Comparison of Online Learning Video Platforms Regarding Laparoscopic Adrenalectomy: YouTube and WebSurg

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

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.

Assessment of the Educational Quality, Accuracy, and Transparency of WebSurg Videos on Minimally Invasive Video-Assisted Parathyroidectomy

Background

The internet has changed the way both physicians and patients search for health information. WebSurg® is a valuable source of information that informs surgeons about new technologies and techniques and aims to promote quality, safety, and patient-centered care. In this study, our aim is to evaluate the popularity, quality, transparency, and accuracy of videos about minimally invasive video-assisted parathyroidectomy (MIVAP).

Materials and methods

A total of 31 videos related to MIVAP returned by the WebSurg® search engine in response to the keywords “MIVAP”, “video assisted parathyroidectomy’’, and “minimally invasive parathyroidectomy’’ were included in this study. Videos were evaluated in terms of time since upload, run time, country, academic degree, and the number of views and likes. The popularity of videos was determined by the video power index (VPI) formula. The DISCERN questionnaire score (DISCERNqs), global quality score (GQSc), and Journal of American Medical Association benchmark criteria (JAMABC) scoring systems were used to analyze WebSurg® videos for reliability and quality.

Results

The academic degree of the members was MD in 90.32% of uploaded videos. Forty-eight point thirty-eight percent (48.38%) of the videos were uploaded by members from France. There was no significant difference between the DISCERNqs, JAMABC, GQSc, and MIVAP scoring system (MIVAP-SS) scores in terms of academic degree and country. A statistically significant negative correlation was found between the time since upload and the VPI score (r=-0.683, p<0.001). The run time was positively correlated with the DISCERNqs, JAMABC, GQSc, and MIVAP-SS scores (p=0.003, p=0.002, p=0.003, p<0.001, respectively). For the MIVAP-SS score, the Spearman correlation analysis demonstrated a statistically significant positive correlation with VPI, DISCERNqs, JAMABC, and GQSc (p<0.05).

Conclusion

Videos about MIVAP are helpful for surgeons to learn the procedure step-by-step before the surgery they will be performing but still below the expected quality. It is recommended to use MIVAP-SS points, which is a novel scoring system, to ensure standardization and improve quality.

Online Education, Was It Here but We Did Not Know?

Background: Online education is not new. Their main options are talks, videos, and virtual courses. The quality and quantity of talks, together with the level of the speakers, is variable and heterogeneous. The arrival of the COVID-19 pandemic accelerated this process. The objective of this study was to analyze the result of a questionnaire on the current state of online education. Methods: Retrospective descriptive observational study based on a questionnaire. The participants consulted were Latin American physicians with different specialties. Results: A total of n = 361 participants were recruited. 26.9% had between 6 and 15 years of work experience. 63.1% carried out teleconsultation with their patients, and 96.1% attended between 1 and 10 talks/courses/webinar during the pandemic, whereas 1.6% did not attend any. "Talks" given received a rating of "Very Good" by 51.2%, and a 59.5% considered that the "Hybrid" option would be the best modality for future medical congresses in the postpandemic era. 84.7% considered that other possibilities of online teaching and online surgical training should be explored. Conclusion: Online education has marked the way of transmitting knowledge in recent years. It has been well accepted by those attending academic meetings.