Viewer discretion advised: is YouTube a friend or foe in surgical education?

Rodriguez, H. Alejandro; Young, Monica T.; Jackson, Hope T.; Oelschlager, Brant K.; Wright, Andrew S.

doi:10.1007/s00464-017-5853-x

Cited by 85 publications

(81 citation statements)

References 18 publications

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“…Within the surgical literature, studies evaluating YouTube as a source of patient information have in general found that the information presented was often varied and unreliable. 3,[6][7][8] Radonjic et al reported on the quality and usefulness of You-Tube videos on patients with abdominal aortic aneurysm (AAA) and found low DISCERN (2.37, SD: 0.97), JAMA (1.74, SD: 0.84), and specific AAA (6.63, SD: 3.23) scores. 3 These findings are similar to the results from our study, and both point to the low quality of YouTube videos on surgical procedures/diseases as sources of useful information for patients.…”

Section: Discussionmentioning

confidence: 99%

“…Modified Journal of the American Medical Association (JAMA) Benchmark Criteria. a Authorship Authors and contributors, their affiliations, and relevant credentials should be provided Attribution References and sources for all content should be listed clearly, and all relevant copyright information should be noted Disclosure ''Ownership'' should be prominently and fully disclosed, as should any sponsorship, advertising, underwriting, commercial funding arrangements or support, or potential conflicts of interest Currency Dates when content was posted and updated should be indicated a Adapted from Radonjic et al 3 used to reflect the usefulness of the videos, with ratings of exceptional (13)(14)(15)(16), useful (9-12), moderately useful (5)(6)(7)(8), and poor (0-4). This is found in Table 3.…”

Section: Outcome Measuresmentioning

confidence: 99%

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Evaluating YouTube as a Source of Patient Information for Functional Endoscopic Sinus Surgery

Lee

Vescan

et al. 2020

Ear Nose Throat J

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Objective: To evaluate the quality of information presented on YouTube regarding functional endoscopic sinus surgery (FESS) for patients. Methods: YouTube was searched using FESS-specific keywords under the setting of “relevance.” The first 50 videos from each keyword were reviewed and analyzed by 2 independent physician reviewers. Videos not related to FESS and duplicates were excluded. Outcome measures included the modified DISCERN score (range 0-5), the Journal of the American Medical Association ( JAMA) benchmark criteria (range: 0-4), a novel scoring checklist for FESS assessing usefulness (range: 0-16), and the Video Power Index (VPI). Intraclass correlation coefficient (ICC) was calculated. Results: Of the 200 videos identified, 95 videos were analyzed after exclusions. Videos had an average VPI of 40.8 and SD 133.2. Average scores from the 3 objective checklists among all videos were low: modified DISCERN: 1.91, SD: 1.15; JAMA benchmark: 1.91, SD: 0.76; and FESS score: 3.54, SD: 1.77. The ICC between the 2 independent reviewers was excellent for all 3 checklists. We noted significant positive Pearson correlation between all 3 checklist scores ( P < .001). In between-group comparisons of mean scores, there was significantly higher DISCERN and JAMA scores for videos from university/professional organizations, as compared to videos from medical advertising/for-profit companies and independent users. There were no significant differences in FESS scores noted between the 3 groups. Conclusion: There were overall low scores across the modified DISCERN, JAMA benchmark criteria, and FESS scoring checklists, reflecting the poor quality of YouTube videos as a source of patient information for FESS.

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Section: Discussionmentioning

confidence: 99%

Section: Outcome Measuresmentioning

confidence: 99%

Evaluating YouTube as a Source of Patient Information for Functional Endoscopic Sinus Surgery

Lee

Vescan

et al. 2020

Ear Nose Throat J

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“…The WebSurg videos regarding the total extraperitoneal procedure for IHR were found to be of suboptimal quality in terms of educational value [27]. Teaching grade video-demonstrations of surgical procedures should be peer-reviewed and have high educational value [22,24,27]. A rather new online surgical educational platform is Incision Academy with surgical videos containing standardized procedural steps [28] and of which the content has been supervised by surgeons and anatomists.…”

Section: Discussionmentioning

confidence: 99%

Learning inguinal hernia repair? A survey of current practice and of preferred methods of surgical residents

Nazari

Dankbaar

Sanders

et al. 2020

Hernia

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Purpose During surgical residency, many learning methods are available to learn an inguinal hernia repair (IHR). This study aimed to investigate which learning methods are most commonly used and which are perceived as most important by surgical residents for open and endoscopic IHR. Methods European general surgery residents were invited to participate in a 9-item web-based survey that inquired which of the learning methods were used (checking one or more of 13 options) and what their perceived importance was on a 5-point Likert scale (1 = completely not important to 5 = very important). Results In total, 323 residents participated. The five most commonly used learning methods for open and endoscopic IHR were apprenticeship style learning in the operation room (OR) (98% and 96%, respectively), textbooks (67% and 49%, respectively), lectures (50% and 44%, respectively), video-demonstrations (53% and 66%, respectively) and journal articles (54% and 54%, respectively). The three most important learning methods for the open and endoscopic IHR were participation in the OR [5.00 (5.00–5.00) and 5.00 (5.00–5.00), respectively], video-demonstrations [4.00 (4.00–5.00) and 4.00 (4.00–5.00), respectively], and hands-on hernia courses [4.00 (4.00–5.00) and 4.00 (4.00–5.00), respectively]. Conclusion This study demonstrated a discrepancy between learning methods that are currently used by surgical residents to learn the open and endoscopic IHR and preferred learning methods. There is a need for more emphasis on practising before entering the OR. This would support surgical residents’ training by first observing, then practising and finally performing the surgery in the OR.

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“…Previous studies have identified concerns about the use of YouTube videos for learning many skills, especially in trauma and general surgery, with the demonstration of unsafe techniques and non‐compliance with standard practices . Therefore, educators should consider creating and disseminating high‐quality educational videos to foster optimal learning and patient safety.…”

Section: Discussionmentioning

confidence: 99%

Learning knee arthrocentesis using YouTube videos

Karim

Marwan

Dawas

et al. 2019

The Clinical Teacher

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Summary Background This study aims to compare medical students’ educational outcomes in performing knee arthrocentesis through searching and using YouTube videos versus traditional supervisor‐led sessions. Method Seventy‐one medical students were randomly assigned to three groups. Group A had a traditional supervisor‐led clinical session, where the supervisor demonstrated the procedure. Students in group B were provided with links to YouTube videos of knee arthrocentesis that were deemed to be of high educational quality, whereas group C searched and learned from any YouTube video that they found themselves based on the learning objectives provided. Student performance was first examined following the learning sessions, and then again after receiving feedback on the performance. Results Prior to feedback, statistically significant higher mean scores were noted for group A in the identification of an appropriate puncture site (p = 0.015), puncture site sterilization (p = 0.046), wearing sterile gloves (p < 0.001) and direction of needle insertion (p < 0.001). The overall mean scores (maximum possible score is 21) before feedback for groups A, B and C were 17.9 ± 1.9, 14.9 ± 2.0 and 15.4 ± 1.8, respectively (p < 0.001). The overall mean scores after feedback for groups A, B and C were 21.0 ± 0.0, 20.9 ± 0.3 and 21.0 ± 0.0, respectively (p = 0.037). Conclusion Students performed equally whether they were provided with videos or found their own; however, without appropriate learner feedback from an instructor, YouTube videos cannot replace traditional supervisor‐led sessions for learning knee arthrocentesis.

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Viewer discretion advised: is YouTube a friend or foe in surgical education?

Cited by 85 publications

References 18 publications

Evaluating YouTube as a Source of Patient Information for Functional Endoscopic Sinus Surgery

Evaluating YouTube as a Source of Patient Information for Functional Endoscopic Sinus Surgery

Learning inguinal hernia repair? A survey of current practice and of preferred methods of surgical residents

Learning knee arthrocentesis using YouTube videos

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