Online Cleft Educational Videos: Parent Preferences

Abstract

Objective: Determine what parents of children with cleft lip and palate value in online educational videos and evaluate whether their needs are currently being met. Design: Focus groups and telephone interviews were used to define parent information needs, followed by an evaluation of whether currently available YouTube videos meet these needs. Setting: British Columbia Children’s Hospital multidisciplinary cleft clinic. Participants: Twenty-four parents of children with nonsyndromic cleft lip and palate. Results: Parents desired videos that are accessible, trustworthy, relatable, and positive. Parents preferred a series of short videos addressing relevant topics as their child grows. Currently available YouTube videos only partially met these needs, with underrepresented topics including hearing, dentition, and surgeries for older children. Conclusions: While access and validity of video resources can be improved by directing patients and families to appropriate videos, some parent needs remain unmet.

A Cross-Sectional Descriptive Analysis of Speech, Hearing, and Feeding in YouTube Videos: A Brief Communication

“…Initial search terms were selected from key words used in previous literature. [8][9][10] These search terms were entered in Google Trends (www.google.com/trends), a website that analyzes the popularity of search terms and uses graphs to compare the search volume of the terms over time. The search terms "cleft lip and palate," "speech," "resonance," "hearing," and "feeding" were the most frequently used for related information.…”

“…These conclusions echo findings in previous studies. As noted in Spoyalo et al 10 experts are needed to interpret the audiovisual materials and guide families to adequate videos. Of the 17 videos evaluated for quality using DISCERN in this sample, only 11 had fair to good quality.…”

Why this app: Can a video‐based intervention help parents identify quality educational apps?

“…Following the pre‐training of the first two benchmarks presented ( development team and curriculum ), the researcher models how to identify them in example apps. This additional training was only done for two of the benchmarks to keep the video under ten minutes based on prior research of parents' preferences (Spoyalo et al, 2021). The video ends with part (c), a tutorial on how to identify all five educational benchmarks in the written description and images of an app.…”

“…Parents may view YouTube as having advantages for accessing educational content, as YouTube is free, accessible (Azer et al, 2018) and may be used as a tool to easily disseminate knowledge (Campbell‐Yeo et al, 2017). In studies of health education, educational videos have been shown to not only enhance parents' understanding of a topic (eg, Azer et al, 2018; Spoyalo et al, 2021) but also their self‐efficacy (Klupt et al, 2020). For example, Spoyalo et al (2021) found that parents seeking medical knowledge desired educational videos that were accessible (ie, easy to find), come from a trusted source, are positive, and relevant.…”

“…In studies of health education, educational videos have been shown to not only enhance parents' understanding of a topic (eg, Azer et al, 2018; Spoyalo et al, 2021) but also their self‐efficacy (Klupt et al, 2020). For example, Spoyalo et al (2021) found that parents seeking medical knowledge desired educational videos that were accessible (ie, easy to find), come from a trusted source, are positive, and relevant. They also found that parents preferred videos that were under 10 minutes and targeted towards parents.…”