Evaluation of the Educational Value of YouTube Videos About Physical Examination of the Cardiovascular and Respiratory Systems

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Abstract

Background

A number of studies have evaluated the educational contents of videos on YouTube. However, little analysis has been done on videos about physical examination.

Objective

This study aimed to analyze YouTube videos about physical examination of the cardiovascular and respiratory systems. It was hypothesized that the educational standards of videos on YouTube would vary significantly.

Methods

During the period from November 2, 2011 to December 2, 2011, YouTube was searched by three assessors for videos covering the clinical examination of the cardiovascular and respiratory systems. For each video, the following information was collected: title, authors, duration, number of viewers, and total number of days on YouTube. Using criteria comprising content, technical authority, and pedagogy parameters, videos were rated independently by three assessors and grouped into educationally useful and non-useful videos.

Results

A total of 1920 videos were screened. Only relevant videos covering the examination of adults in the English language were identified (n=56). Of these, 20 were found to be relevant to cardiovascular examinations and 36 to respiratory examinations. Further analysis revealed that 9 provided useful information on cardiovascular examinations and 7 on respiratory examinations: scoring mean 14.9 (SD 0.33) and mean 15.0 (SD 0.00), respectively. The other videos, 11 covering cardiovascular and 29 on respiratory examinations, were not useful educationally, scoring mean 11.1 (SD 1.08) and mean 11.2 (SD 1.29), respectively. The differences between these two categories were significant ( P<.001 for both body systems). The concordance between the assessors on applying the criteria was 0.89, with a kappa score >.86.

Conclusions

A small number of videos about physical examination of the cardiovascular and respiratory systems were identified as educationally useful; these videos can be used by medical students for independent learning and by clinical teachers as learning resources. The scoring system utilized by this study is simple, easy to apply, and could be used by other researchers on similar topics.

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Most cited references 44

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Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

Maged N Kamel Boulos, Inocencio Maramba, Steve Wheeler (2006)

Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. Summary and conclusion If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.

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Misleading Health-Related Information Promoted Through Video-Based Social Media: Anorexia on YouTube

Shabbir Syed-Abdul, Luis Fernández Luque, Wen-Shan Jian … (2013)

Introduction The amount of information being uploaded onto social video platforms, such as YouTube, Vimeo, and Veoh, continues to spiral, making it increasingly difficult to discern reliable health information from misleading content. There are thousands of YouTube videos promoting misleading information about anorexia (eg, anorexia as a healthy lifestyle). Objective The aim of this study was to investigate anorexia-related misinformation disseminated through YouTube videos. Methods We retrieved YouTube videos related to anorexia using the keywords anorexia, anorexia nervosa, proana, and thinspo on October 10, 2011.Three doctors reviewed 140 videos with approximately 11 hours of video content, classifying them as informative, pro-anorexia, or others. By informative we mean content describing the health consequences of anorexia and advice on how to recover from it; by pro-anorexia we mean videos promoting anorexia as a fashion, a source of beauty, and that share tips and methods for becoming and remaining anorexic. The 40 most-viewed videos (20 informative and 20 pro-anorexia videos) were assessed to gauge viewer behavior. Results The interrater agreement of classification was moderate (Fleiss’ kappa=0.5), with 29.3% (n=41) being rated as pro-anorexia, 55.7% (n=78) as informative, and 15.0% (n=21) as others. Pro-anorexia videos were favored 3 times more than informative videos (odds ratio [OR] 3.3, 95% CI 3.3-3.4, P<.001). Conclusions Pro-anorexia information was identified in 29.3% of anorexia-related videos. Pro-anorexia videos are less common than informative videos; however, in proportional terms, pro-anorexia content is more highly favored and rated by its viewers. Efforts should focus on raising awareness, particularly among teenagers, about the trustworthiness of online information about beauty and healthy lifestyles. Health authorities producing videos to combat anorexia should consider involving celebrities and models to reach a wider audience. More research is needed to study the characteristics of pro-anorexia videos in order to develop algorithms that will automatically detect and filter those videos before they become popular.

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Human papillomavirus vaccination coverage on YouTube.

Gregory Wallace, A Aché (2008)

A large percentage of Internet users regularly search for health-related information. In recent years, participatory Internet sites such as YouTube have become increasingly popular, in part because individuals are able to both retrieve and post information. This study analyzed how human papillomavirus (HPV) vaccination was portrayed in videoclips and viewer-posted comments available on YouTube. YouTube (www.youtube.com) was queried on February 8, 2008, using the search terms Gardasil, cervical cancer vaccination, and HPV vaccination to identify and download relevant videoclips. Videoclips were classified as either positively or negatively portraying HPV vaccination, and viewer-posted comments were enumerated. Data analyses were conducted immediately following videoclip retrieval. A total of 146 unique YouTube videoclips were located, using the three search keywords combined. Three quarters (n=109; 74.7%) of the videoclips portrayed HPV vaccination in a positive manner. One third (n=47; 32.2%) of the videoclips had generated at least one posted comment. These results demonstrate that there is a wide variety of information on YouTube regarding HPV vaccination and cervical cancer. As a result, public health and medical professionals need to be cognizant of the nature of the HPV-related information available, so that they are better equipped to respond to patients who acquire information posted on YouTube and other Internet sources.

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Author and article information

Contributors

Samy A Azer:

Curriculum Development and Research UnitDepartment of Medical EducationKing Saud UniversityPO Box 2925Riyadh 11461, Saudi Arabia966 114699178966 114699174azer2000@optusnet.com.au

Journal

Journal ID (nlm-ta): J Med Internet Res

Journal ID (publisher-id): JMIR

Title: Journal of Medical Internet Research

Publisher: JMIR Publications Inc. (Toronto, Canada )

ISSN (Print): 1439-4456

ISSN (Electronic): 1438-8871

Publication date Collection: November 2013

Publication date (Electronic): 13 November 2013

Volume: 15

Issue: 11

Electronic Location Identifier: e241

Affiliations

[1] ¹Curriculum Development and Research Unit Department of Medical Education King Saud University Riyadh 11461Saudi Arabia

Author notes

Corresponding Author: Samy A Azer azer2000@ 123456optusnet.com.au

Article

Publisher ID: v15i11e241

DOI: 10.2196/jmir.2728

PMC ID: 3841366

PubMed ID: 24225171

SO-VID: e66f4cd1-2ca7-46d8-9160-1839e0523b07

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on http://www.jmir.org/, as well as this copyright and license information must be included.

History

Date received : 23 May 2013

Date revision requested : 16 June 2013

Date revision received : 13 July 2013

Date accepted : 06 September 2013

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