YouTube as a learning tool for four shoulder tests

Utilising accessible and reproducible neurological assessments in clinical studies: Insights from use of the Neurological Impairment Scale in the multi-centre COVID-CNS study

Reproducible and standardised neurological assessment scales are important in quantifying research outcomes. These scales are often performed by non-neurologists and/or non-clinicians and must be robust, quantifiable, reproducible and comparable to a neurologist's assessment. COVID-CNS is a multi-centre study which utilised the Neurological Impairment Scale (NIS) as a core assessment tool in studying neurological outcomes following COVID-19 infection. We investigated the strengths and weaknesses of the NIS when used by non-neurology clinicians and non-clinicians, and compared performance to a structured neurological examination performed by a neurology clinician. Through our findings, we provide practical advice on how non-clinicians can be readily trained in conducting reproducible and standardised neurological assessments in a multi-centre study, as well as illustrating potential pitfalls of these tools.

Freely available, online videos to support neurological physiotherapists and students in task-specific training skill acquisition: a scoping review

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.

Assessment of the Quality of YouTube Educational Videos on Laparoscopic Right Adrenalectomy and Laparoscopic Partial Nephrectomy Surgeries

Introduction: Despite the considerable studies conducted on the quality of YouTube surgical videos as an educational resource in other surgical fields, there have been no such studies in the field of laparoscopic urology so far. Considering the great sensitivity in these procedures and the necessity of identifying the mistakes in these videos, we aimed to evaluate the quality of YouTube educational videos on laparoscopic right adrenalectomy and laparoscopic partial nephrectomy surgeries. Materials and Methods: In this descriptive cross-sectional study, 131 YouTube educational videos on laparoscopic right adrenalectomy and laparoscopic partial nephrectomy surgeries were reviewed. Two researchers familiar with laparoscopic urological surgery reviewed the videos based on the LAP-VEGaS checklist. A third professor reviewed the videos on which there were disagreements. Results: In the majority of the videos, the title was chosen accordingly and the surgeon was introduced appropriately. Furthermore, in most of the videos, patient anonymity was respected. The mean score of the videos was equal to 74.3 ± 5.4, the maximum score being 17 and the minimum 1. The average score of the partial nephrectomy videos was obtained as 98.3 ± 5.74, whereas the average score for adrenalectomy videos was 47.3 ± 4.5. The overall average score of the studied videos was 74.3 ± 5.40. Conclusion: The results of our study suggest that most of YouTube videos on laparoscopic right adrenalectomy and laparoscopic partial nephrectomy surgeries are used for educational purpose. These YouTube videos are suboptimal in educational aspect and students should be advised to use them with caution.

Patient video cases in large-group medical student teaching: A qualitative study of learner and educator perspectives

BACKGROUND

Patient video cases (PVCs) are short video recordings of real patients during clinical encounters or instructed activities. Although widely used in healthcare professionals' education, their use in large group teaching (LGT) remains relatively unexplored. This study aims to explore the perceptions of medical students and academic staff regarding the use of PVCs to support LGT.

METHODS

A purposive sample of medical students and academic staff from Leicester Medical School was obtained. Data were collected through focus groups (students) and semi-structured interviews (staff) in which two sensitising PVCs were used as a stimulus to discussion. Data analysis was undertaken using grounded theory through a process of open, axial, and selective coding, leading to core categories and themes.

RESULTS

Sixteen medical students and four academic staff members participated. Four overarching themes were identified covering the benefits of using PVCs, ways in which they are used in LGT, the challenges faced by and how to optimise PVCs for LGT. This final theme covered design, choice of clip and how it is then used by the educator within the teaching session. Key considerations were the need to align the PVC with other content and to consider the student experience.

CONCLUSION

Our findings support the use of well-chosen and well-designed PVCs within LGT and offer practical insights to use them effectively. PVCs are a potentially powerful tool within medical undergraduate LGT (a widely used instructional method) and further research into its use is needed.

Can educational video resources improve learning when used to augment traditional teaching of clinical examination? A randomized control trial of novice medical students

BACKGROUND

Good clinical examination skills can both increase the quality of patient care and reduce its cost. A previous study by our group demonstrated that face-to-face training is the gold standard for teaching these skills. It is unclear if high quality educational videos can augment this teaching.

METHODS

Forty-two Medical Students naïve to large joint examination were recruited and block randomised to two groups. The control group had face-to-face teaching alone. The intervention group had their teaching augmented with a custom educational video accessed via a web portal. Participants were assessed on their examination of a large joint using a previously standardised assessment tool at baseline and 7 days post intervention. Assessors were blinded to intervention type.

RESULTS

There was no significant difference in the mean baseline scores. Mean baseline scores were 3.35 (11.2%, SD = 2.2, SE = 0.49) for the face-to-face only group and 2.65 (8.8%, SD = 1.39, SE = 0.31) for the video adjunct group [p = 0.137]. There was a significant difference in the improvement in score after intervention between each group [p = 0.005]. The mean improvement in score was 15.42 (SD = 5.64, SE = 1.29) for the face-to-face only group and 20.68 (SD = 4.33,SE = 0.99) for the video adjunct group.

CONCLUSION

When used as an adjunct to more traditional face-to-face teaching methods, a custom-made educational video significantly improves the teaching of clinical examination skills and there is a role for these resources in augmenting traditional teaching methods.

Can YouTube be used as an educational tool in lymphedema rehabilitation?

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 videos about lymphedema rehabilitation on YouTube and analyze their technical features, sources, contents, educational value and reliability.

Methods

The YouTube database was searched using the “lymphedema rehabilitation”, “lymphedema treatment”, “complete decongestive therapy”, “lymphedema massage”, and “lymphedema exercises” keywords. Two reviewers (Physical medicine and rehabilitation specialist) assessed videos for educational quality using a Global Quality Scale (GQS). To evaluate the reliability the 5-point Discern scale was used.

Results

A total of 90 videos, which met the inclusion criteria were included in the analysis. The mean duration of the videos was 8.9 ± 10.5 min. The mean number of daily views was 22.7 ± 47.1 for a day. The majority of the videos were created to inform patients (57.8%).The uploaders were mostly private healthcare institutions or healthcare professionals (65.6%). Information providers were lymphedema therapists mostly (63.3%). Manual lymphatic drainage was observed to stand out as the most mentioned lymphedema rehabilitation component on YouTube. The mean of reliability and GQS scores of the videos were 2.2 ± 1.0 and 2.7 ± 1.0, respectively.

Conclusions

The biggest obstacle for YouTube to be an excellent source of information is that it hosts large volumes of uncontrolled and low-quality data. When Youtube content related to lymphedema rehabilitation was examined, it was observed that many videos were quite insufficient and incomplete even though there were useful videos. If careful controlling measures are implemented and if medical videos aim to meet reliability and GQS criteria, YouTube can become an effective and useful source of information for lymphedema rehabilitation.

Flexible e-learning video approach to improve fundus examination skills for medical students: a mixed-methods study

BACKGROUND

Training for the fundus examination using traditional teaching is challenging, resulting in low generalist physicians' confidence in performing the funduscopic examination. There is growing evidence suggesting a flexible e-learning video approach's value in teaching physical examination procedures. However, whether the flexible e-learning video approach is superior to the traditional, face-to-face (F2F) lecture-based teaching for the funduscopic exam and the cognitive processes supporting its effectiveness has not yet been determined.

METHODS

We conducted a sequential explanatory mixed-method study to compare the flexible e-learning video approach's effectiveness versus the F2F lecture-based approach for teaching the funduscopic exam to medical students at Chiba University in Japan. Medical students were randomly assigned to either a flexible e-learning video approach group or a F2F lecture approach group. We then quantitatively measured the diagnostic accuracy of funduscopic findings before and after attending the specific classrooms. Next, we conducted student focus groups to explore the students' thinking processes in the flexible e-learning video approach vs. the F2F lecture-based teaching of fundus examination. The qualitative data were analyzed using the qualitative content analysis method.

RESULTS

The mean diagnostic accuracy scores in the post-test significantly increased from pre-test in the intervention group (36.6 to 63.4%, p < 0.001). Post-post comparisons across the two groups revealed a significant difference (intervention group 63.4% vs. control group 34.6%, p < 0.001). Six semi-structured focused group interviews were conducted (n = 36). In the flexible e-learning video approach group, we identified ten categories corresponding to four levels of the revised Bloom's taxonomy: remember, understand, apply, analyze. Five categories were identified in the traditional F2F lecture approach group corresponding to three revised Bloom's taxonomy levels: understand, apply, analyze. Interrater reliability was substantial (Cohen's kappa = 0.81).

CONCLUSIONS

Teaching medical students funduscopic examination using the flexible e-learning video approach leads to improved diagnostic accuracy of funduscopic examinations. The flexible e-learning video teaching method enabled higher cognitive activity levels than the traditional, lecture-based classroom, as assessed using the revised Bloom's taxonomy.

TRIAL REGISTRATION

This study was registered with the University Hospital Medical Information Network Clinical Trials Registry on 08/02/2020 (Unique trial number: UMIN 000039434 ).

Educational quality of YouTube videos on musculoskeletal ultrasound

Introduction/objectives

A progressively growing number of rheumatologists have integrated musculoskeletal ultrasound (MSUS) as a prized tool in their daily clinical practice over the past two decades. Lately, YouTube is often used by healthcare professionals as an educational tool. This study aimed to analyze the quality of educational information available on YouTube pertaining to MSUS.

Method

We performed a search using the keyword “musculoskeletal ultrasound” on YouTube in January 2021. Of the first 200 videos screened, 147 met the inclusion criteria. The quality and reliability of the videos were evaluated using the global quality score (GQS) and modified DISCERN score, and their popularity was assessed using the Video Power Index (VPI).

Results

Of the 147 videos evaluated, 58 (39.5%) were of high quality, 30 (20.4%) were of moderate quality, while 59 (40.1%) were of low quality. The modified DISCERN score and the duration of the videos were significantly higher in the high-quality videos than the moderate- and low-quality videos (p < 0.001 for all). The median number of views per day, likes, comments, and the popularity of the videos assessed with VPI were significantly higher in the high- and moderate-quality group compared to the low-quality videos (p < 0.001, p < 0.001, p = 0.007, and p < 0.001, respectively).

Conclusion

The quality of YouTube videos as an educational source on MSUS is unsatisfactory. Professional organizations and physicians should consider creating more high-quality MSUS videos. YouTube should consider filtering out poor-quality videos in collaboration with experts in the field.

Key Points • Although rheumatologists are increasingly using ultrasound as an extension of their exam, accessing musculoskeletal ultrasound training is still facing some challenges. • YouTube is commonly used as an educational source by medical students and healthcare professionals. • Approximately 60% of the videos related to musculoskeletal ultrasound on YouTube revealed high and moderate quality, while the remaining 40% were of low quality and not suitable for medical education. • A filtering mechanism is required to improve the quality of YouTube content on MSUS.

YouTube™ as a source of information for Candida auris infection: a systematic review

BACKGROUND

Candida auris is a novel Candida species, and has emerged globally as a multidrug-resistant health care-associated fungal pathogen. YouTube™ (http://www.youtube.com) as the largest free video-sharing website is increasingly used to search health information. Thus, the aim of this study was to evaluate the content, reliability and quality of YouTube™ videos regarding Candida auris infection, and to identify whether it is a useful resource for people.

METHODS

The YouTube™ was used to search systematically for videos using the keywords: "Candida auris infection" and "Candida auris". Strict inclusion and exclusion criteria were used to select the videos. The videos were reviewed and scored by two independent reviewers and recorded the "title", "length", "views", "comments", "dislike", "like", "posted days" and "category of videos". The videos were categorized as "poor", "good" and "excellent" by the score. The DISCERN tool was used to assess the reliability of the YouTube™ videos.

RESULTS

Seventy-six videos were included in final analysis in our study. Most videos (59.2%, 55/76) had better quality. There were no statistically significant differences between groups in respect of the number of likes, dislikes, views, comments, percentage positivity, likebility, view rate and viewers' interaction. Length and posted days were significantly associated with the classification. The videos were categorized as "educational video", "new report", "personal experience and blog entertainment" and "interview". Significant differences were found in the source of videos and the characteristics of the individuals appearing in a video between the groups.

CONCLUSION

YouTube™ has striking potential to be an effective user-friendly learning interface for people to obtain information of Candida auris infection.

Is quality of YouTube content on Bankart lesion and its surgical treatment adequate?

Background

The Internet has developed into a fast and easy to access source of information. The second most popular social media network is YouTube. We aimed to evaluate the accuracy and quality of videos uploaded to YouTube about Bankart lesion without diagnostic or treatment-related criteria.

Methods

Various keywords were searched for on YouTube. Videos were evaluated with the DISCERN and JAMA Benchmark scoring systems by two independent reviewers.

Results

A total of 48 videos were taken into evaluation as a result of the search. The mean view count was 28909.68 ± 30264.3. Mean length of the videos was 313,06 ± 344.65. The average DISCERN score of both reviewers was 2.35 ± 0.91. The average JAMA Benchmark score of both reviewers was 2.11 ± 0.77.

Conclusion

We concluded that the accuracy and reliability of the videos obtained from YouTube by searching for the words Bankart and labrum lesion/injury/treatment are low.