Assessment of YouTube as an educational tool in teaching thyroidectomy and parathyroidectomy

Chorath, Kevin; Luu, Neil N.; Douglas, Jennifer E.; Yver, Christina M.; Thakkar, Punam; Tasche, Kendall K.; Rajasekaran, Karthik

doi:10.1017/s0022215121004096

Cited by 7 publications

(16 citation statements)

References 23 publications

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“…8 YouTube's otolaryngology surgery videos were previously analyzed in studies using the LAP-VEGAS classification, which is not otolaryngology specific. [16][17][18] 16,18 They pointed out that most of the videos had a low educational standard. However, it is not clear whether the system they used would result in an improvement of otolaryngology videos.…”

Section: Discussionmentioning

confidence: 99%

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Analysis of the Quality of Parotidectomy Videos on YouTube Using the IVORY‐Grading‐System

et al. 2023

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ObjectiveThe aim of this study was to evaluate the quality and the educational content of YouTube videos showing parotidectomy.MethodsWe searched for videos displaying parotidectomy on YouTube. To rate parotidectomy videos, we introduced the “Instructional Videos in Otorhinolaryngology by YO‐IFOS (IVORY)‐grading‐system (GS)” derived from the IVORY Guidelines, which pose established consensus recommendations for the production of educational surgical videos in otolaryngology. The videos were rated using the IVORY‐GS, and the total score was tested for statistical association with views, likes, likes/dislikes‐ratio, age, and length of the videos for validation of the IVORY‐GS.ResultsOverall, 50 parotidectomy videos were identified. Sixty‐eight (68%) of the videos showed a superficial parotidectomy. The mean IVORY‐GS total score was 24.9 (out of a maximum of 44 points). Video education quality was rated as moderate in 22% and high in 4%. There was a statistically significant correlation between the total score and the number of views (p = 0.03), the total score and the number of likes (p < 0.01), and the total score and the likes/dislikes ratio (p < 0.01). A higher total score was a significant predictor of more likes (p = 0.01) and a higher likes/dislikes ratio (p < 0.01).ConclusionOur modification of the IVORY Guidelines is otolaryngology‐specific, suitable, and recommended to evaluate parotidectomy videos. To date, most videos are of poor educational quality. Future efforts in otolaryngology surgical video education could focus on the establishment of an online video platform.Level of EvidenceNA Laryngoscope, 133:2631–2637, 2023

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Section: Discussionmentioning

confidence: 99%

“…Similar results were described by Chorat et al, who evaluated videos of thyroidectomy and parathyroidectomy using the LAP-VEGAaS Classification System. 6,18 YouTube is a popular resource among residents to learn and prepare for surgical cases. 6 Nevertheless, some videos are of high quality and surely can be used by trainees.…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Quality of Parotidectomy Videos on YouTube Using the IVORY‐Grading‐System

et al. 2023

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“…In comparison, Chorath et al noted a low correlation between overall quality and dislikes or likes of thyroidectomy and parathyroidectomy videos, which emphasises the difficulty of outlining educational metrics from specific video characteristics. 14 The search algorithms used to populate 'relevant' videos on YouTube are unknown, but highlight the dissonance between targeting viewership and ensuring educational significance. Therefore, considering the growing popularity of YouTube as an educational tool, a greater effort should be undertaken to understand the search algorithms applied by the platform.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies performing Laparoscopic Surgery Video Educational Guidelines assessment of neck dissection, thyroidectomy and parathyroidectomy YouTube videos reported similar findings, with the majority being of medium quality. 6,14 We also analysed the relationship between the characteristics of each video and its educational quality. Traditional markers of popularity, such as total view count, number of comments and number of likes, were not predictors of high-quality videos.…”

Section: Discussionmentioning

confidence: 99%

“…12 Each video was marked against a checklist consisting of nine criteria, graded from 0 (not present in video) to 2 (extensively present in video). Final scores are tallied and divided into three categories defined by the checklist (low = 0-6, medium = 7-12, high = [13][14][15][16][17][18]. This process was performed independently by two otolaryngology core trainees with full membership of the Royal College of Surgeons of England (HD and BVT).…”

Section: Video Evaluationmentioning

confidence: 99%

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Assessment of YouTube as an educational tool in teaching flexible nasendoscopy and peritonsillar abscess drainage

et al. 2022

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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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Comparing the educational quality of free flap technique videos on public and paid platforms

Mulvihill

Lammers

et al. 2023

Microsurgery

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BackgroundSurgical videos are reshaping the landscape for surgical education. As this form of education has rapidly grown and become a valuable resource for experienced surgeons, residents, and students, there is great variability in the presentation of what is offered. This study aimed to assess and compare the educational quality of free flap instructional videos on public and paid platforms.MethodsFree flap videos from public (YouTube) and paid (American Society of Plastic Surgeons Education Network and Plastic and Reconstructive Surgery Journal) sources were screened independently by three reviewers. Sample size was calculated to reach 80% power. The educational quality of the videos was determined using a modified version of Laparoscopic Surgery Video Educational Guidelines (0–6 low, 7–12 medium, 13–18 high). Professionally‐made videos were identified per lighting, positioning, and video/imaging quality. Interrater reliability between the three reviewers was calculated. The educational quality of the videos was compared between public and paid sources using Mood's median test. Pearson's correlation coefficient was utilized to assess the correlation between video length and educational quality.ResultsSeventy‐six videos were included (40 public, 36 paid). The median video lengths for public and paid platforms were 9.43(IQR = 12.33) and 5.07(IQR = 6.4) min, respectively. There were 18 high, 16 medium, and 6 low‐quality public videos, versus 13 high, 21 medium, and 2 low‐quality paid videos. Four public and seven paid videos were identified as professionally made. Interrater reliability was high (α = .9). No differences in educational quality were identified between public and paid platforms. Video length was not correlated with quality (p = .15). A video library compiling public high‐quality videos was created (https://www.youtube.com/playlist?list=PL‐d5BBgQF75VWSkbvEq6mfYI‐‐9579oPK).ConclusionsPublic and paid platforms may provide similar surgical education on free tissue transfer. Therefore, whether to subscribe to a paid video platform for supplemental free flap education should be determined on an individual basis.

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Assessment of YouTube as an educational tool in teaching thyroidectomy and parathyroidectomy

Cited by 7 publications

References 23 publications

Analysis of the Quality of Parotidectomy Videos on YouTube Using the IVORY‐Grading‐System

Analysis of the Quality of Parotidectomy Videos on YouTube Using the IVORY‐Grading‐System

Assessment of YouTube as an educational tool in teaching flexible nasendoscopy and peritonsillar abscess drainage

Comparing the educational quality of free flap technique videos on public and paid platforms

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