Who is providing dental education content via YouTube?

Silva, Marco Antonio Dias da; Pereira, Andresa Costa; Walmsley, Anthony D.

doi:10.1038/s41415-019-0046-8

Cited by 25 publications

(30 citation statements)

References 9 publications

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“…Currently, only 5% of all Youtube videos addressing dental education are provided by universities and the source of the video does not correlate with the number of views. [18,23] Considering the existing high demand for teaching videos of high quality as supplementary materials to the conventional teaching methods, and the fact that students already do search for videos, teachers should provide accessible and guidance to reach the proper video materials. With doing so, educators may decrease the chance of receiving inappropriate content or misinformation about certain topic.…”

Section: Discussionmentioning

confidence: 99%

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

Bartella

Lethaus

Hölzle

et al. 2020

Preprint

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Background Digital media has become an important part of learning and teaching of dentistry. However, open source video platforms as youtube.com provide information without peer review. This study aims to evaluate if Youtube videos on dental education are feasible to improve learning of dental students and if they should be implemented in the curriculum. Methods Data collection addressed six typical topics of oral and maxillofacial surgery. Ten Youtube videos for each topic were reviewed by the authors. A link to the video was shared with a class of dental students one week prior to the corresponding lecture. Questionnaires addressing cooperation and experience with teaching videos, satisfaction with the current video, and wish for adding videos to the curriculum were distributed among the students. Results In total, 134 questionnaires were fullfiled. 79.4% of the students watched the youtube videos voluntarily. Majority of the students showed experience with dental teaching videos from open source platforms (Youtube, Instagram). 52.2% were exposed to professional teaching videos during their studies. The majority of students (62.7%) wish for the implementation of video material to the curriculum. They felt better prepared for the lectures (73.9%) and showed an improved understanding of the contents of the lectures (70.9%). Conclusion Summarizing our findings, we believe that open source videos can be implemented to the curriculum after careful evaluation of their contents. Students subjectively profit from the availability of video teaching material.

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Section: Discussionmentioning

confidence: 99%

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

Bartella

Lethaus

Hölzle

et al. 2020

Preprint

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“…One of the most commonly visited websites which has emerged as a leading video sharing platform for this purpose is the YouTube which received this weight of popularity due to several factors such as ease and convenience of use where unregistered users can watch unlimited numbers of videos [11]. Moreover, no formal identification is needed and it does not have rigid regulations thus it almost allows anyone to publish contents and classify the content into different categories including education and science [12]. Unfortunately, most of the uploaded materials are not peer-reviewed and can be of a variable quality which prompted healthcare professionals to investigate the nature and quality of information available on this website [13,14].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of YouTube videos for patients’ education on periradicular surgery

et al. 2021

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The aim of this study was to evaluate the content of periradicular surgery-related YouTube videos available for patients’ education. YouTube search was made for videos related to periradicular surgery using specific terms. After exclusions, 42 videos were selected, viewed and assessed by two independent observers. The videos were assessed in terms of duration, days since upload, country of upload, number of views, likes and dislikes, authorship source, viewing rate and interaction index. To grade the content of videos about periradicular surgery, a usefulness score was created with 10 elements based mainly on the American Association of Endodontists guidelines. Each element was given a score of 0 or 1. SPSS software (SPSS Inc, Chicago, IL, USA) was used to analyze data at a 95% confidence level. An inter-evaluator reliability analysis for the scoring system was performed using the Kappa statistic. The videos received an average of 35103.9 views (range: 9–652378) with an average duration of 338.71 seconds (range: 42–2081), respectively. Most videos were provided by individuals (57%). Half of the videos were posted by authors from the United States. The inter-evaluator reliability for usefulness scoring was 94.5%. No video covered the 10 scoring elements completely, presenting very low usefulness scores (mean: 3.2; range: 1–7). The most discussed elements were supporting media (100%) and steps of the procedure (90.5%) followed by indications and contraindications (45.2%) and symptoms (31%). None of the included videos discussed the procedure’s cost or prognosis. In terms of usefulness score, no significant difference was detected between different sources of upload (chi-square test, P > 0.05). Information on periradicular surgery in YouTube videos is not comprehensive and patients should not rely on YouTube as the only source of information. Dental professionals should enrich the content of YouTube with good quality videos by providing full and evidence-based information that will positively affect patients’ attitudes and satisfaction.

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“…Avaliando conteúdo sobre anatomia no YouTube, afirmou-se que, apesar da presença de poucos bons vídeos educacionais, é grande a quantidade de vídeos educativos de baixa qualidade, sendo questionada inclusive a qualidade de conteúdo produzido por professores (Raikos & Waidyasekara, 2014). Tais observações apontam para o fato de que a revisão por pares se talvez seja mais importante que o aumento da participação das Universidades no oferecimento de material online (Dias da Silva, Pereira, & Walmsley, 2019b).…”

Section: Discussionunclassified

Avaliação do uso do vídeo como ferramenta complementar de ensino nos cursos de saúde da Região Centro-Oeste do Brasil

Medeiros

Mariano

Silva

2020

RSD

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The aim of this study was to evaluate whether health courses of the Central-West region of Brazil offer educational videos as a complementary teaching tool and to analyse whether the characteristics of the videos influence user engagement. The e-mec platform databank was used to access information from 295 health courses. Simultaneously, basic histology videos were created and offered freely on YouTube. It was observed that there is a demand for free health educational videos. However, no videos were found on health courses websites. It was found that videos of up to 1 min present better user retention (83%) than longer videos (58%) and that smartphones are not the preferred device to access educational videos online (p <0.05). It was concluded that the videos are underused as a complementary teaching tool by health courses in the Central-West region and that their duration influences the way users will engage the online content.

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Who is providing dental education content via YouTube?

Cited by 25 publications

References 9 publications

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

The benefit of “Youtube” in teaching Oral- and Maxillofacial Surgery in dental students

Evaluation of YouTube videos for patients’ education on periradicular surgery

Avaliação do uso do vídeo como ferramenta complementar de ensino nos cursos de saúde da Região Centro-Oeste do Brasil

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