 (40.3%) |
| I review lecture material more regularly | 34 (44.2%) |
| Incorporating short summary videos in all pharmacology courses is recommended | |
| Yes, but only for complex topics | 46 (59.7%) |
| Yes, in all courses | 31 (40.3%) |
| The most beneficial aspect of the short videos is identified as follows* | |
| I do not find them beneficial | 7 (9.1%) |
| They effectively summarize key concepts | 51 (66.2%) |
| They enhance information retention | 31 (40.3%) |
| They provide helpful visual representations | 28 (36.4%) |
| They make lectures more engaging | 18 (23.4%) |
| They simplify complex topics | 47 (61.0%) |
| The following improvements are suggested for the videos | |
| No changes needed | 14 (18.2%) |
| Shorten the videos for greater conciseness | 32 (41.6%) |
| Incorporate more animations or visual aids | 12 (15.6%) |
| Extend the length for more in-depth explanations | 14 (18.2%) |
| Include real-life applications or case examples | 5 (6.5%) |
| The short videos should be modified in the following ways | |
| Add interactive elements or quizzes | 12 (15.6%) |
| Adjust the video length (either shorter or longer) | 28 (36.4%) |
| Enhance visual quality and animations | 17 (22.1%) |
| Include more detailed explanations and examples | 3 (3.9%) |
| Keep them as they are | 17 (22.1%) |
n (%)
*A multiple-response item
Discussion
This cross-sectional study provides valuable insights into the effectiveness of short educational videos as supplementary tools in undergraduate pharmacology education. Our findings demonstrate that brief video summaries significantly enhance student perceptions of learning, retention, and engagement, supporting the integration of multimedia approaches in traditional pharmacology curricula.
Cognitive outcomes and learning enhancement
The positive cognitive outcomes observed in this study align with established principles of multimedia learning [24, 25]. The majority of students reported improved retention (58.5%) and enhanced ability to recall drug mechanisms (68.9%), suggesting that visual and auditory reinforcement through videos effectively strengthens memory consolidation processes. These findings are consistent with previous research in medical education, which demonstrates that multimodal learning approaches can improve knowledge retention compared to traditional lecture-based methods [26, 27].
The effectiveness of videos in facilitating concept integration (63.7% agreement) is particularly noteworthy, as pharmacology requires students to connect molecular mechanisms with clinical applications across multiple drug classes [28]. The visual explanations provided in videos may help students develop mental models that bridge basic science concepts with practical applications, addressing a common challenge in pharmacology education [29, 30].
Student engagement and motivation
Our results indicate that short videos significantly enhance student engagement, with 71.4% of participants reporting an increased likelihood of attending lectures. This finding addresses a persistent challenge in medical education, where attendance rates often decline throughout academic programs [31, 32]. The videos appear to create anticipation and perceived value that motivates class participation, potentially improving overall learning environments.
The reported increase in confidence for exam preparation (72.8%) suggests that videos provide students with a sense of academic preparedness and control over their learning process. This psychological benefit may be as significant as cognitive gains, as student confidence correlates with academic performance and long-term retention in health sciences education [33, 34].
Predictors of enhanced outcomes
The regression analysis revealed important insights about student learning behaviors and preferences. Students who relied less on external video sources demonstrated higher cognitive scores, suggesting that instructor-created, curriculum-specific content may be more effective than general educational videos available online [35]. It suggests that specialised, contextual information helps students achieve their objectives.
Similarly, students who mostly used textbooks and slide presentations for studying did not perform as well on cognitive tasks. This may suggest that using multimedia materials is more effective in understanding complex elements of pharmacology than simply reading [36, 37]. At the same time, this outcome should be viewed with care, as it could connect more to individual preferences in learning than to the fundamental limits of reading. The result between motivation and learning outcomes, measured by correlation (beta = 0.68), proves that they are closely linked. As a result of this relationship, it can be believed that engaging students in school activities can boost academic performance in more than just the short term [38, 39].
Behavioural changes and study habits
Changes reported in how students study give clues about the role video plays in their learning. Based on this, videos may act as drivers, helping students to study regularly. Additionally, about a third of students reported using external video sources less frequently, suggesting that they are satisfied with the videos provided in the course. The result that 28.6% of students prepared less for their exams deserves our thoughtful review. Improved learning could be behind this, though it might also signify being overconfident or studying less. In the future, steps should be taken to confirm that less study time does not result in weaker preparation and learning.
Student preferences and implementation recommendations
Student feedback regarding video implementation provides practical guidance for curriculum design. The preference for using videos “only for complex topics” (59.7%) suggests a targeted approach rather than a universal application. This finding aligns with cognitive load theory, which indicates that multimedia enhancements are most beneficial for difficult or complex material [40, 41].
The recommendations for adjusting video length (41.6% suggesting shorter videos) highlight the importance of optimizing content duration for attention span and learning effectiveness. Research in educational psychology suggests that the optimal video length for educational content ranges from 3 to 6 min for maximum attention retention [42, 43].
Comparison with existing literature
Our findings are consistent with previous studies that demonstrate the effectiveness of video-based learning in health sciences education [44, 45]. However, this study uniquely focuses on brief supplementary videos rather than comprehensive video lectures, addressing a gap in the literature regarding optimal integration strategies for multimedia content in traditional classroom settings. The positive outcomes align with meta-analyses that show small to moderate effect sizes for video-enhanced learning compared to conventional methods [46, 47]. Our study extends this evidence base by providing specific data on pharmacology education and examining both cognitive and affective outcomes simultaneously.
Clinical and educational implications
The results suggest several practical implications for pharmacology education. First, the integration of short videos appears to be a cost-effective strategy for enhancing traditional teaching methods without requiring substantial curriculum restructuring. Second, positive student responses may contribute to improved learning environments and reduced academic stress, potentially supporting both student well-being and academic achievement. For curriculum planners, the findings support selective implementation of video content for complex topics rather than a comprehensive replacement of traditional methods. The importance of creating institution-specific content is underscored by the superior outcomes achieved through reduced reliance on external sources [48].
Strengths and limitations
This study’s strengths include its focus on a specific educational intervention with clear outcome measures, the use of validated psychological constructs (cognitive and engagement scores), and the examination of both quantitative outcomes and qualitative student feedback. The cross-sectional design enabled efficient data collection, providing actionable insights that could be implemented immediately.
However, several limitations should be acknowledged. The single-institution design limits generalizability to other educational contexts, and the lack of objective learning outcome measures (such as examination scores) prevents assessment of actual academic performance changes. The cross-sectional design precludes the determination of causal relationships between video implementation and observed outcomes. The lack of structured data regarding academic performance and demographic characteristics did not allow for comprehensive assessment of the confounding variables in the multivariable analysis. The reliance on self-reported measures introduces potential bias, as students may provide socially desirable responses or may not accurately assess their learning processes [48]. Additionally, the study examined only immediate perceptions rather than long-term retention or application of knowledge.
Furthermore, the study included only male students, as male and female pharmacy students at Umm Al-Qura University are taught on separate campuses with distinct teaching schedules and facilities. This gender-based limitation may affect the generalizability of the findings to the broader student population.
Future research directions
Future studies should incorporate objective measures of academic performance, including examination scores and assessments of long-term knowledge retention. Longitudinal designs could better establish causal relationships and examine the persistence of observed benefits over time. Multi-institutional studies would enhance generalizability and enable the examination of contextual factors that influence the effectiveness of videos.
Research investigating optimal video characteristics (length, content structure, visual design) could inform evidence-based guidelines for educational video development. Additionally, studies examining the cost-effectiveness of video implementation compared to other educational interventions would provide valuable information for resource allocation decisions.
The integration of learning analytics and engagement metrics from video platforms could provide objective measures of student interaction with content, complementing self-reported data. Furthermore, investigating the differential effects across student subgroups (including learning styles, academic performance levels, and demographic characteristics) could inform personalized learning approaches.
Conclusion
This study demonstrates that short educational videos are an effective supplementary tool for enhancing undergraduate pharmacology education. The integration of 5–7 min video summaries at the end of lectures significantly improved student perceptions of learning retention (58.5%), recall of drug mechanisms (68.9%), and long-term knowledge retention (67.6%). Beyond cognitive benefits, these videos notably enhanced student engagement, with 71.4% of participants reporting an increased likelihood of attending lectures and 72.8% expressing greater confidence in exam preparation. The finding that students who relied less on external video sources achieved higher cognitive scores (p = 0.036) underscores the value of curriculum-specific, instructor-created content over generic online materials.
While 94.9% of students found the videos helpful, their preference for targeted implementation in complex topics (59.7%) rather than universal application suggests an optimal integration strategy that complements rather than replaces traditional teaching methods. These results provide evidence-based support for pharmacy educators seeking cost-effective, technology-enhanced approaches to improve student learning outcomes in pharmacology education. Future research should incorporate objective performance measures and longitudinal designs to validate these promising findings further and establish optimal implementation guidelines for video-enhanced pharmacology curricula.
Supplementary Information
Acknowledgements
We would like to thank all the UQU undergraduate pharmacy students for their willingness to eager participation in this study.
Authors’ contributions
SW: Conceptualization, Formal analysis, Methodology, Project administration, Validation, Visualization, Writing – original draft, Writing – review and editing.
Funding
No external funding was received for this study.
Data availability
The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.
Declarations
Ethics approval and consent to participate
Review and approval for this research were granted by the Scientific Biomedical Research Ethics Committee at the College of Medicine, Umm Al-Qura University’s Institutional Review Board (IRB) (Approval Number: HAPO-02-K-012-2025-03-2608), and the study was performed according to the Declaration of Helsinki and relevant national laws on research ethics. Giving the questionnaire was voluntary, and participants gave their digital consent before starting. Participants were told through the form that the study sought to find out about workplace experiences and that their data would be kept anonymous.
Consent for publication
Not applicable.
Competing interests
The authors declare no competing interests.
Footnotes
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Supplementary Materials
Data Availability Statement
The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.