Abstract:Objectives Online surgical videos are an increasingly popular resource for surgical trainees, especially in the context of the COVID-19 pandemic. Our objective was to assess the instructional quality of the YouTube videos of the transsphenoidal surgical approach (TSA), using LAParoscopic surgery Video Educational Guidelines (LAP-VEGaS). Methods YouTube TSA videos were searched using 5 keywords. Video characteristics were recorded. Two fellowship-trained rhinologists evaluated videos using LAP-VEGaS (scale 0 [w… Show more
“…The videos after searching 70 videos were scanned to evaluate by means of inclusion criteria. The exclusion reasons were: non-English videos (8), irrelevant videos (7), high-speed video (1), the video was difficult to understand (1). 53 videos were eligible and included in the analysis.…”
Objectives:
To assess the quality and educational content of YouTube videos related to logistic regression.
Methods:
A comprehensive electronic search was performed for ‘Logistic Regression” in YouTube.The first 70 videos were evaluated for each term. Videos were evaluated using Global Quality Score [GQS] checklists and were classified as useful and insufficient by two statisticians.
Results:
From among the 70 videos analyzed, 53 were included. The mean GQS value was 3.9+1.1. Fourty videos (75.5%) were classified as useful. Independent users tend to upload videos mostly Lecturer / PhD, Lecturer Msc. and Data science course channel. Significant difference was observed in GQS among useful and insufficient videos. The mean GQS scores of useful videos were 4.3 (s.d.:0.8), for insuffient videos were 2.5 (s.d.:0.5).
Conclusion:
Specialists or instructors could refer their students to YouTube resources and actively participate in the development of video-sharing platforms for biostatistics.
“…The videos after searching 70 videos were scanned to evaluate by means of inclusion criteria. The exclusion reasons were: non-English videos (8), irrelevant videos (7), high-speed video (1), the video was difficult to understand (1). 53 videos were eligible and included in the analysis.…”
Objectives:
To assess the quality and educational content of YouTube videos related to logistic regression.
Methods:
A comprehensive electronic search was performed for ‘Logistic Regression” in YouTube.The first 70 videos were evaluated for each term. Videos were evaluated using Global Quality Score [GQS] checklists and were classified as useful and insufficient by two statisticians.
Results:
From among the 70 videos analyzed, 53 were included. The mean GQS value was 3.9+1.1. Fourty videos (75.5%) were classified as useful. Independent users tend to upload videos mostly Lecturer / PhD, Lecturer Msc. and Data science course channel. Significant difference was observed in GQS among useful and insufficient videos. The mean GQS scores of useful videos were 4.3 (s.d.:0.8), for insuffient videos were 2.5 (s.d.:0.5).
Conclusion:
Specialists or instructors could refer their students to YouTube resources and actively participate in the development of video-sharing platforms for biostatistics.
“…Online video platforms provide an open‐access option for virtual learning. Nine studies in this review investigated the increasing utilization of SM—in particular, videos—for OHNS trainee education 17,18,26,75,95,128,142,145,169 . 84% of OHNS fellows reported using online surgical videos to prepare for a case 145 .…”
Section: Discussionmentioning
confidence: 99%
“…A large cross‐sectional analysis of YouTube videos depicting thyroid surgery found the majority of content was posted by individuals without thyroid surgery‐related publication history 128 . Another study utilized a validated surgical video assessment tool, LAP‐VEGaS (LAParoscopic Video Educational GuidelineS), to assess YouTube videos providing instruction on the endonasal transsphenoidal approach and calculated a mean LAP‐VEGaS score of 9 of 18 (on a scale 0 [worst]–18 [best]) with the lowest scores corresponding to depiction of surgical positioning/ergonomics and portrayal of procedural outcomes 18 . An analysis of neck dissection videos on YouTube videos found a mean LAP‐VEGaS score of 8.74.…”
ObjectiveSocial media (SM) is an increasingly popular medium for the medical community to engage with patients, trainees, and colleagues. This review aimed to identify reported uses of SM in otolaryngology‐head and neck surgery (OHNS), assess the quality of evidence supporting these uses, and identify gaps in the literature. With the relative lack of regulatory guidelines for the development of SM content, we hypothesized that the quality of content available on SM would be highly variable.Data Sources and MethodsA scoping review was performed of English‐language peer‐reviewed studies published to date discussing SM use in any form within OHNS. Three reviewers independently screened all abstracts. Two reviewers independently extracted data of interest from the full text of articles identified from the preliminary abstract screen.Results171 studies were included, with 94 (54.9%) studies published between 2020 and 2022. 104 (60.8%) studies were conducted in the US. 135 (78.9%) used cross‐sectional or survey‐based methodology; only 7 (4.1%) were controlled studies. SM was most commonly employed for professional networking (n = 37 [21%]), and within subspecialties of otology (n = 38 [22%]) and rhinology/allergy (n = 25 [15%]). Facebook was most frequently used for study recruitment (n = 23 [13.5%]), YouTube for patient education (n = 15 [14.6%]), and Twitter for professional networking (n = 16 [9.4%]).ConclusionSM use within OHNS is increasing rapidly, with applications including patient education, professional networking, and study recruitment. Despite myriad articles, there remains a paucity of well‐controlled studies. As SM becomes integrated into healthcare, particularly for applications directly impacting patient care, higher levels of evidence are needed to understand its true impact. Laryngoscope, 133:2447–2456, 2023
“…Other platforms for surgical video-based learning include online video publications such as: The Journal of Visualized Surgery, The Journal of Medical Insight, The Journal of Visualized Experiments and CSurgeries. 21 We propose that all new surgical education videos teaching FNE and peritonsillar abscess drainage should be developed with reference to the Laparoscopic Surgery Video Educational Guidelines checklist and be offered to peer review, before being uploaded onto online platforms for dissemination.…”
Section: Discussionmentioning
confidence: 99%
“…Other platforms for surgical video-based learning include online video publications such as: The Journal of Visualized Surgery , The Journal of Medical Insight , The Journal of Visualized Experiments and CSurgeries . 21 We propose that all new surgical education videos teaching FNE and peritonsillar abscess drainage should be developed with reference to the Laparoscopic Surgery Video Educational Guidelines checklist and be offered to peer review, before being uploaded onto online platforms for dissemination. Most junior doctors starting a new placement in ENT attend an induction programme, which includes learning flexible nasendoscopy (FNE) and peritonsillar abscess drainageCurrently, this induction is not standardised; however, ENT UK have created an online resource bank with videos teaching different proceduresAnother learning resource is YouTube, which has become increasingly popular since the coronavirus disease 2019 pandemicThe Laparoscopic Surgery Video Educational Guidelines video assessment tool has been used to evaluate the educational quality of surgical videos uploaded to YouTubeThis assessment tool was applied to YouTube videos demonstrating FNE and peritonsillar abscess drainage; our analysis showed limited high educational quality videosYouTube may provide a useful adjunct for ENT induction, and can be accessed remotely…”
Background
Partly as a result of coronavirus disease 2019, YouTube has become a more frequent educational source for otolaryngology trainees. This study sought to assess the quality of flexible nasendoscopy and peritonsillar abscess drainage videos.
Method
YouTube was systematically searched using 13 terms related to flexible nasendoscopy and peritonsillar abscess drainage. Two independent reviewers assessed the quality of each video using the Laparoscopic Video Educational Guidelines.
Results
Twenty-seven videos were deemed suitable. The mean total Laparoscopic Video Educational Guidelines scores for videos on flexible nasendoscopy (18 videos) and peritonsillar abscess drainage (9 videos) were 10.3 (standard deviation = 3.1) and 11.7 (standard deviation = 4.6), respectively. Most of the videos were deemed of medium quality. The Laparoscopic Video Educational Guidelines score correlated positively with flexible nasendoscopy video length and how recently a peritonsillar abscess drainage video had been uploaded.
Conclusion
The limited high-quality videos on YouTube are difficult to identify from the search metrics available. Trainees and ENT induction programmes would benefit greatly from an online platform that contains a catalogue of high-quality surgical videos.
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