The Content Quality of YouTube Videos for Professional Medical Education: A Systematic Review

Helming, Andrew; Adler, David; Keltner, Case; Igelman, Austin D.; Woodworth, Glenn E.

doi:10.1097/acm.0000000000004121

Cited by 41 publications

(47 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite being a very useful tool in the teaching-learning process, the quality of the contents of a video may vary depending on the target audience, the objectives and the sources of information/team that created the video. For example, in a systematic review on the content quality of medical education videos on the YouTube platform, it was found that there is a large number of videos with low quality scores and that the videos with the highest internal validity score were made by academic-physicians (23).…”

Section: Study Habits and Learning Sourcesmentioning

confidence: 99%

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Nasre-Nasser

Oliveira

Ribeiro

et al. 2022

Advances in Physiology Education

View full text Add to dashboard Cite

The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profile of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses about the teaching-learning strategies used in physiology at different Brazilian universities, as well as the factors that influence or hinder the learning of this discipline. There were analyzed questionnaires from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, while the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. Besides, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as: large amount of information, little time for study outside the classroom, previous knowledge and intrinsic difficult of the discipline. Finally, students tend to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs and difficulties of students and teachers plays an essential role improving the teaching-learning process.

show abstract

Section: Study Habits and Learning Sourcesmentioning

confidence: 99%

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Nasre-Nasser

Oliveira

Ribeiro

et al. 2022

Advances in Physiology Education

View full text Add to dashboard Cite

show abstract

“…YouTube is the most popular media search and sharing platform globally, which has been widely utilized to search for and learn health information, especially in young adults [ 18 ]. Several studies have reported that people use YouTube as a source of health information to update knowledge, seek help before visiting hospitals, or even purchase healthcare services [ 19 , 20 ]. However, YouTube may contain misleading or poor-quality information due to the absence of any regulations or restrictions on video content for any uploader [ 21 , 22 ].…”

Section: Introductionmentioning

confidence: 99%

Quality Assessment of YouTube Videos as an Information Source for Testicular Torsion

Bai

Pan

Zhao

et al. 2022

Front. Public Health

View full text Add to dashboard Cite

Background:Testicular torsion is an acute scrotal disease requiring urgent management, and the COVID-19 pandemic has been demonstrated to lead to poor outcomes for this disease. Presently, many people tend to seek health information via YouTube. This study aims to quantitatively assess the quality of English YouTube video content as an information source of testicular torsion.MethodsIn this cross-sectional study, a search was performed with the search term “testicular torsion” on YouTube, and the first 100 videos listed by relevance were selected for our analysis. Duplicate, non-English, videos without audio and surgical videos were excluded. Video features (duration, number of days online, views, likes, comments), source of the video, and author's country were collected. Each video included in the study was assessed using DISCERN and Journal of the American Medical Association (JAMA) Benchmark Criteria. A correlation analysis was performed considering video features, video source, DISCERN scores and JAMA scores.ResultsA total of 66 videos were included and analyzed. The most common video content was general information, including etiology, symptoms, and treatment. The majority of videos were from education and training websites (30%), physicians (23%), and independent users (21%). The mean DISCERN and JAMA scores were 36.56 and 2.68, respectively. According to DISCERN, the quality of video uploaded by physicians was relatively high (P < 0.001), and the quality of video uploaded by independent users was relatively low (P < 0.001). The JAMA score had no relevance to the video source (P = 0.813). The correlation between the video features, DISCERN and JAMA scores was controversial by different assessment methods.ConclusionsDespite most of the videos on YouTube being uploaded by medical or education-related authors, the overall quality was poor. The misleading, inaccurate and incomplete information may pose a health risk to the viewers, especially during the COVID-19 pandemic. Much effort needs to be undertaken to improve the quality of health-related videos regarding testicular torsion.

show abstract

“…YouTube is a favored place for students to watch and share videos, and the shift to online teaching during the COVID-19 pandemic has resulted in a further boost in its use among students [ 30 ]. Despite its potential as an instructional tool [ 31 ], the quality of YouTube videos intended for professional education has been under scrutiny [ 32 ] and this is mainly due to the lack of peer-review of the content before the online release of the videos. Video-based learning of endodontics is highly sought by students and the access cavity preparation step is the most in-demand.…”

Section: Discussionmentioning

confidence: 99%

Assessment of the educational value of endodontic access cavity preparation YouTube video as a learning resource for students

et al. 2022

View full text Add to dashboard Cite

Objective To evaluate the educational value of YouTube as a learning tool for dental students regarding endodontic access cavity preparation. Methods and findings YouTube search was made for videos related to endodontic access cavity preparation using specific terms. After exclusions, 41 videos were chosen and assessed for tooth type, video length, days since upload, country of origin, number of views and likes, source of authorship, and viewing rate. To grade the content of videos, a usefulness score with seven elements was developed. Each element was given a score of 0 or 1. Statistical tests were run by using Kruskal-Wallis and Mann-Whitney tests (SPSS Inc, Chicago, IL, USA) at a 5% significance level. The videos received a mean of 181198.5 views with a mean duration of 686.1 seconds. The mean number of “likes” was 1047.8. Almost half of the videos covered content related to molar teeth. Most videos were provided by health care professionals with almost 50% uploaded from India. The mean usefulness score was 4.29 (range: 1–7) and the most discussed elements were description, instruments used, access cavity demonstration, and evaluation criteria. About a quarter of the videos were classified as good, while 46.3% as moderate and 29.3% as poor. Among the content usefulness categories, no difference was found in the video demographics (p>0.05) except “days since upload” (p = 0.018) in which good quality videos were found to have the highest median. Moreover, although insignificant, good videos were found to have the longest duration and lowest number of views, likes, and viewing rate. The mean usefulness score of videos released during the COVID-19 pandemic was lower than that for pre-pandemic videos (p = 0.042), and videos uploaded by academic institutions had a higher mean usefulness score than videos uploaded by health care professionals (p<0.001). Conclusions Information on endodontic access cavity preparation is not comprehensive in most of the reviewed YouTube videos and could be of low educational value.

show abstract

The Content Quality of YouTube Videos for Professional Medical Education: A Systematic Review

Cited by 41 publications

References 54 publications

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses

Quality Assessment of YouTube Videos as an Information Source for Testicular Torsion

Assessment of the educational value of endodontic access cavity preparation YouTube video as a learning resource for students

Contact Info

Product

Resources

About