Medical Education Videos for the World: An Analysis of Viewing Patterns for a YouTube Channel

Assessment of the Quality, Content, and Reliability of YouTube Videos on Automated External Defibrillator Use: A Cross-Sectional Study

Objective: The aim of our study was to evaluate the accuracy and reliability of videos available on YouTube and Google showing the use of automated external defibrillators. Methods: Videos available on YouTube and Google between 2020 and 2023 were searched using the search terms "Defibrillator," "Resuscitation," "Basic life support," "Cardiac arrest," "CPR," "Cardiac shock," "Chest trust," or "First aid." Data such as the year the video was uploaded, number of views, and video length were collected. The videos were watched and evaluated by two independent emergency physicians. According to the 6-stage evaluation criteria, 1 point was given if the information given in the video was correct and 0 point was given if no information was given. The maximum score was determined as 6 and the minimum score as 1. Results: Out of a total of 315 videos uploaded to the specified platforms, 29 met the inclusion criteria. After the evaluation, the average score given to the videos was 5.45 ± 1.02. When the videos were categorized as low and medium-high according to their fidelity levels, there was no statistically significant difference between these two groups in terms of the number of views, video length, and the score given (p=0.469, 0.078, and 0.110, respectively). Videos from institutions were shorter, with a median length of 180 s compared to 289 s for noninstitution uploads (p=0.047). Both groups received similar scores, with a median of 6 for each (p=0.257). Conclusion: The main findings of our study were that most of the videos were uploaded by health institutions and were shorter. Video scores did not differ according to the level of loyalty of the mannequins used and the uploading source.

Social media as a mechanism of dissemination and knowledge translation among health professions educators: a scoping review

Health professions educators often use social media to share knowledge; however, it is unclear what specific dissemination and knowledge translation (KT) processes are occurring and the implications of this sharing for health professions education (HPE). This study explored how educators have used social media as a mechanism of dissemination and KT in the literature. A critical scoping review methodology, informed by Engeström's Activity Theory, was employed. Twelve databases were searched and studies that: (a) addressed health professions educators; (b) described the use of social media for dissemination or KT; (c) focused on a regulated health profession; (d) focused on undergraduate or graduate education; and (e) were published in English or French between 2011 and 2021 were included. Data were analyzed using numerical and qualitative content analyses. Of the 4859 articles screened, 37 were eligible for inclusion. Social media may facilitate knowledge sharing in HPE, but there is a lack of conceptual clarity on what is meant by 'dissemination' and 'KT'. Who is responsible for sharing knowledge, what knowledge is being shared, and the target audiences are not always clear. Multiple factors (e.g., affordances, opportunity costs) influence how social media is used as a mechanism of dissemination, and it remains unclear whether and how it is used as a mechanism of KT. Concepts like KT and dissemination, which are often borrowed from other disciplines, must be critically evaluated for their relevance and suitability if they are to be appropriately applied to HPE and in particular to social media. Educators looking to use social media to teach students about KT should consider whether this use of technology truly aligns with their stated learning outcomes.

Online video resources pertaining to cerebral palsy: A YouTube-based quality control study

Aim

To assess the content and quality of YouTube videos related to cerebral palsy to provide insights into the online video resources available for individuals affected by cerebral palsy and suggest strategies for improvement.

Methods

YouTube videos were analyzed based on interaction parameters, content characteristics/category, and video source. Video reliability and quality were assessed using the Journal of American Medical Association benchmark, Global Quality Scale, and cerebral palsy-specific score. Statistical analyses examined associations between video characteristics and reliability/quality scores.

Results

The average video (n = 48) length was 6.8 min, with 29 informational and 19 experiential videos. The mean Journal of American Medical Association score was 2.0, indicating moderate reliability. The Global Quality Scale suggested good quality content (average: 3.5), but only 14% were rated as good via cerebral palsy-specific score. Higher views were associated with higher Journal of American Medical Association score and cerebral palsy-specific score (p = 0.002 and p = 0.006), and nonphysician medical expert videos had lower Journal of American Medical Association scores than academic videos (p = 0.042). Video content was not significantly associated with either score.

Conclusion

YouTube provides moderate to good quality information on cerebral palsy. Critical evaluation of video sources and content is essential. Findings can guide strategies to enhance the quality of cerebral palsy-related YouTube content, benefiting individuals with cerebral palsy, health care providers, and caregivers.

Is it safe to learn about vital pulp capping from YouTube™ videos? A content and quality analysis

AIM

To evaluate YouTube videos on vital pulp capping (VPC) for content, quality, source, usefulness, and reliability.

MATERIALS AND METHODS

This study assessed 249 English-language videos on vital pulp therapy using the Total Content Score (TCS), Video Information and Quality Index (VIQI), Global Quality Scale (GQS), Journal of the American Medical Association (JAMA) score and modified DISCERN score. Videos were categorized based on communication quality, duration, likes and dislikes, views, source, and video type. Of the videos analyzed, 22.1% met the inclusion criteria. Data were analyzed using Shapiro-Wilk, Kruskal-Wallis, and post hoc Bonferroni tests. Sperman's correlation, Kendal tau tests for correlations, and Fisher's exact test were used to assess associations between categorical variables.

RESULTS

The study identified significant correlations between various parameters. A higher TCS was correlated with increased VIQI (p = 0.005) and GQS scores (r = 0.685, p < 0.05). A moderate positive correlation was found between GQS scores and TCSs (r = 0.577, p < 0.05). VIQI scores were significantly and positively correlated with TCS (r = 0.573, p < 0.05) and comment count (r = 0.306, p < 0.05). JAMA scores were positively correlated with upload time (r = 0.304, p < 0.05), comment count (r = 0.337, p < 0.05), and likes (r = 0.301, p = 0.05).

CONCLUSIONS

YouTube videos provided low-to-average quality VPC information and tended to be inaccurate. Therefore, public videos may be incorrect, incomplete, and low-quality. Clinicians and patients should seek reliable information from specialists.

Are YouTube videos about skull bone anatomy useful for students?

The aim of this study was to evaluate the content, quality, and functionality of YouTube videos on the anatomy of skull bones and to measure their educational usefulness. In this cross-sectional study, the keywords "skull bones" and "skull anatomy" were searched in the YouTube search tab. Demographic data such as type, source, duration, upload date, and view rates of the videos were recorded. The quality and content of the videos were measured using the total content score (TCS), modified DISCERN scale, JAMA score, and Global Quality Scale (GQS). SPSS 26.0 software was used for statistical analysis. Twenty-five (34.7%) of the first 72 videos found by keyword searches were included in the study. According to the GQS criteria, six of them (24%) were considered useful and 19 (76%) not useful. There was a strong statistically significant correlation between the GQS and DISCERN scores (r = 0.813, p < 0.001). There were strong statistically significant positive correlations between TCS and GQS scores (r = 0.887, p < 0.001) and between TCS and modified DISCERN scores (r = 0.691, p < 0.001). Additionally, there was a moderately strong statistically significant positive correlation between GQS and JAMA scores (r = 0.507, p < 0.05). There were also moderately strong statistically significant correlations between JAMA score and DISCERN score (r = 0.521, p < 0.001), video length (r = 0.416, p < 0.05), number of comments (r = 0.457, p < 0.05), and number of "likes" (r = 0.608, p < 0.001). There was a moderately strong statistically significant positive correlation between TCS and JAMA scores (r = 0.431, p < 0.05). Most YouTube videos have insufficient information about skull bones to meet the expectations of medical and dental school curricula. Anatomists and institutions should be encouraged to prepare and present YouTube videos using assessment systems such as DISCERN, JAMA, GQS, and TCS, in line with current anatomy curricula.

'How to stop a nosebleed': a combined objective and subjective assessment of YouTube videos on first-aid management of epistaxis

OBJECTIVE

A previous study in 2016 found that the quality of YouTube videos on epistaxis first-aid management was highly variable. This study aimed to reassess the accuracy and patient understandability of such YouTube videos.

METHOD

YouTube was searched using the phrase 'How to stop a nosebleed'. The highest 50 ranking videos, based on relevance, were screened. Each video was assessed objectively using a standardised 'advice score', and subjectively using a video understandability and actionability checklist, the Patient Education Materials Assessment Tool for Audiovisual Materials ('PEMAT-A/V').

RESULTS

The mean advice score was 4.1 out of 8. The mean (standard deviation) understandability and actionability scores were 76 per cent (17 per cent) and 89 per cent (18 per cent), respectively. There was a strong positive correlation between the actionability scores and the advice scores (ρ = 0.634; p < 0.001), and between the actionability scores and the understandability scores (ρ = 0.519; p = 0.002).

CONCLUSION

YouTube videos are providing increasingly relevant advice for patients seeking healthcare information. YouTube is proposed as a useful medium for teaching epistaxis management to patients and community practitioners.

When and how to enlighten citizens on genetics and hereditary cancer: a web survey of online video viewers

With the rapid expansion of genomic medicine, more citizens are compelled to think about genetics in their daily lives. This study aims to explore appropriate types of educational media and methods to enlighten activities for genetics and hereditary cancer. We presented an 18-min YouTube video on genetics and hereditary cancer to participants at a scientific event, Science Agora 2020, and administered a web questionnaire to investigate their opinions about when and how citizens should start learning about genetics and hereditary cancer. We recruited 133 participants who watched the video, and 26.3% (35/133) responded to the questionnaire. Most of them were evaluated to understand and appreciate the contents of the video. They identified websites, or videos as suitable learning media, irrespective of their sex, age, or profession. They highlighted upper elementary school or junior high school as appropriate educational stages to start learning about genetics and hereditary cancer to facilitate collecting their own genetic information by themselves. Our findings show that educational institutions should provide opportunities to learn about genetics and hereditary cancers, especially for upper elementary school and junior high school students, using learning media, such as videos, depending on their level or demand.

Are YouTube videos claiming to describe lumbar spinal manipulation techniques adequate?

BACKGROUND AND OBJECTIVE

YouTube has become a digital visual library in almost all fields of life, including medicine. Healthcare professionals and students frequently use YouTube to gain new skills and knowledge; however, the content of these videos has not been scientifically evaluated. Therefore, this study aimed to determine the descriptive adequacy and quality of YouTube videos on lumbar spine manipulation techniques (LSMTs) prepared by different healthcare professionals.

METHODS

The first 50 most relevant videos retrieved on searching YouTube for the keyword 'lumbar spinal manipulation techniques' were included in the study. The video metrics (total duration, number of views, time since upload, number of comments, number of likes, and number of dislikes) that could be accessed from video descriptions were recorded. However the videos were scored according to manipulation definition criteria proposed by the American Academy of Orthopedic Manual Physical Therapists (AAOMPT manipulation description score - AAOMPT-MDS) and benchmark criteria for quality of digital content by the Journal of American Medical Association's (JAMA). The video metrics, AAOMPT-MDS and JAMA scores of the videos prepared by medical doctors, chiropractors, osteopaths, and physiotherapists were compared.

RESULTS

Video metrics of groups were similar. The mean AAOMPT-MDS of the videos was 2.40 ± 1.57 out of 6.00 (higher score was better), and the mean JAMA score was 2.14 ± 1.05 out of 4.00 (higher score was better). Videos created by all professional groups had statistically comparable AAOMPT-MDS and JAMA scores (p > 0.05).

CONCLUSION

Although YouTube videos on LSMTs offer valuable information for professionals and students, creators should follow the proposed recommendations when producing these videos to ensure quality content and systematic presentation.

First-Person Point-of-View Instructional Video on Lumbar Puncture Procedure

OBJECTIVES

Tutorial videos filmed from a first-person point of view (FP-POV) are generally well received. Pediatric residents are expected to be competent in performing the lumbar puncture (LP). The educational effectiveness of a FP-POV in lumbar puncture procedure training for resident physicians has yet to be evaluated. We compared a FPPOV LP video with a standard in-person demonstration of the LP.

METHODS

We designed an assigned cohort study to compare a FP-POV procedural instructional video of a simulated pediatric LP to the standard in-person procedure demonstration.After the intervention, residents completed an LP observed by one of two blinded reviewers who assessed the procedure using a modified, published assessment tool.Participants completed preintervention and postintervention surveys to rate self-confidence and usefulness of the FP-POV educational method. The data was analyzed using a Wilcoxon Rank sum test. z Scores were calculated on the raw assessment scores.

RESULTS

Eighteen first year pediatric residents participated, nine in each group. The median modified assessment tool score was 17 in the FP-POV group (min, 14; max, 17; IQR:, 1.5) and 14 in the standard demonstration group (min, 6; max, 17; IQR, 4.5), with the higher score being more successful. There was a statistical difference between the assessment scores between the 2 groups (z score = 2.18, P = 0.04). Postintervention survey data demonstrated relative satisfaction with the FPPOV educational method.

CONCLUSIONS

This study supports the educational effectiveness of a FP-POV procedure tutorial.Future studies with a larger sample size are needed.

Urology boot camp for medical students: Using virtual technology to enhance undergraduate education

Objectives

The study aims to describe the methodology of converting the urology boot camp for medical students into a virtual course with key take home points for a successful conversion and to present quantitative and qualitative data demonstrating the impact of the boot camp on improving delegates' knowledge and clinical acumen.

Materials and methods

The face-to-face boot camp was converted to a virtual format employing a variety of techniques including; utilizing an online platform to deliver live screened lectures, using online polling software to foster an interactive learning environment and displaying pre-recorded videos to teach practical skills. Validated Multiple Choice Questionnaires (MCQs) were used prior to and after the course. This enabled the assessment of delegates' knowledge of urology according to the national undergraduate curriculum, and paired t tests were used to quantify the level of improvement. Thematic analysis was carried out on post-course delegate feedback to identify highlights of the course and ways of improving future iterations.

Results

In total, 131 delegates took part in the pilot virtual course. Of these, 105 delegates completed the pre- and post-course MCQs. There was a statistically significant improvement in the assessment following the course (p = <0.001) with mean score increasing from 47.5% pre-course to 65.8% post-course. All delegates who attended the most recent implementation of the virtual course (n = 31) felt it improved their knowledge and confidence in urology. Twenty delegates (64.5%) felt that it prepared them for both final year medical school examinations and working as a foundation year doctor. Positive themes in feedback were identified, which included the interactive nature of the course, the quality of teaching, the level and content of information provided and the high yield, concise organization of the teaching schedule.

Conclusion

Using virtual technology and innovative educational frameworks, we have demonstrated the successful conversion of the urology boot camp for medical students to a virtual format. At a national level, with support from the British Association of Urological Surgeons, the face-to-face component of the course will continue to run in parallel with the virtual course with the aim of standardizing and improving UK undergraduate urological education. The virtual course has been implemented on an international scale, and this has already shown promising results.

The quality and content of hyperthermic intraperitoneal chemotherapy information available to patients: An evaluation of North American hyperthermic intraperitoneal chemotherapy websites

BACKGROUND

Patients commonly use the internet to obtain medical information. Patients in our outpatient setting frequently have incomplete or even incorrect information about hyperthermic intraperitoneal chemotherapy that they have found on the internet. We aimed to assess the quality and content of Web-based information on hyperthermic intraperitoneal chemotherapy using validated and novel scoring systems.

METHODS

The keywords "HIPEC" and "hyperthermic intraperitoneal chemotherapy" were entered into the most commonly used internet search engines (Google, Bing, and Yahoo). The first 10 websites from each search were analyzed. Website quality was assessed using the validated Journal of the American Medical Association benchmark criteria and DISCERN scoring systems. We created a novel hyperthermic intraperitoneal chemotherapy-specific score with surgeon experts in the field.

RESULTS

Eighteen unique websites were identified. The majority (78%) were from academic institutions. The mean total DISCERN score for all websites was 41.8 ± 8.4 (maximum possible points = 75). The mean Journal of the American Medical Association and hyperthermic intraperitoneal chemotherapy-specific scores were 1.72 ± 1.13 (maximum possible score = 4) and 11.5 ± 4.5 (maximum possible score = 31), respectively. The lowest Journal of the American Medical Association scores were in the category of authorship. In total, 78% of websites omitted author details; 83% and 78% included the temperature and duration of hyperthermic intraperitoneal chemotherapy, respectively. Only 39% of websites mentioned complications of hyperthermic intraperitoneal chemotherapy.

CONCLUSION

Web-based information on hyperthermic intraperitoneal chemotherapy is of variable content and quality. None of the websites achieved maximum scores using any of the scoring tools. Less than half of the websites provided any information on possible complications of the procedure. These findings should be highlighted to patients using the internet to obtain information about hyperthermic intraperitoneal chemotherapy.

Radionuclide Therapy Videos on YouTube as An Educational Material: Has the COVID-19 Pandemic Changed the Quality, Usefulness, and Interaction Features

Introduction

Current treatment approach aims to achieve greater efficacy with fewer side effects, by targeted cancer therapy as much as possible. Radionuclide therapy is a modality that uses cancer theranostics and is increasingly applied for various cancers as a targeted therapy. YouTube is a preferred tool for obtaining medical information from the internet. This study aims to determine the content quality, level of interaction and usefulness as education material of radionuclide therapy YouTube videos and to reveal the impact of the COVID-19 process on these parameters.

Materials and Methods

The keywords were searched on YouTube on August 25, 2018, and May 10, 2021. After removing duplicate and excluded videos, all remaining videos were scored and coded.

Results

Majority of the videos were useful educational material. Most of them were high quality. Popularity markers were unrelated to quality level. After COVID, the power index of videos with high JAMA scores increased. The COVID-19 pandemic did not have a negative effect on video features; the quality of the content increased even more after the pandemic.

Conclusion

Radionuclide therapy YouTube videos have high-quality content and provide useful education material. The popularity is independent of the content quality. During the pandemic, video quality and usefulness characteristics did not change, while the visibility is increased. We consider YouTube to be an appropriate educational material for patients and healthcare professionals to gain basic knowledge of radionuclide therapy. The Covıd-19 pandemic highlighted the power of radionuclide therapy YouTube videos as an educational material.

Evaluation of YouTube Videos on Hepatocellular Carcinoma

BACKGROUND

As in every field, online information has become increasingly used in health. However, it is well known that some information online containing health advice is incorrect and may even include false statements. For this reason, it is crucial for public health that individuals reach reliable, high-quality resources when they are trying to obtain health information. Studies have been conducted on the quality and reliability of online information about many diseases, but no similar study has been found in the literature on hepatocellular carcinoma (HCC).

METHODS

In this descriptive study, videos on YouTube (www.youtube.com) about HCC were evaluated using the Global Quality Scale (GQS) and the modified DISCERN tool.

RESULTS

While 129 (89.58%) of the videos examined within the study were considered useful, 15 (10.42%) were misleading. The GQS scores of the videos considered useful were significantly higher than the scores of the misleading videos, with a median (min-max) score of 4 (2-5) (P < 0.001). When we compared the DISCERN scores, the scores of the useful videos were significantly higher (P < 0.001) than the scores of the misleading videos.

CONCLUSION

YouTube should be considered a complex structure where accurate and reliable health information can be presented, as well as erroneous and misleading information. Users should understand the importance of video sources and focus their research on videos from doctors, academics, and universities.

Is YouTube useful as a source of information for approaches to reducing blood pressure and hypertension treatment?

Hypertension is an important public health problem due to its high prevalence and common complications. The aim of this study was to evaluate the quality of videos on YouTube related to reducing blood pressure and hypertension treatment. Using the six search terms "hypertension treatment", "cure hypertension", "hypertension medication", "control high blood pressure", "lower high blood pressure", and "reduce high blood pressure", a total of 360 relevant videos on YouTube were evaluated. Some parameters, i.e., the length of the video, number of days on YouTube, number of view counts, and number of likes, dislikes, and comments, were noted for all videos. The Global Quality Scale (GQS) was used to evaluate the quality of the videos. We categorized the video content as useful or misleading using the evidence-based medical literature. After exclusions, 104 videos were evaluated by two independent reviewers. Out of all the videos, 51% were useful, and 49% were misleading. Videos mentioned lifestyle changes (LCs) more (65 videos, 62.5%), and only 39.4% (41 videos) of all the videos contained information about pharmacological treatment (PT). Videos about alternative treatment (AT) had high numbers of views, and videos about PT had low numbers of views, and this difference was statistically significant. Videos that did not include PT but did include LCs and AT had more likes, similar to the number of views. YouTube, which is an important source of information, can guide individuals to in reducing high blood pressure with nonpharmacological and pharmacological methods. Uploaders; doctors (31.7%), herbalists/nutritionists (18.3%), independent users (10.6%), chiropractors (6.7%), yoga teachers (4.8%), and others (27.9%). (B) Country of origin; United States of America (58.7%), India (16.3%), Australia (5.8%), United Kingdom (3.8%), others (4.8%), and unknown (10.6%). (C) Usefulness rate by content (%). PT, pharmacological treatment; LC, lifestyle change; AT, alternative treatment.

WeChat-based mobile health management for short-stature children with long-term growth hormone therapy: A nonexperimental study

Objective

To evaluate the role of a WeChat-based mobile platform in growth hormone therapy.

Method

Growth hormone therapy and health education information for height growth were embedded in a WeChat-based mobile platform, and the platform was evaluated through medical staff assessments, patient volunteer assessments and quantitative scoring criteria.

Results

In the medical staff evaluation, both clinicians and nurses had a positive attitude towards the mobile platform, believing that the design of the mobile platform was clearly visualized and easy to operate. In family volunteers' evaluations, the summary of β-testing results showed that 90-100% of parents had a positive attitude towards the WeChat-based mobile platform. Parents of the patients and doctors and nurses assessed the mobile platform by reviewing quantitative scoring standards developed by professional researchers. All scores were >16 (the average score was 18-19.3). Children treated with growth hormone therapy were included for compliance tracking for one year, and patient adherence was described in this study.

Conclusion

The interaction based on the WeChat platform and the health education of the public have greatly increased the interaction between doctors and patients, and improved patient satisfaction and compliance.

Scaling up resource recovery of plastics in the emergent circular economy to prevent plastic pollution: Assessment of risks to health and safety in the Global South

Over the coming decades, a large additional mass of plastic waste will become available for recycling, as efforts increase to reduce plastic pollution and facilitate a circular economy. New infrastructure will need to be developed, yet the processes and systems chosen should not result in adverse effects on human health and the environment. Here, we present a rapid review and critical semi-quantitative assessment of the potential risks posed by eight approaches to recovering value during the resource recovery phase from post-consumer plastic packaging waste collected and separated with the purported intention of recycling. The focus is on the Global South, where there are more chances that high risk processes could be run below standards of safe operation. Results indicate that under non-idealised operational conditions, mechanical reprocessing is the least impactful on the environment and therefore most appropriate for implementation in developing countries. Processes known as 'chemical recycling' are hard to assess due to lack of real-world process data. Given their lack of maturity and potential for risk to human health and the environment (handling of potentially hazardous substances under pressure and heat), it is unlikely they will make a useful addition to the circular economy in the Global South in the near future. Inevitably, increasing circular economy activity will require expansion towards targeting flexible, multi-material and multilayer products, for which mechanical recycling has well-established limitations. Our comparative risk overview indicates major barriers to changing resource recovery mode from the already dominant mechanical recycling mode towards other nascent or energetic recovery approaches.

Oral potentially malignant disorders - An assessment of knowledge and attitude to future education in undergraduate dental students

INTRODUCTION

The aim of this study was to assess the knowledge and clinical experience of oral potentially malignant disorders (OPMDs) in undergraduate dental students in six European countries (Croatia, France, Italy, Portugal, Spain and United Kingdom) and assess student's attitude and preference to future education on the topic. A secondary aim was to identify gaps in student's knowledge and clinical practice. The study was a part of the Erasmus+ project "Oral Potentially Malignant Disorders: Healthcare Professionals Training" (Grant No: 2020-1-UK01-KA202-078917).

MATERIALS AND METHODS

An online questionnaire was distributed to all final-year students in six partner universities. This consisted of four parts assessing: (1) knowledge on OPMDs, (2) clinical experience with this group of patients, (3) self-rated competence in the management of OPMDs and (4) preferences with regard to future education.

RESULTS

Two hundred and sixty final-year dental students from six partner universities responded to the questionnaire. Response rates varied from 12% to 92% between partner universities. Significant differences in clinical experience and knowledge were found between students. Students with more clinical exposure to OPMDs rated their knowledge and competence in the management of OPMDs higher than students with less clinical experience. The majority of students were interested in future education on OPMDs, preferably via short educational videos.

CONCLUSION

The majority of students have received theoretical knowledge of OPMDs during their undergraduate studies, however, not all had clinical exposure to this group of patients. Students were open to further education on OPMDs. Important deficiencies in knowledge were identified that need to be addressed and it is anticipated that the e-learning platform and e-book that are in development by partner institutions will help to improve overall knowledge of OPMDs.

Increased Knowledge of Adult-Onset Dystonia Amongst Medical Students via Brief Video Education: A Systematic Review and Cohort Study

Most doctors have limited knowledge of dystonia, a movement disorder that can affect people of all ages; this contributes to diagnostic delay and poor quality of life. We investigated whether a brief educational intervention could improve knowledge of dystonia amongst medical students. We conducted a systematic review on undergraduate knowledge of dystonia and created an eight-minute video on the condition. We invited medical students at the University of Leeds, UK, to answer 15 multiple choice questions before and immediately after watching the video, and again one month later. Only one previous study specifically assessed medical students’ knowledge of dystonia whilst five others tested their knowledge of movement disorders, or neurology generally, with some questions on dystonia. Of the University of Leeds medical students, 87 (100%), 77 (89%) and 40 (46%) completed the baseline, immediate-recall and delayed-recall questionnaires, respectively. The mean score for students who completed all three questionnaires increased from 7.7 (out of 15) to 12.5 on the immediate-recall questionnaire (p < 0.001), and to 10.1 on the delayed-recall questionnaire (p < 0.001). At baseline, 76% of students rated their confidence in recognising dystonia as low. After watching the video, 78% rated their confidence as a high, and none rated it low. A brief video improved their knowledge substantially, with sustained effects. This method could be incorporated into medical curricula to reduce diagnostic delays.

Can "YouTube" help healthcare workers for learning accurate donning and doffing of personal protective equipments?

INTRODUCTION

Healthcare workers have a high risk of cross-infection during the care of Covid-19 cases. Personal protective equipment can reduce the risk. However, healthcare workers must be trained for the proper use of personal protective equipment to decrease exposure risk. This study aimed to investigate whether videos available on YouTube, presenting procedures of donning and doffing personal protective equipment, can be a useful learning resource for healthcare workers.

METHODS

A search of YouTube was conducted using the keywords "Covid-19, personal protective equipment, donning, doffing". Two investigators reviewed each video and collected the basic video information. Total videos were assessed independently as educationally useful and non-useful categories using a valid tool. The relationship of each video's usefulness with viewers' preferences and the upload source were analyzed.

RESULTS

A total of 300 videos were assessed; 66 (22%) fulfilled the inclusion criteria. Total video scores of educationally useful videos were higher than non-useful ones; the differences were significant. Healthcare/government agencies and hospitals mostly created educationally useful videos, e-learning platforms, and individuals mainly created non-useful videos. Significant correlations were observed between the video's usefulness and the total view and views per day.

CONCLUSIONS

During a pandemic, YouTube might be a resource for learning donning and doffing of personal protective equipment for healthcare workers if an appropriate selection process applied for determining educationally useful videos.

Brave new E-world: Medical students' preferences for and usage of electronic learning resources during two different phases of their education

E-learning strategies have become an important part of biomedical education. However, why and how medical students select hardware tools and software formats during their preclinical education has not been sufficiently evaluated. These aspects should be considered when designing or offering new e-learning modalities to learners. Two medical school classes at a major US medical school were surveyed about their use of e-learning resources during their first year of medical school or their preparation for their first licensing examination (USMLE® Step 1), respectively. Their responses were analyzed for patterns and significant changes. Students' answers indicated that computers and tablets were considered the most important hardware devices to support students' learning. During the first year, students often preferred resources that were tailored to the specific courses in their curriculum. In contrast, some preferences changed when students prepared for the USMLE Step 1, with students shifting almost exclusively to a solitary learning strategy using commercial e-learning resources. Across all phases of medical school education queried, peer advice was the major determinant influencing e-learning resource selection with faculty only playing a minor role. Videos were the most popular e-learning modality, and students cited efficient acquisition of knowledge and preparation for examinations as major reasons for e-learning tool utilization. These factors should be considered when offering e-learning resources to medical students during different phases of their preclinical training.

Development and piloting of an instructional video quality checklist (IVQC)

PURPOSE

Medical education instructional videos are more popular and easier to create than ever before. Standard quality measures for this medium do not exist, leaving educators, learners, and content creators unable to assess these videos.

MATERIALS AND METHODS

Drawing from the literature on video quality and popularity, reusable learning objects, and multimedia and curriculum development principles, we developed a 26-item instructional video quality checklist (IVQC), to capture aspects of educational design (six items), source reliability (four items), multimedia principle adherence (10 items), and accessibility (six items). Two raters applied IVQC to 206 videos from five producers across topics from two organ systems (cardiology and pulmonology) encompassing four disciplines (anatomy, physiology, pathology, and pharmacology).

RESULTS

Inter-rater reliability was strong. According to two-rater means, eight multimedia items were present in over 80% of videos. A minority of videos included learning objectives (46%), alternative language translations (41%), when the video was updated (40%), analogies (37%), or references (9%). Producer ratings varied significantly (p < .001) across 17 of 26 items. There were no significant differences according to the video topic.

CONCLUSIONS

IVQC detected differences in elements of instructional video quality. Future work can apply this instrument to a broader array of videos and in authentic educational settings.

Evaluation of a Video-Assisted Patient Education Program to Reduce Blood Pressure Delivered Through the Electronic Medical Record: Results of a Quality Improvement Project

BACKGROUND

Low-cost, automated interventions that increase knowledge and skills around diet and lifestyle modifications are recommended for cardiovascular disease risk reduction.

METHODS

We initiated a quality improvement program to assess the impact of a web-based diet and lifestyle intervention utilizing short animated videos in adults with high blood pressure (BP) at a primary care clinic in Saudi Arabia. We enrolled adults with elevated BP, not on BP medications, who were identified using the electronic medical record. We delivered a web-linked diet and lifestyle intervention using animated videos covering diet and lifestyle topics. Videos and reminders were sent weekly for 5 weeks. Outcomes were proportion who engaged in the program, returned for a repeat BP within 3 months, and change in BP.

RESULTS

We enrolled 269 adult participants, with a mean (SD) age of 41.6 (12.4) years; 77% were male. At the conclusion of the pilot, we demonstrated a high level of engagement: overall, 69% of materials were viewed and 67% of patients returned for BP. Patients who returned had a mean (SD) baseline systolic BP of 138.0 (7.2) mm Hg and a large mean reduction in systolic BP from baseline, -10.5 mm Hg (12.4; P < 0.001).

CONCLUSIONS

Overall, the feasibility of a video-assisted, web-based, diet and lifestyle intervention as a support tool for hypertension management demonstrated a high participation rate and a high return rate for reassessment of BP. These findings suggest that this low-cost, automated intervention may have a great potential as a scalable tool for blood pressure management. However, randomized trials to understanding the effectiveness of the support tools are needed.

Youtube videos as an educational resource for ventrogluteal injection: A content, reliability and quality analysis

BACKGROUND

YouTube has become an important social media platform for teaching nursing skills. However, the content, reliability and quality levels of the videos on this platform are not adequately known.

OBJECTIVES

This study aims to evaluate the content, reliability and quality of YouTube videos on ventrogluteal injection application.

DESIGN

Descriptive.

SETTINGS

Online.

PARTICIPANTS

26 videos about ventrogluteal injection.

METHODS

Videos were searched using the keyword "ventrogluteal injection". The content of the 26 videos meeting the inclusion criteria were evaluated using the "Ventrogluteal Intramuscular Injection Skill Form", the reliability with the "DISCERN Questionnaire", and the quality levels using the "Global Quality Scale". The videos were categorized by their theme, type and upload source, and analysed statistically.

RESULTS

Of the 26 videos meeting the inclusion criteria, 21 (80.8%) were classified as useful information, 5 (19.2%) as misleading information by theme, 22 (84.6%) as educational, 4 (15.4%) as hormone therapy by type, 5 (19.2%) as official institutions, 13 (50%) as individual by source of uploads. The content, reliability, quality score of useful videos were higher than misleading videos. There was a significant difference (p < 0.05) between reliability score and the source of video uploads. Pairwise comparisons indicated that there was no statistically significant difference (p > 0.05) between the source of uploads of video and characteristics.

CONCLUSIONS

The use of the examined YouTube videos in the training of injection into the ventrogluteal site appears to have various risks in terms of ethics and patient safety. It may be suggested that the injection videos should be prepared by competent institutions/individuals, using best practice guides to increase the content, reliability and quality levels. It should particularly be borne in mind that videos on hormone therapy can be a public health threat.

Identification of Preferred Learning Style of Medical and Dental Students Using VARK Questionnaire

Students have unique preferences when it comes to knowledge acquisition, information processing, retention in memory, and recall. This study is aimed at examining the preferred learning styles of medical and dental undergraduate students of Pakistan. It is also aimed at investigating the influence of gender, preclinical or clinical academic year, and academic record on the preferred learning style. A descriptive cross-sectional study was conducted in Pakistan. The learning styles of undergraduate students were identified using visual, aural, read/write, and kinesthetic (VARK) questionnaire. Students were also asked about their satisfaction towards teaching style of their teachers in institute. Descriptive statistics were done to characterize the learning styles of the students. The Fisher test and chi-square test were used to compare the learning preferences between genders and public/private sector students and among preclinical/clinical years. A p value of less than 0.05 was considered significant. A total of 1473 students participated in the study. Among the students, 39.37% preferred unimodal learning style whereas 60.62% preferred multimodal style. Kinesthetic (K) and visual (V) were the most preferred unimodal styles. The preferred learning styles of female students are aural (A), visual (V), and kinesthetic (K), whereas male students preferred visual (V) and kinesthetic more (K). Students with lower academic record chose unimodal styles in comparison to high achievers that chose multimodal styles. Students of clinical year preferred multimodal and quadmodal styles in comparison to preclinical year students. An alarming 78% of students were dissatisfied with their teacher's instructional style. Majority of students prefer multimodal learning styles over unimodal style. Gender, public/private sector, and academic record have influence on the preference of learning styles. Majority of the students are dissatisfied with their teacher's instructional style and rely on social media platforms for understanding. Academics need to adapt their teaching methods according to student preferences in order to get better graduates.

Excellence Available Everywhere: The Virtual Pathology Grand Rounds Experience

OBJECTIVES

The goal is to describe the use of a virtual platform in the delivery of Virtual Pathology Grand Rounds (VPGR) and discuss the overall experience from the perspective of hosts, speakers, and participants.

METHODS

Zoom was a natural choice for an online format because virtual platforms had been increasingly used to conduct meetings and medical education. VPGR hosted 14 speakers on a variety of topics, including subspecialty anatomic pathology material, digital pathology, molecular pathology, and medical education.

RESULTS

There were 221 registrants and 114 participants for the first lecture, reaching a maximum of 1,268 registrants for the 12th lecture and the maximum limit of 300 participants during 3 lectures. Speakers stated that VPGR conveniently provided career-building opportunities through partnerships with host universities and remote attendance. Participants identified a lack of interpersonal communication and technical challenges as downsides.

CONCLUSIONS

VPGR serves as strong proof of concept for the feasibility and demand for high-quality, remote academic pathology talks.

Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study

BACKGROUND

Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula.

OBJECTIVE

Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course.

METHODS

Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course's blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards.

RESULTS

Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; P=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; P<.001).

CONCLUSIONS

Commercial medical education videos may enhance curriculum with low faculty effort and improve students' learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.

YouTube as a source of information about pulpotomy and pulp capping: a cross sectional reliability analysis

Objectives

The purpose of this study was to critically evaluate the quality, reliability and educational content of the information of vital pulp treatment videos available on YouTube.

Materials and Methods

The keywords “pulpotomy” and “pulp capping” were searched on YouTube on 5th July 2020, until 60 English language videos of each search term with a duration shorter than 15 minutes were acquired. Video characteristics were recorded and Video Power Index (VPI) was calculated. Reliability and educational quality of videos were evaluated using the Modified DISCERN score, the Journal of American Medical Association (JAMA) benchmark criteria and Global Quality Scores (GQS). Videos were categorized by uploading source.

Results

Regarding pulpotomy, 31.7% of the videos were uploaded by specialists and 68.3% were directed by non-specialists. In the case of pulp capping, the corresponding percentages were 45% and 55%, respectively. Videos uploaded by specialists had significantly higher modified DISCERN, JAMA and GQS scores compared to those uploaded by non-specialists. Endodontists tended to have the highest reliability and VPI scores.

Conclusions

YouTube videos on vital pulp treatment contain low educational quality or incomplete information. Low popularity of dental pulp capping and pulpotomy videos may be attributed to the specialized nature of these procedures. As YouTube represents an important source for patient information about different health topics, reliable informative videos should be uploaded by specialized dental professionals.

Is YouTube a high-quality source of information on cancer rehabilitation?

BACKGROUND

Searching for information on the Internet, especially YouTube^TM, is gaining popularity for cancer survivors. Based on the topic of online health information, the importance of studies using YouTube data for various cancer types and treatment methods has increased. This study aims to investigate the quality, reliability, and accuracy of YouTube videos on cancer rehabilitation (CR).

METHODS

YouTube search was performed on February 26th, 2021, with two keyword sets: "cancer rehabilitation" and "oncology rehabilitation." The modified DISCERN, the Journal of the American Medical Association (JAMA) scoring system, and the Global Quality Score (GQS) were used to evaluate the quality and reliability of the videos. The features of each video such as the number of likes, dislikes, and views, upload date, duration, like ratio, and the uploader profile were also collected.

RESULTS

Fifty-three of the first 200 videos shown in the search results met the criteria. Most of the videos were low quality. The most common uploader profile was academic institute/university hospital. The three most common subjects in the videos were CR definition, physical therapy and occupational therapy, and patient experiences. The mean modified DISCERN, JAMA, and GQS scores were 2.14, 2.03, and 2.78, respectively. Higher quality videos had longer duration, greater number of views, and better reliability scores.

CONCLUSION

The results showed that most of the rated videos were of low-quality and didn't provide sufficient information on the topic discussed. Higher-quality and more accurate YouTube videos are needed to increase awareness of CR.

IMPLICATIONS FOR CANCER SURVIVORS

For cancer survivors, CR-related YouTube video content often provides information of low reliability. In this context, it is necessary to focus on the production of video content that includes clinical guides, references, and are based on clinical-based practices.

A quality analysis of nocturnal enuresis videos on YouTube

INTRODUCTION

The internet is a popular area for collecting medical information and YouTube is one of the largest platforms used worldwide in this regard.

AIM

The aim of the study was to investigate the quality of nocturnal enuresis videos on YouTube.

STUDY DESIGN

In this cross-sectional study, a YouTube search was made by using the keyword "nocturnal enuresis" and the first 200 videos were examined according to their relevance. Video features (like, dislike, number of views, video length, upload source, etc.) were evaluated by 2 independent urologists. Individual correlations and inter-observer agreement of data for each video were statistically analyzed. The education quality of the mentioned videos was evaluated according to the JAMA, Global Quality Scale and DISCERN scoring system.

RESULTS

A total number of 93 videos were analyzed after they were sorted according to the exclusion criteria. Videos were uploaded by the physicians (49.5%) most commonly and the majority of their content was about etiology, symptoms and treatment (33.3%). Good agreement between the 2 urologists in terms of JAMA, GQS and DISCERN scores (0.84, 0.86 and 0.85, respectively) was determined. There was a positive correlation between the duration of the video and GQS/DISCERN scores. Of the 93 videos evaluated, 74 (80%) contained real images (video of the presenter) while 19 (20%) contained animation. There was no statistically significant correlation between the GQS, JAMA and DISCERN scores in terms of VPI values, view rate, number of comments, views, likes and dislikes (Summary Table). Of the 93 videos evaluated, 58% (n = 54) were of low quality, 16.2% (n = 15) were of intermediate quality, and 25.8% (n = 24) were of high quality according to GQS scale. There was a positive correlation between GQS, JAMA and DISCERN scores.

CONCLUSION

Unfortunately, most of the YouTube contents about nocturnal enuresis were determined to have poor quality. Therefore, the healthcare professionals must be aware of the importance of health-related information on YouTube and ensure the flow of correct medical information to patients.

Medical Podcasting in Low- and Middle-Income Countries: A Needs Assessment and Vision for the Future

Phenomenon: Physician shortages in low- and middle-income countries (LMIC) have led to increased interest in using e-learning tools for training. Organic digital education (ODE)-digital scholarship largely created outside of formal medical curricula-has increased in popularity over the past decade. Medical podcasting has become one of the most prominent asynchronous ODE sources for learners in high-income (HI) countries; there have been no previous attempts to characterize their use in LMIC. Approach: Listener data from a 2-year period from three major internal medicine podcasts-Bedside Rounds, Core IM, and The Curbsiders-were aggregated, 188 episodes in total. These data were subdivided into country by top-level domain, normalized by population, and grouped together by World Bank income levels and English-speaking status. This methodology was also repeated to compare individual episodes on topics more versus less relevant to learners in LMIC. Findings: Over a 2-year period, the three podcasts had a total of 2.3 million unique downloads and were listened to in 192 of 207 countries worldwide. Overall, 91.5% of downloads were in HI countries, with 8.2% in LMIC. A total of 86.1% of listens were in countries with English as an official or unofficial listed language, whereas 13.8% were in countries without. Normalized for population, listeners in HI countries represented 970.5 listens per million population compared with 12.4 per million in LMIC. An analysis of individual episodes by topic showed that material more relevant to learners in LMIC had significantly more listeners from these countries. Insights: Compared with other forms of ODE, medical podcasting has much lower uptake in LMIC. However, there are considerable opportunities for growth. Medical podcasters in HI countries should be aware of a potential global audience and should take concrete steps to ensure a diversity of content and to periodically audit their data. Medical educators in LMIC should consider podcasting as a potentially powerful form of teaching. International medical educational organizations as well as podcasting organizations should provide resources for educators in these countries.

LIVE FM (lecture improvised with video elements in forensic medicine): does a video worth a thousand pictures? A comparative study in medical education

Forensic education should be fully conversant with a scientific theory of how students learn. By and large, the traditional model of education is widely accepted. 'Difficult-to-learn' areas in forensic medicine are the challenges to students as well as teachers. An innovative modality 'lectures improvised with video elements' was used by authors in the undergraduate medical education program of Forensic Medicine in order to facilitate active learning. Evaluation of this approach has established a positive impact on student's spatial ability, reasoning ability, and memory skills. Intrinsic cognitive load on working memory was reduced to a certain extent. With compare to the static pictures, video usage significantly helps to comprehend the difficult content of the learning. Students found the experience interesting and very ardent to use it again.

Challenges of and Solutions for Developing Tailored Video Interventions That Integrate Multiple Digital Assets to Promote Engagement and Improve Health Outcomes: Tutorial

Background

Video is a versatile and popular medium for digital health interventions. As mobile device and app technology advances, it is likely that video-based interventions will become increasingly common. Although clinic waiting rooms are complex and busy environments, they offer the opportunity to facilitate engagement with video-based digital interventions as patients wait to see their providers. However, to increase efficiency in public health, leverage the scalability and low cost of implementing digital interventions, and keep up with rapidly advancing technology and user needs, more design and development guidance is needed for video-based tailored interventions.

Objective

We provide a tutorial for digital intervention researchers and developers to efficiently design and develop video-based tailored digital health interventions. We describe the challenges and solutions encountered with Positive Health Check (PHC), a hybrid app used to deliver a brief, interactive, individually tailored video-based HIV behavioral counseling intervention. PHC uses video clips and multimedia digital assets to deliver intervention content, including interactive tailored messages and graphics, a repurposed animated video, and patient and provider handouts generated in real time by PHC.

Methods

We chronicle multiple challenges and solutions for the following: (1) using video as a medium to enhance user engagement, (2) navigating the complexity of linking a database of video clips with other digital assets, and (3) identifying the main steps involved in building an app that will seamlessly deliver to users individually tailored messages, graphics, and handouts.

Results

We leveraged video to enhance user engagement by featuring “video doctors,” full-screen video, storyboards, and streamlined scripts. We developed an approach to link the database of video clips with other digital assets through script coding and flow diagrams of algorithms to deliver a tailored user experience. We identified the steps to app development by using keyframes to design the integration of video and digital assets, using agile development methods to gather iterative feedback from multidisciplinary teams, and creating an intelligent data-driven back-end solution to tailor message delivery to individual users.

Conclusions

Video-based digital health interventions will continue to play an important role in the future of HIV prevention and treatment, as well as other clinical health practices. However, facilitating the adoption of an HIV video intervention in HIV clinical settings is a work in progress. Our experience in designing and developing PHC presented unique challenges due to the extensive use of a large database of videos tailored individually to each user. Although PHC focuses on promoting the health and well-being of persons with HIV, the challenges and solutions presented in this tutorial are transferable to the design and development of video-based digital health interventions focused on other areas of health.

Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study

BACKGROUND

Local anaesthesia plays a key role in many aspects of a dentist's work. The required skills to perform anaesthesia successfully are acquired at university. To take advantage of the possibilities for new teaching formats, a blended learning concept for the local anaesthesia course was developed. The aim of the study was to compare the effectiveness of face-to-face, blended and e-learning in teaching in local anaesthesia by assessing students' knowledge gain, performance of practical skills and satisfaction with the course.

METHODS

All participants (n = 37) were randomly allocated into three groups. After acquiring the theoretical background in the blended learning, e-learning or lecture groups, a test to assess knowledge gain was performed. The performance of the practical skills was assessed in a small-group seminar. Student attitudes were evaluated with a questionnaire.

RESULTS

The blended group showed significantly better results (mean = 17, SD =1.5) in theoretical knowledge gain than the other two groups (e-learning group: mean = 14.7, SD = 2.2; lecture group: mean = 14.8, SD =2.3). When comparing the results of the clinical skills assessment, there was no significant difference among all three groups (p > 0.017). The participants confirmed a high overall satisfaction with the course, in particular with the blended learning approach.

CONCLUSION

This study indicates that blended learning improves the learning outcome for theoretical knowledge in teaching local anaesthesia more than either face-to-face learning or e-learning alone. Furthermore, the blended learning approach is highly appreciated by the students. For acquiring practical skills, this study shows that blended learning is as effective as other teaching methods.

The Quality of Instructional YouTube Videos for the Administration of Intranasal Spray: Observational Study

BACKGROUND

Allergic rhinitis is a common disorder affecting both children and adults. Recommended treatment consists of intranasal corticosteroid spray administration, but only few patients administer the nasal spray in the correct technical manner. A wrong administration technique may result in side effects and affect the efficacy and adherence, thus making accurate administration instructions indispensable. Unfortunately, information about intranasal drug administration is generally not explained accurately, thereby leading to confusion among patients and inaccuracy in the self-administration of drugs.

OBJECTIVE

In this study, we analyzed instructional videos available on YouTube for the administration of nasal sprays for allergic rhinitis. Our aim was to determine if the videos provided instructions in accordance with the standardized nationwide patient protocol in the Netherlands for intranasal spray administration.

METHODS

Instructional videos for the administration of aqueous formulations of nasal spray for allergic rhinitis were found on YouTube. All videos were reviewed by 2 researchers and scored using the instructions from the Dutch standardized protocol. Correct instructions were given a score of 1, while incorrect or missing instructions were given a score of 0. The interrater reliability using Cohen ĸ was used to determine the differences in the scores between the researchers.

RESULTS

We identified 33 YouTube videos made by different health care professionals and pharmaceutical companies around the world. None of the videos displayed all the steps correctly, while 5 of the 33 (15%) videos displayed over 75% of the steps correctly. The median score of the correctly displayed steps was 11 out of 19 (range 2-17, IQR 6). The interrater reliability using Cohen ĸ was statistically significant (range 0.872-1.00, P<.001). The steps "neutral position of the head," "breathing out through the mouth," and "periodically cleaning with water" scored the lowest and were incorrectly displayed in 28 (85%), 28 (85%), and 30 (91%) of the 33 videos, respectively.

CONCLUSIONS

The findings of our study revealed that only few instructional videos on YouTube provided correct instructions for the administration of nasal sprays to patients. The inaccuracy of the instructions for nasal spray administration in the majority of the videos may lead to confusion in patients and incorrect use of nasal sprays. In the future, it is important to make evidence-based instructional videos that show patients the correct technique of nasal spray administration.

TRIAL REGISTRATION

Not applicable.

Can "YouTube" help healthcare workers for learning accurate donning and doffing of personal protective equipments?

INTRODUCTION

Healthcare workers have a high risk of cross-infection during the care of Covid-19 cases. Personal protective equipment can reduce the risk. However, healthcare workers must be trained for the proper use of personal protective equipment to decrease exposure risk. This study aimed to investigate whether videos available on YouTube, presenting procedures of donning and doffing personal protective equipment, can be a useful learning resource for healthcare workers.

METHODS

A search of YouTube was conducted using the keywords "Covid-19, personal protective equipment, donning, doffing". Two investigators reviewed each video and collected the basic video information. Total videos were assessed independently as educationally useful and non-useful categories using a valid tool. The relationship of each video's usefulness with viewers' preferences and the upload source were analyzed.

RESULTS

A total of 300 videos were assessed; 66 (22%) fulfilled the inclusion criteria. Total video scores of educationally useful videos were higher than non-useful ones; the differences were significant. Healthcare/government agencies and hospitals mostly created educationally useful videos, e-learning platforms, and individuals mainly created non-useful videos. Significant correlations were observed between the video's usefulness and the total view and views per day.

CONCLUSIONS

During a pandemic, YouTube might be a resource for learning donning and doffing of personal protective equipment for healthcare workers if an appropriate selection process applied for determining educationally useful videos.

Emotionally salient patient information enhances the educational value of surgical videos

Medical students' motivations for choosing a medical career are likely based on and remain tethered to the affectively-laden caring component of doctor-patient interactions. However, this component is rarely presented in educational surgical videos. It is unknown whether affectively engaging students by including patient-related emotionally salient information potentiates or draws focus away from learning a surgical procedure and whether such information affects motivation and attitudes toward the video. Therefore, we investigate whether presenting a patient's emotional state before video surgery enhances or weakens the educational value of that video. In a within-subjects crossover design, second-year medical students (n = 130) viewed video clips of surgeries. These videos, from online medical education platforms, were preceded by the patient's information from the original video or by information about the patient's preoperative emotional preparation. After each video, participants completed a multiple-choice test about the video's content to measure learning, answered a question about their motivation to re-watch the video, and completed an attitude scale regarding the video. Incorporating patient's information into surgical videos significantly enhanced students' acquisition of the technical aspects of surgery procedures (p < 0.0001), motivation to re-watch the video (p < 0.001), and favorable attitudes toward the video (p = 0.02). These findings show that incorporating information about patients' emotional states may enhance students' positive attitudes and motivations toward educational videos and may improve their learning of surgical techniques. They also suggest that the role of this factor should be considered when developing guidelines for medical educational video release.

Usefulness of YouTube™ videos in training patients for blood glucose self-monitoring in current coronavirus disease-19 pandemic

Objectives:

During the coronavirus disease-19 pandemic, due to restricted health-care access, patients may not get hands-on training for self-monitoring of blood glucose (SMBG) from physicians. YouTube™ is a popular video-sharing web platform that can be used as a source of information for SMBG. This study aimed to assess the usefulness of YouTube™ videos on SMBG.

Material and Methods:

We searched the keywords “blood glucose self-monitoring,” “home blood glucose monitoring,” “blood glucose test,” and “blood sugar test” on YouTube™. The first 40 videos of each search were listed. After the two-stage screening, 49 videos were included for final data analysis. General characteristics and SMBG-specific characteristics (namely, strip handling, lancing device handling, measurement, and post- measurement action) were observed with pre-defined criteria having “yes” and “no” closed option. Data were tested statistically by the binomial test.

Results:

Average duration of 49 videos was 244.20 ± 72.61 s and those were online since 35.14 ± 20.52 months on YouTube™. Information about strip handling was mostly deficient, major being checking the expiry date (16.33% videos had the information). The handling of the lancing device was correct in the majority of the videos except for the disinfection of the tip of the lancing device (6.12% videos had the information). The measurement procedure was also correct in the majority of the videos except for the instruction to dry the hands (38.78% videos had the information) after washing. The post-measurement logbook entry was found in 48.98% videos.

Conclusion:

YouTube™ videos can be used as a potential source of information for patients’ education for SMBG. However, there are various levels of the incompleteness of the tutorials. Primary care physicians may suggest YouTube™ videos after exploring the videos and selecting the most appropriate one for their patients.

Evaluation of YouTube Video Content About Developmental Dysplasia of the Hip

Objective The purpose of this study is to investigate the quality and reliability of YouTube videos regarding developmental dysplasia of the hip (DDH). Background YouTube is one of the most popular websites used as a source of information, but the variety in authorship and lack of a peer-review process are problems. Methods The search string "developmental dysplasia of the hip" was inputted to the YouTube search engine, and the first 52 videos returned as a response were assessed. The Video Power Index (VPI) (like ratio*view ratio/100) was used to assess the popularity of the videos. Global Quality Score (GQS) and DDH scores (DDHS) were used to evaluate the quality and educational quality of the videos, and the Journal of the American Medical Association Score (JAMAS) was used to evaluate the accuracy of the source of information. Results According to our research, the mean duration time of the videos was 526 seconds (SD: 813), and the average view count of the videos was 34,644. The mean time since upload was 1,907 days (SD: 1,137). On average, the videos received 10.9 comments, 210.3 likes, and 6.8 dislikes. The mean like ratio and VPI were 92.9 (SD: 19.57) and 25.8 (SD: 53.43), respectively. The mean JAMAS, GQS, and DDHS of all videos evaluated were 1.37 (SD: 0.7), 2.46 (SD: 1.09), and 4.63 (SD: 5.00), respectively. The DDHS and GQS were positively correlated (p: 0.001; r: 65.8%). The GQS and the DDHS were higher in the academic group than in the commercial group (p: 0.01 and p: 0.037, respectively). Conclusions The videos regarding DDH on YouTube generally had poor quality. As a result, to maintain an optimal parent-physician or patient-physician relationship, we suggest that international health societies make their own educational videos for parents, patients, and fellow physicians. Level of evidence Level 3.

Understanding the use of YouTube as a learning resource: a social cognitive perspective

Purpose

Drawing from social cognitive theory, the purpose of this study is to examine how personal, environmental and behavioral factors can interplay to influence people's use of YouTube as a learning resource.

Design/methodology/approach

This study proposed a conceptual model, which was then tested with data collected from a survey with 150 participants who had the experience of using YouTube for learning. The bootstrap method was employed to test the direct and mediation hypotheses in the model.

Findings

The results revealed that personal factors, i.e. learning outcome expectations and attitude, had direct effects on using YouTube as a learning resource (person → behavior). The environmental factor, i.e. the sociability of YouTube, influenced the attitude (environment → person), while the behavioral factor, i.e. prior experience of learning on YouTube, affected learning outcome expectations (behavior → person). Moreover, the two personal factors fully mediated the influences of sociability and prior experience on YouTube usage for learning.

Practical implications

The factors and their relationships identified in this study provide important implications for individual learners, platform designers, educators and other stakeholders who encourage the use of YouTube as a learning resource.

Originality/value

This study draws on a comprehensive theoretical perspective (i.e. social cognitive theory) to investigate the interplay of critical components (i.e. individual, environment and behavior) in YouTube's learning ecosystem. Personal factors not only directly influenced the extent to which people use YouTube as a learning resource but also mediated the effects of environmental and behavioral factors on the usage behavior.

Quality and reliability of information available on YouTube and Google pertaining gastroesophageal reflux disease

BACKGROUND

Evaluation of the accuracy, quality and reliability of written and visual health contents on the internet by healthcare professionals.

AIMS

The objective of this study was to evaluate gastroesophageal reflux health contents in Google search engine and videos on YouTube, in terms of quality, actuality, treatment diversity, accuracy and reliability.

METHODS

A total of 77 YouTube videos and 57 Google contents related to gastroesophageal reflux disease were included in the study. The contents were assessed by two independent reviewers. Quality of the content included in this study was evaluated using DISCERN, which is commonly used for the assessment of health information on the internet, JAMA and video power index scores.

RESULTS

Among YouTube videos; 44.7 % (n = 34) were uploaded by experts, 44.7 % (n = 34) by non-experts, 9.0 % (n = 7) by media and 2.7 % (n = 2) by academic institutions, while 10.5 % (n = 6) of the Google contents were uploaded by experts, 59.6 % (n = 34) by non-experts and 22.4 % (n = 17) by academic institutions. The mean total DISCERN score (5-80 points) of reflux related YouTube was found as 37.2 ± 16.5. The mean total DISCERN scores of the evaluated Google contents was found as 42.1 ± 15.6. The mean JAMA score (0-4 points) was found as 2 ± 0.9 for YouTube videos and 2 ± 0.9 for Google contents. There was a strong correlation between all scores given by the two reviewers.

CONCLUSIONS

Overall quality of YouTube videos and Google contents about reflux was low. Healthcare professionals and organizations should be encouraged to provide more beneficial material and animated videos to people who seek reliable information on the internet.

The Efficiency of Online "Inked" Videos Versus Recorded PowerPoint Lectures on Teaching Pathophysiology to Medical Students in Pre-Clerkship Years: A Pilot Study

BACKGROUND

As online learning develops an increasingly important role in medical education, new online teaching modalities are arising all the time. One such teaching modality that is gaining popularity among medical students is the "inked" video, a type of animated video that utilizes a virtual blackboard. Student reviews suggest that the dynamic style of the inked video allows it to teach more efficiently than traditional teaching modalities, but currently there is no quantitative evidence to support or guide the use of this teaching modality.

HYPOTHESIS

When compared to the traditional recorded PowerPoint lecture, online inked videos teach the same pathophysiology concepts to pre-clerkship medical students in a shorter amount of time.

METHOD

A randomized, crossover-design study was conducted with second-year medical students at the David Geffen School of Medicine at University of California, Los Angeles (n = 22). Students were randomized to 2 groups. Each group received 2 lessons on 2 different pathophysiology topics: one via a shorter inked video and the other via a longer recorded PowerPoint lecture. Two sets of dependent variables were used to test modality effects: immediate post-tests scores and delayed retention post-test scores. A perceptions survey was also administered to assess student preferences between the 2 teaching modalities.

RESULTS

Students performed similarly on immediate and delayed post-tests for the shorter inked videos and the longer recorded PowerPoint lectures (P > .05). Students reported greater engagement (P < .05) and greater satisfaction with learning (P < .05) with the inked videos than the recorded PowerPoint lectures.

CONCLUSIONS

This study, although limited by its small-scale and single-institution design, provides preliminary evidence that online inked videos may be a more efficient and non-inferior alternative to recorded PowerPoint lectures.