Extra-corporeal Membrane Oxygenation Procedures on YouTube: What Practices Have Being Show

Abstract

Objectives: To the our best knowledge, there is no literature on the effectiveness of YouTube on extracorporeal membrane oxygenation (ECMO) practice. In our study, we aimed to evaluate the characteristics and medical aspects of videos on YouTube about ECMO. Materials and Methods: In internet media website YouTube.com search engine; the word ECMO was searched in December 2018 without any filter. The listed first 100 videos were classified according to count of like, dislike, origin of country and types of ECMO. ECMO videos were categorized under three main topics as, educational purpose, patient follow-up and weaning from ECMO. The materials were evaluated in terms of intelligibility using the suitability assessment of materials (SAM). User participation measurements were obtained for each video. Results: In our study, it was observed that the number of videos, content variety and duration of ECMO contents that were uploaded to YouTube after 2016 increased significantly. However, it was found that there was no significant relationship between date and duration of SAM and there was no significant correlation between the duration of the video and the SAM score. However, it was determined that there was a positively weak correlation between the scores of the videos and the number of views. Conclusion: Medical education is forming from didactic education to a system which is problem-based, media and visually aided, and effectively using all of the educational tools. During this period, the use of sites such as YouTube is increasing among medical education sources. Considering that, the discussions may be based on insufficient information quality, patient confidentiality and legal issues. Thus, we think that the necessity of double-blind peer

Youtube as a source of information about stroke rehabilitation during the COVID-19 pandemic

“…Each investigator selected and watched the first 100 educational videos in English language as in previous studies. 14,15 The information on the number of likes and dislikes, the number of views, the duration of the video, the number of comments, the year they were uploaded, the video source (academic, physician, Society/Professional Organization, Health-related Website and patient), the animation content, whether they were high definition (HD) and from which country they were uploaded were analyzed. Videos for medical educational purposes were reviewed, and GQS (Global Quality Score) 16 , JAMA (Journal of American Medical Association benchmark criteria) 17 , and modified DISCERN 18 questionnaires were used for the educational quality, reliability, and accuracy of the videos.…”