Nascimento et al. Student video creation Dataset 1 CC0

This study involved students attending a Pharmacognosy course, which is part of a Pharmacy program, in a Brazilian University. During the first classes of the Pharmacognosy course, students were informed about the intention to conduct the study on the use of active learning methodologies coupled with technological tools and written informed consent was obtained. Three weeks after the beginning of the course, the professor applied a written test to evaluate the students’ previous knowledge about the use of herbal medicines. To investigate the impact of video production on students’ learning, they were randomly divided into two groups. The groups studied ‘the use of herbal medicines’ module using different learning strategies. One group (control) group continued to study in the conventional way, by listening to a four-hour lecture given by the professor. The other group (video intervention) was divided into teams that were instructed to produce a video lecture on the use of herbal medicines. After studying the use of herbal medicines using different approaches, students were once again assessed on their knowledge of the use of herbal medicines by a second written test. Then, the whole class watched the video lessons produced by students and filled out a questionnaire. A third test (the final exam) was applied at the end of the semester and evaluated all topics covered by the course. This research was approved by the Research Ethics Committee registered through the Research Ethics Committees and the National Research Ethics Commission (approval number 13930013.6.0000.5058/244,173). Written informed consent from all the subjects involved was obtained.

本研究的研究对象为巴西某高校药学专业生药学（Pharmacognosy）课程的在读学生，该课程为药学培养方案的组成部分。在生药学课程的首堂课时，研究者向学生告知了本研究拟采用主动学习方法结合技术工具开展相关研究的意图，并获取了学生的书面知情同意。课程启动三周后，授课教师组织了一次书面测验，评估学生在课程启动前关于中草药使用的前期知识储备。为探究视频制作对学生学习效果的影响，研究者将学生随机分为两组，针对“中草药使用”模块采用差异化学习策略开展学习。其中一组为对照组（control group），沿用传统授课模式，聆听授课教师耗时四小时的讲授式讲座；另一组为视频干预组（video intervention group），被划分为若干学习小组，需制作关于中草药使用的教学视频讲座。在采用不同学习方式完成“中草药使用”模块的学习后，研究者通过第二次书面测验再次评估学生的中草药使用相关知识掌握情况。随后，全体学生观看各小组制作的教学视频，并填写调查问卷。学期末，研究者组织第三次测验（期末考试），对课程覆盖的全部知识点进行综合考核。本研究已通过隶属于全国研究伦理委员会（National Research Ethics Commission）的研究伦理委员会的伦理审查，审批编号为13930013.6.0000.5058/244,173。所有参与本研究的受试者均已签署书面知情同意书。