Assessment of YouTube as an Educational Tool in Teaching Key Indicator Cases in Otolaryngology During the COVID-19 Pandemic and Beyond: Neck Dissection

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

doi:10.1016/j.jsurg.2020.06.019

Cited by 41 publications

(52 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The utilization of self-teaching materials is not new. In a study before pandemic, Johnson et al highlighted their use due to the complexity of F2F lectures [ 14 ], while during COVID-19 pandemic, Luu et al pointed out the usefulness of online videos in anatomy learning of the otolaryngology trainees [ 19 ]. The current survey findings come in agreement with both referred opinions.…”

Section: Discussionmentioning

confidence: 99%

“Dissection Educational Videos” (DEVs) and their contribution in anatomy education: a students’ perspective

et al. 2021

View full text Add to dashboard Cite

Purpose The suspension imposed on Universities due to COVID-19 pandemic impeded students’ educational opportunities. Alternative teaching modalities have been used. Substitution of dissection courses on cadavers was a great challenge. Present study investigates students’ view on the efficacy of the “online” pre-recorded “dissection educational videos” (DEVs) in assisting anatomy teaching, aiming to modernize the lectures and reinforce comprehension. Methods The adequacy of the “online” anatomy courses and a possible new teaching modality were evaluated by the 2nd year pre-graduate students, employing an online questionnaire. Results One hundred and ninety-six volunteer students participated. Before the pandemic, 78.1% of the students constantly attended the “auditorium-based” lectures and 73% used self-teaching tools (STTs) for a better understanding of anatomy. During pandemic, a slight lower frequency (76%) attended the “online” lectures and a higher frequency (84.2%) used at least one STT. Up to 59.2% of the students disagreed with the permanent replacement of the “auditorium-based” by the “online” lectures, while 62.8% supported the idea of parallel conduction of the lectures. Combined teaching tools were the most preferred resources. 83.2% of the students stated that the dissection labs’ cancellation negatively affected their education, and 75.5% supported the permanent addition of the pre-recorded DEV series in the lectures. Conclusions COVID-19 pandemic created the temporary need for pure remote education. During lockdown, the use of STTs has significantly increased. A novel teaching modality (DEV series), presented in the study, can be used both as educational material and as a STT.

show abstract

Section: Discussionmentioning

confidence: 99%

“Dissection Educational Videos” (DEVs) and their contribution in anatomy education: a students’ perspective

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Another challenge faced by YouTube users when using the videos on YouTube for learning is the inconsistent quality of the available videos, leading to the low-quality learning experience. This challenge has been found in a study on medical trainees who used YouTube videos as their learning resources [14]. Therefore, this challenge may be overcome by limiting the exposure to various videos through subscriptions to trusted channels with highquality content instead of viewing all the available videos.…”

Section: Subscription and Youtube User Experiencementioning

confidence: 99%

Acceptance of YouTube as a Learning Platform during the Covid-19 Pandemic: The Moderating Effect of Subscription Status

Yaacob¹,

Saad²

2020

TEM Journal

View full text Add to dashboard Cite

The interests of the researcher towards the use of technology in learning surged during the Covid-19 pandemic as more users were expected to use online resources due to the limited face-to-face activities and the new norm that encouraged social distancing. This study aimed to investigate the factors that affected a student's acceptance of YouTube as learning resources. Based on the Technology Acceptance Model (TAM), this study investigated the role of subscription status as a moderator variable. The data were collected during the Movement Control Order (MCO) that was placed on Malaysians, involving 340 students of a distance education program. The findings of this study supported TAM, in which the student's acceptance towards YouTube as learning resources was related to the perceived ease of use, perceived usefulness and social influence. This study also reported that the subscription status did not moderate the relationship between the factors and the student's acceptance. Therefore, this study implies that students accept YouTube as learning resources either as a subscriber of the YouTube channel or otherwise. This study significantly contributes to the literature by investigating the acceptance of YouTube a learning resource during the Covid-19 pandemic.

show abstract

“…Vale destacar ainda que a pandemia do COVID-19 não impactou somente a graduação médica, como também causou mudanças na formação complementar de médicos já especializados, que passaram a utilizar mais recursos onlines. Como exemplo, podem ser citados cursos e simulações onlines, podcasts, revistas científicas online e discussões em redes sociais, que têm se mostrado úteis e eficientes para se manterem atualizados 16,17 Similarmente, durante a especialização, residentes utilizam esses diversos recursos 5 , além de interagirem em redes como o Twitter e o Instagram.…”

Section: Discussionunclassified

“…A primeira grande mudança foi a redução das práticas clínicas e das cirurgias eletivas de residentes, de tal forma que muitas instituições converteram momentos presenciais do currículo para teleducação 5 . Paralelamente, os residentes também aumentaram a procura por vídeos educacionais de cirurgias além dos oferecidos pelos programas de residência.…”

Section: Discussionunclassified

“…Como exemplo, destaca-se o uso do Twitter -plataforma virtual que fornece meios eficazes de trabalho em rede 4 . Ainda, sites como o "Youtube", um dos mais populares meios de estudo entre alunos de Medicina, podem fornecer aulas educativas gratuitas e didáticas 5 . Ademais, ferramentas como enciclopédias médicas online, plataformas digitais de aulas e de conferências, podcasts, vídeos educativos e outros passam a fazer parte do ensino remoto 2 .…”

Section: Introductionunclassified

See 1 more Smart Citation

elo entre a educação médica e as mídias sociais como ferramenta de ensino: uma revisão narrativa

Flores

Heleno²,

Ferreira³

et al. 2021

BMS

View full text Add to dashboard Cite

Introdução: Em 2020, na pandemia da COVID-19, as mídias sociais se tornaram ainda mais importantes para o ensino. Diante disso, o presente estudo propõe analisar sua utilização como ferramenta educacional médica, no contexto da pandemia e analisar as adaptações necessárias para a instalação desse modelo, dado que a análise crítica do uso dessas ferramentas trará informações essenciais sobre como prosseguir. Métodos: trata-se de uma revisão narrativa, como foco na pergunta: “Qual o papel das mídias sociais como ferramenta para a educação médica durante a pandemia de COVID-19?”. A investigação selecionou estudos publicados a partir de 2020 nas bases PubMed, Lilacs, e Scielo, utilizando os descritores combinados. O conteúdo do título, resposta à pergunta de pesquisa, idioma de origem português ou inglês e conteúdo do resumo foram critérios de inclusão. Resultados: a coleta de dados reuniu 42 artigos, sendo 17 incluídos no estudo. Destes, 11 voltaram-se a estudantes de medicina e 5 a programas de residência médica. Em análise identificou-se a acentuação da tendência crescente de utilização dessas mídias com finalidades educacionais em medicina e a dicotomia entre pontos positivos e negativos. Discussão: as mídias sociais se tornaram indispensáveis para graduação médica na pandemia, proporcionando maior conhecimento, troca de informações e networking entre seus integrantes em diversas plataformas. No entanto, ainda apresentam limitações como a propagação de dados incorretos, problemas de acesso à internet, falta de interação social e situações antiéticas. Apesar disso, constatou-se que ao utilizá-las em disciplinas majoritariamente práticas e presenciais, como anatomia e cirurgia, essas ferramentas possibilitaram o senso clínico e protagonismo do acadêmico. Conclusão: Nesse recorte, as mídias sociais tiveram destaque como redes de comunicação válidas, robustas e acessíveis, facilitando o ensino, a aprendizagem e a pesquisa. Apesar disso, melhorias são necessárias para aumentar sua utilidade na educação médica.

show abstract

Assessment of YouTube as an Educational Tool in Teaching Key Indicator Cases in Otolaryngology During the COVID-19 Pandemic and Beyond: Neck Dissection

Cited by 41 publications

References 19 publications

“Dissection Educational Videos” (DEVs) and their contribution in anatomy education: a students’ perspective

“Dissection Educational Videos” (DEVs) and their contribution in anatomy education: a students’ perspective

Acceptance of YouTube as a Learning Platform during the Covid-19 Pandemic: The Moderating Effect of Subscription Status

elo entre a educação médica e as mídias sociais como ferramenta de ensino: uma revisão narrativa

Contact Info

Product

Resources

About