Abstract:Background
Lymphedema is defined as the abnormal accumulation of interstitial fluid and fibro-adipose tissues resulting from injury, infection, or congenital abnormalities of the lymphatic system. The gold standard approach in the treatment of lymphedema is Complete Decongestive Therapy and it has many components that require practical knowledge and skills. YouTube can be a useful tool to provide these skills to healthcare professionals and patients. The aim of this study was to examine the vid… Show more
“…Following the removal of 3 878 duplicate studies, a total of 4 395 citations remained for title and abstract screening. A total of 26 studies were evaluated in full text review, yielding a total of 24 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 studies for final analysis. Figure 1 Preferred reporting items for systematic reviews and meta-analyses (PRISMA) flow chart.…”
“…Following the removal of 3 878 duplicate studies, a total of 4 395 citations remained for title and abstract screening. A total of 26 studies were evaluated in full text review, yielding a total of 24 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 studies for final analysis. Figure 1 Preferred reporting items for systematic reviews and meta-analyses (PRISMA) flow chart.…”
“…Unlike the other research, Springer et al 17 noted that medically trained individual videos, despite their higher content quality, received fewer likes. 14,31,32 This underscores the intricate nature of viewer preferences and engagement in medical and rehabilitation-related video content, necessitating further research for a comprehensive understanding of these dynamics.…”
Section: Discussionmentioning
confidence: 99%
“…These deficiencies include inadequate reliability and content quality, a dearth of objectivity, and a lack of clarity and understandability in the presented information. [14][15][16][17][18] To the best of our knowledge, there exists no published study that specifically investigates the quality of CR-related videos available on YouTube. In the context of this study, our primary objective was to scrutinize and evaluate the reliability, accuracy, understandability, actionability, and popularity of CR videos hosted on YouTube, with a particular focus on their suitability as sources of information for patients in need of such content.…”
Section: What Are the Clinical And Research Implications?mentioning
Purpose:
There is a growing concern surrounding the utility of medical content on social media. In this study, the popularity metrics and content quality of cardiac rehabilitation (CR) videos on YouTube regarding patient education were examined.
Methods:
Using the search key word “cardiac rehabilitation,” we analyzed the 50 most relevant videos. Our video popularity analytics encompassed viewing rate, such as ratio, number of comments, and the video power index (VPI). We assessed content quality using the Global Quality Scale (GQS), the modified DISCERN questionnaire, Journal of the American Medical Association (JAMA) benchmark criteria, Patient Education Materials Assessment Tool for Audio/Visual Materials (PEMAT-A/V), and a novel tool, the Cardiac Rehabilitation Specific Scale (CRSS).
Results:
Notably, 78% of the videos were uploaded by medical organizations. The average viewing rate was 4.6 views per day. There were positive correlations between the scores from different content quality scales. Median scores for the GQS, the modified DISCERN questionnaire, JAMA benchmark criteria, and the CRSS were 3, 3.5, 2, and 5, respectively. Mean PEMAT-A/V scores were 60.4% for understandability and 38.3% for actionability. Videos published by entities other than medical centers predicted lower CRSS and GQS scores. High JAMA benchmark criteria scores were negative predictors of VPI, view rate, and number of comments.
Conclusion:
Our findings suggest that CR-related videos on YouTube are characterized by low popularity, average content quality and understandability, but a lack of reliability and actionability. To ensure individuals seek accurate CR information on social media platforms, we recommend directing them to videos uploaded by medical centers.
“…Videos have been shown to significantly improve learning outcomes [13], however, mechanisms for controlling the content within online videos are limited. The results of internet searches are determined by an algorithm using likes, views, and popularity rather than an assessment of whether the content is suitable to guide skill acquisition [14,15] and previous studies have found online videos often omit key learning points and are of variable educational quality [14,[16][17][18].…”
Background
Videos to support learning of clinical skills are effective; however, little is known about the scope and educational quality of the content of freely available online videos demonstrating task-specific training (TST). This review aimed to determine the extent, characteristics of freely available online videos, and whether the content is suitable to guide skill acquisition of task-specific training for neurological physiotherapists and students.
Methods
A scoping review was conducted. Google video and YouTube were searched in December 2022. Videos that met our eligibility criteria and were explicitly designed for (TST) skill acquisition were included in the report.
Results
Ten videos met the inclusion criteria and were difficult to find amongst the range of videos available. Most were presented by physiotherapists or occupational therapists, originated from the USA, featured stroke as the condition of the person being treated, and involved a range of interventions (upper limb, constraint induced movement therapy, balance, bicycling). Most videos were created by universities or private practices and only two used people with a neurological condition as the participant. When the content of videos and their presentation (instruction and/or demonstration), was assessed against each key component of TST (practice structure, specificity, repetition, modification, progression, feedback), five of the videos were rated very suitable and five moderately suitable to guide skill acquisition. Most videos failed to demonstrate and provide instruction on each key component of TST and were missing at least one component, with feedback most frequently omitted.
Conclusions
There are many freely available online videos which could be described as demonstrating TST; very few are suitable to guide skill acquisition. The development of a standardised and validated assessment tool, that is easy to use and assesses the content of TST videos is required to support learners to critically evaluate the educational quality of video content. Guidelines based on sound teaching theory and practice are required to assist creators of online videos to provide suitable resources that meet the learning needs of neurological physiotherapists and students.
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