Trivial pursuit for safer science labs : comparing alternative approach to pre-lab safety lectures

Abstract

This study examines the impact of instructional formats on learning, retention of laboratory safety knowledge, and participant satisfaction. Using a multi-framework approach integrating safety psychology and educational theories, we compared traditional lectures to interactive trivia-based learning. Participants were randomly assigned to one of the two safety training formats. Effectiveness was assessed at baseline, immediately after treatment, and at a two-week follow-up to evaluate knowledge retention and behaviours. Participants also rated their satisfaction and perceived performance after the intervention.<br> Results showed both formats significantly improved safety knowledge from pre- to posttreatment, while only the lecture group experienced a significant decline at the two-week follow-up. Satisfaction surveys indicated that trivia-based participants reported significantly higher satisfaction and perceived better performance compared to the lecture group. These findings suggest that while both methods are effective, integrating interactive elements like trivia can enhance engagement, boost confidence, and improve satisfaction in safety training.