Comparison of laparoscopic hysterectomy videos on YouTube and WebSurg platforms in terms of educational reliability and quality

Aktoz, Fatih; Tercan, Can; Dagdeviren, Emrah; Kaya, Cihan

doi:10.1016/j.jogoh.2022.102435

Cited by 8 publications

(12 citation statements)

References 18 publications

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“…In this study, the LAP-VEGaS score was found to be higher on the WebSurg platform than on the YouTube platform ( P = .001). 14 In another study comparing laparoscopic sleeve gastrectomy between the two platforms, the average GQS was 3.7, JAMA was 3.3 on the WebSurg platform, in comparison to GQS being 3, JAMA being 1.9 on the YouTube platform ( P = .035, .002, respectively). 17 Similarly, in our study, we showed that median GQS was 5 (IQR 4-5) and JAMA was 3 (IQR 3-3) on the WebSurg platform; however, they were 2 (IQR 2-3.75) and 2 (IQR 1-2), respectively on the YouTube platform ( P < .001, <.001, respectively).…”

Section: Discussionmentioning

confidence: 97%

“…Although, there are limited number of studies comparing the quality and accuracy of surgical procedures on online platforms and the data is discrete, it is debated that WebSurg's video content is more accurate than YouTube's. 14 In the studies where the accuracy, quality and reliability of videos in YouTube and Websurg platforms were compared for laparoscopic gastrectomy and hysterectomy procedures, 14,15 WebSurg was found superior to YouTube; on the other hand, the studies conducted for adrenal 16 and morbid obesity surgeries 17 could not display a superiority. As a result, it is still up for argument whether of these two platforms is better than the other.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg^® and YouTube^® Platforms

Dincer,

Cennet,

Dogrul

2023

Surg Innov

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Background The aim of this study was to compare the educational and academic quality of laparoscopic distal pancreatectomy (LDP) videos on YouTube® and WebSurg® platforms. Material and Methods YouTube and WebSurg platforms were searched with the keyword “laparoscopic distal pancreatectomy”. According to the exclusion criteria, 12 videos were found on WebSurg. To ensure a 1:1 ratio, the first 12 videos that met the criteria on YouTube were also analyzed. Journal of American Medical Association (JAMA) benchmark criteria were used to evaluate the reliability of the videos. The non-educational quality of the videos was calculated using the Global Quality Score (GQS), the educational and academic quality of videos was calculated using Laparoscopic Distal Pancreatectomy-specific score (LDP-SS) and Laparoscopic Surgery Video Educational Guidelines scoring system (LAP-VEGaS). Results The mean JAMA score was 1.58 on YouTube and 2.83 on WebSurg ( P < .001). The median GQS was 2 on YouTube and 5 on WebSurg ( P < .001). The median LAP-VEGaS score was 8 on YouTube and 14.5 on WebSurg ( P < .001). The median LDP-SS score was 6 on YouTube and 9.5 on WebSurg ( P = .001). According to the LAP-VEGaS, eleven (91.7%) of the WebSurg videos had a high score of 11 or more ( P = .04). According to Spearman correlation analysis, there was a statistically significant positive correlation between LDP-SS and JAMA, GQS and LAP-VEGaS ( r: .589, P = .002; r: .648, P = .001; r: .848, P < .001 respectively). Conclusions The WebSurg is superior to the YouTube in terms of educational and academic value, quality, accuracy, reliability and usability in scientific meetings for LDP videos.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg^® and YouTube^® Platforms

Dincer,

Cennet,

Dogrul

2023

Surg Innov

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“…Websites such as YouTube, even though being more commonly accessed, are not peer reviewed, and uploaded materials are not criticized before sharing, as they lack an objective evaluation process. 14 This creates a controversy regarding the reliability of these videos. 10 When analyzing the sources from where the videos were produced, we found out that 37.5% of the videos were produced by Health Organizations, which was the highest percentage, but despite this these videos weren't the ones that showed better quality results.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Educational videos about dyspareunia and the assessment of their quality and reliability: An observational study

Lopez-Brull

Pérez‐Domínguez

Plaza-Carrasco

et al. 2023

Journal of Endometriosis and Pelvic Pain Disorders

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Objective: The aim of this study was to analyze the characteristics, availability, quality and reliability of the information found in educational videos about dyspareunia. Methods: A systematic search was carried out on YouTube searching for educational videos about dyspareunia. Video quality scores were assessed with the DISCERN instrument, Global Quality Scale (GQS) and QUEST tool. Video popularity was evaluated with the Video Power Index (VPI). Interobserver agreement and statistical correlations of the assessment scores were also carried out. Results: The first 150 videos that appeared were selected. The mean number of views was 35,513.1 views (SD 71,443.9), the mean video length was 05:39 (SD 04:38), the mean days online was 1,396.3 days (SD 706), the mean view ratio was 29.8 (SD 68.1), the mean Like count was 333 likes (SD 1000.6), the mean Dislike count was 13 dislikes (SD 25.3) and the mean VPI Index was 92.1% (SD 16.4%). The mean values for the DISCERN instrument were for Observer-1 40.9 points (SD 9.9) and for Observer-2 39.3 points (SD 8.5). Mean values for the GQS score were for Observer-1 3.1 points (SD 0.9) and for Observer-2 3.0 points (SD 0.8). Finally, mean values for the QUEST tool were for Observer-1 13.3 points (SD 4.1) and for Observer-2 13.1 points (SD 4.2). Conclusions: The quality of the videos found on YouTube about dyspareunia, according to DISCERN, GQS, and QUEST scores, are average. Videos with high quality scores were produced by Academic Institutions, despite having lower frequency visit rates.

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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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Comparison of laparoscopic hysterectomy videos on YouTube and WebSurg platforms in terms of educational reliability and quality

Cited by 8 publications

References 18 publications

Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg^® and YouTube^® Platforms

Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg^® and YouTube^® Platforms

Educational videos about dyspareunia and the assessment of their quality and reliability: An observational study

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

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Comparison of laparoscopic hysterectomy videos on YouTube and WebSurg platforms in terms of educational reliability and quality

Cited by 8 publications

References 18 publications

Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg® and YouTube® Platforms

Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg® and YouTube® Platforms

Educational videos about dyspareunia and the assessment of their quality and reliability: An observational study

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

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Product

Resources

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Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg^® and YouTube^® Platforms

Comparison of Educational and Academic Quality of Laparoscopic Distal Pancreatectomy Videos on WebSurg^® and YouTube^® Platforms