Everything is ok on YouTube! Quality assessment of YouTube videos on the topic of phacoemulsification in eyes with small pupil

Comparative evaluation of 2D and 3D YouTube videos as supplementary educational resources for vitreoretinal surgery training

Ophthalmologists and ophthalmology residents (ORs) are increasingly turning to the internet for medical information, underscoring the significant role that YouTube videos, particularly three-dimensional (3D) ones, play in lifelong learning. This study aimed to compare the content and quality of 3D YouTube videos with two-dimensional (2D) videos as supplementary educational tools for vitreoretinal surgery. Data collected included video length (minutes), time elapsed since upload (days), number of views, likes, dislikes, vitreoretinal surgery type, and visualization system. Video popularity and interaction were calculated using the video power index, interaction index, and viewing rate. Two senior ophthalmologists (SOs) and 2 ORs evaluated the videos using the DISCERN, Global Quality Score, and usefulness scoring systems. Inter-rater reliability was assessed using the intra-class correlation coefficient. A total of 392 videos were screened, with 67 2D and 67 3D videos deemed appropriate for inclusion. While 2D videos had significantly more views, likes, interaction index, and viewing rate than 3D videos (P < .001 for all), 3D videos were rated higher by ORs across all scoring systems (P < .05 for all). Inter-rater reliability was confirmed to be good, with the lowest intra-class correlation coefficient being 0.796 for SOs (95% confidence interval: 0.668-0.875) and 0.814 for ORs (95% confidence interval: 0.698-0.886). In conclusion, side-by-side 3D YouTube videos offer a valuable supplementary educational tool, enhancing depth perception and enabling both SOs and ORs to better understand the complexities of ocular surgeries, particularly vitreoretinal procedures. These videos can also be used to observe new procedures and refresh previously acquired knowledge of past surgeries.

Is YouTube a reliable source of education for the intravitreal injection procedure?

PURPOSE

This study aims to evaluate the quality of videos on YouTube that demonstrate the intravitreal injection (IVI) procedure as an educational tool.

MATERIAL AND METHODS

A search on YouTube using the keywords "intravitreal injection", "intravitreal injection procedure", "eye injection", "eye injection procedure", "dexamethasone intraocular injection", and "anti-VEGF injection" was performed on January 10, 2023. Of the first 300 videos obtained, 70 met the inclusion criteria. The videos were evaluated for content and quality using the IVI procedure checklist score, DISCERN, modified Global Quality Score (GQS), Health on the Net Foundation (HON) code, and the Journal of American Medical Association (JAMA) scores. The quality of the videos was also compared with regard to the uploading source, such as a university or training hospital, educational channels, and individual medical doctors or healthcare professionals.

RESULTS

The mean IVI procedure checklist score was 4.84±1.58, and 29 videos fulfilled more than 80% of the checklist items, indicating that only 41.4% of the videos conformed to the IVI procedure recommendations. The mean DISCERN, modified GQS, and JAMA benchmark scores were 34.75±10.46, 2.90±1.09, and 2.09±0.72, respectively, indicating poor overall video quality. The mean HON code score was 4.68±1.39, indicating moderate overall video quality. Videos uploaded by educational channels seem to be of better quality than those uploaded by others.

CONCLUSIONS

The majority of evaluated YouTube videos on the IVI procedure appear to be of low quality as an educational tool. Videos uploaded by educational channels would be preferred to gain quality information about the IVI procedure.

Quality assessment and comparison of two- and three-dimensional YouTube videos as additional educational tools for cataract surgery: "METAVERSE"

BACKGROUND

To compare the content and quality of 3D YouTube videos with 2Ds as additional educational tools for phacoemulsification surgery.

METHODS

This cross-sectional study included 2D and side-by-side 3D phacoemulsification videos found on YouTube by searching for "phacoemulsification," "phaco," and "cataract." Data was collected on video length (min), time since upload (days), number of views, likes, dislikes, cataract type, chop technique, and visualization system. Video popularity and interaction were calculated by video power index, interaction index, and viewing rate. Two senior ophthalmologists (SOs) and two ophthalmology residents (ORs) evaluated videos using the DISCERN, global quality score (GQS), and usefulness scoring systems. Inter-rater reliability was assessed using intra-class correlation coefficient (ICC).

RESULTS

A total of 457 videos were screened, with 85 in 2D and 85 in 3D deemed appropriate for analysis. 2D videos received significantly more views, likes, dislikes, days since upload, video power index, and viewing rate than 3Ds (p < 0.001). Video length and interaction index in 3D videos were significantly greater than in 2Ds (p < 0.001). All video scoring systems revealed that 3D videos outperformed 2Ds in ORs (p < 0.05). ICC confirmed good inter-rater reliability agreement even at the lowest value (SOs: 0.924, 95% CI, 0.910-0.937; ORs: 0.892, 95% CI, 0.878-0.908).

CONCLUSIONS

3D YouTube videos as additional educational tools could help not only SOs but also ORs fully comprehend the breadth and depth of ocular surgeries, particularly phacoemulsification, by improving depth perception. They can also be used to review previously learned procedures, observe new ones, and recall old ones.

Evaluating the quality, utility, and reliability of the information in uveitis videos shared on YouTube

BACKGROUND

This study aimed to analyze the quality of videos on YouTube as educational resources about uveitis.

METHODS

An online YouTube search was performed using the keyword "uveitis". Total view counts, duration of videos, publishing dates, likes and dislikes, numbers of comments, and source of videos were recorded. The quality and accuracy of the video's educational content were evaluated using the DISCERN score, Global Quality Score (GQS), and Journal of the American Medical Association (JAMA) score. Video power index (VPI) was used to evaluate both the view and the like ratio of the videos. All videos were classified according to publishers and types of categories.

RESULTS

From among the 200 videos analyzed, 94 were included. The mean DISCERN score was 38.5 ± 13.2 (poor), the mean JAMA score was 1.8 ± 0.6 (fair), and the GQS was 2.5 ± 0.9 (fair). There were positive correlations between the three checklists (p < .001). VPI was not correlated with each score (p > .05). The most common upload sources were ophthalmologists (24.4%) and YouTube channels about health (20.2%). Regarding content, we identified 47 (50%) medical education, 26 (27.6%) patient education, 16 (17%) patient experience, and five (5.3%) surgical procedure videos involving patients with uveitis. While the most popular videos were uploaded by doctors other than ophthalmologists, the videos uploaded by academic institutions and associations of healthcare professional were found to have higher educational quality and reliability scores.

CONCLUSIONS

Uveitis videos on YouTube are of poor quality and reliability and are not adequately educational for patients. Therefore, physicians must be aware of the limitations of YouTube and ensure the flow of correct medical information to patients.

Accuracy and Utility of Internet Image Search as a Learning Tool for Retinal Pathology

Purpose  Ophthalmology residency training heavily relies on visual and pattern recognition-based learning. In parallel with traditional reference texts, online internet search via Google Image Search (GIS) is commonly used and offers an accessible fund of reference images for ophthalmology trainees seeking rapid exposure to images of retinal pathology. However, the accuracy and quality of this tool within this context is unknown. We aim to evaluate the accuracy and quality of GIS images of selected retinal pathologies. Methods  A cross-sectional study was performed of GIS of 15 common and 15 rare retinal diseases drawn from the American Academy of Ophthalmology residency textbook series. A total of 300 evaluable image results were assessed for accuracy of images and image source accountability in consultation with a vitreoretinal surgeon. Results  A total of 377 images were reviewed with 77 excluded prior to final analysis. A total of 288 (96%) search results accurately portrayed the retinal disease being searched, whereas 12 (4%) were of an erroneous diagnosis. More images of common retinal diseases were from patient education Web sites than were images of rare diseases ( p  < 0.01). Significantly more images of rare retinal diseases were found in peer-reviewed sources ( p  = 0.01). Conclusions  GIS search results yielded a modest level of accuracy for the purposes of ophthalmic education. Despite the ease and rapidity of accessing multimodal retinal imaging examples, this tool may best be suited as a supplementary resource for learning among residents due to limited accuracy, lack of sufficient supporting information, and the source Web site's focus on patient education.

The Role of Online Videos in Teaching Procedural Skills in Postgraduate Medical Education: A Scoping Review

OBJECTIVE

The purpose of this scoping review was to outline the extent of available literature including the prevalence of video quality appraisal tools, characterize how online videos were used, and identify the gaps in the literature with implications for future research.

DESIGN

The review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for scoping reviews (PRISMA-ScR). Six databases were searched: (1) MEDLINE (Ovid), (2) EMBASE, (3) Cochrane, (4) ERIC, (5) CINAHL PLUS, and (6) Google Scholar for Medical Subject Headings terms online videos, postgraduate health education, and health professional/s.

RESULTS

A total of 6948 articles were identified, of which 78 were included in the review. The articles included were primarily either experimental or observational studies, with most being from North America. Twelve concepts were identified: (1) procedural skills teaching; (2) video assessment; (3) validation of an assessment tool; (4) video feedback; (5) coaching; (6) broadcasting; (7) learner characteristics; (8) video characteristics; (9) video quality; (10) a quality assessment tool; (11) platforms and video library; and (12) health information governance.

CONCLUSIONS

While there is a diverse and growing body of literature on this area, information is lacking about the quality appraisal of online videos.

Evaluation of the Usefulness of YouTube Videos on Retinal Detachment Surgery

Introduction

The aim of this study is to evaluate the usefulness of YouTube videos about retinal detachment surgery as a resource.

Methods

The first 100 videos were evaluated when they were scanned by typing "retinal detachment surgery " in the YouTube search engine. These videos were also analyzed and scored using DISCERN, Journal of the American Medical Association (JAMA), and Global Quality (GQ) scoring systems.

Results

The DISCERN score of the evaluated videos was 39.5±8.4; JAMA score was 1.9±0.5; and the GQ score was 2.1±0.5. According to the results, retinal detachment surgery videos, DISCERN score is medium; The JAMA score was evaluated as low quality and poor quality in the GQ score.

Conclusion

Although there are enough videos on YouTube with retinal detachment surgery, its usefulness as a resource is low, and its quality is poor.

Reliability of YouTube Videos in Vitreoretinal Surgery

BACKGROUND AND OBJECTIVE

To investigate the reliability and quality of vitreoretinal surgery videos posted on YouTube.

PATIENTS AND METHODS

A search was made using the keywords "vitrectomy," "retinal surgery," and "vitreoretinal surgery" on YouTube. Total view counts, numbers of comments, likes and dislikes, publishing dates, and source of videos were recorded. Educational quality and accuracy of the video content were evaluated using the DISCERN score, Journal of the American Medical Association (JAMA) scoring system, and Global Quality Scores (GQS).

RESULTS

There were 208 videos included in the study; 152 (73.1%) videos were uploaded by doctors and 56 (26.9%) videos uploaded by non-doctors. Mean DISCERN, JAMA, and GQS scores were 37.65 ± 10.49 (20-69), 0.82 ± 0.52 (0-4), 2.86 ± 0.86 (1-5), respectively.

CONCLUSIONS

Vitreoretinal surgery videos on YouTube were of low quality and reliability. Those who want to use YouTube videos as a reference for vitreoretinal surgery should pay extra attention to selection of content. [Ophthalmic Surg Lasers Imaging Retina. 2021;52:478-483.].

Evaluation of YouTube videos as sources of information about multifocal intraocular lens

PURPOSE

This study investigated the quality of YouTube videos addressing multifocal intraocular lens (IOL) as educational resources.

MATERIALS AND METHODS

An online search of YouTube was performed for the terms "multifocal lens implants" and "multifocal iol". A total of 339 videos were recorded. After these videos were investigated, the final remaining 140 videos were enrolled in the study. All videos were evaluated in terms of their DISCERN, Journal of the American Medical Association (JAMA), and Global Quality (GQ) scores by two independent experienced ophthalmologists.

RESULTS

The median DISCERN score was 33 (poor quality), JAMA score was 1.25 (lowest quality), and GQ score was 2 (poor quality). Of the 140 videos, 80 videos (57.1%) were uploaded by physicians and another 60 videos (42.9%) were uploaded by non-physicians. There was no statistically significant difference in general characteristics of the videos between the physicians and non-physicians groups. Also, their mean DISCERN, JAMA and GQ scores were similar between the groups (p = .101, p = .441 and p = .209, respectively).

CONCLUSION

Our findings suggest that the content of YouTube videos regarding multifocal IOLs is of generally poor quality and is not adequately educational for patients. Nevertheless, to ensure patients' access to accurate medical information, we believe that the content and reliability of medical information obtained from online videos should be examined by healthcare specialists from the viewpoint of patients.

Usefulness of YouTube™ videos in training patients for blood glucose self-monitoring in current coronavirus disease-19 pandemic

Objectives:

During the coronavirus disease-19 pandemic, due to restricted health-care access, patients may not get hands-on training for self-monitoring of blood glucose (SMBG) from physicians. YouTube™ is a popular video-sharing web platform that can be used as a source of information for SMBG. This study aimed to assess the usefulness of YouTube™ videos on SMBG.

Material and Methods:

We searched the keywords “blood glucose self-monitoring,” “home blood glucose monitoring,” “blood glucose test,” and “blood sugar test” on YouTube™. The first 40 videos of each search were listed. After the two-stage screening, 49 videos were included for final data analysis. General characteristics and SMBG-specific characteristics (namely, strip handling, lancing device handling, measurement, and post- measurement action) were observed with pre-defined criteria having “yes” and “no” closed option. Data were tested statistically by the binomial test.

Results:

Average duration of 49 videos was 244.20 ± 72.61 s and those were online since 35.14 ± 20.52 months on YouTube™. Information about strip handling was mostly deficient, major being checking the expiry date (16.33% videos had the information). The handling of the lancing device was correct in the majority of the videos except for the disinfection of the tip of the lancing device (6.12% videos had the information). The measurement procedure was also correct in the majority of the videos except for the instruction to dry the hands (38.78% videos had the information) after washing. The post-measurement logbook entry was found in 48.98% videos.

Conclusion:

YouTube™ videos can be used as a potential source of information for patients’ education for SMBG. However, there are various levels of the incompleteness of the tutorials. Primary care physicians may suggest YouTube™ videos after exploring the videos and selecting the most appropriate one for their patients.