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

被引:82
作者
Azer, Samy A. [1 ]
AlGrain, Hala A. [1 ]
AlKhelaif, Rana A. [1 ]
AlEshaiwi, Sarah M. [1 ]
机构
[1] King Saud Univ, Curriculum Dev & Res Unit, Dept Med Educ, Riyadh 11461, Saudi Arabia
关键词
YouTube; learning resources; medical education; cardiovascular system physical examination; respiratory system physical examination; medical curriculum; clinical skills; self-directed learning; competency; EXAMINATION SKILLS; STUDENTS; INFORMATION; PERFORMANCE; RESOURCE; SCIENCE; QUALITY; MODELS; GOOGLE; CARE;
D O I
10.2196/jmir.2728
中图分类号
R19 [保健组织与事业(卫生事业管理)];
学科分类号
摘要
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.
引用
收藏
页数:13
相关论文
共 47 条
  • [21] Hemodynamic models for education in physiology
    Hessinger, M.
    Holzinger, A.
    Leitner, D.
    Wassertheurer, S.
    [J]. MATHEMATICS AND COMPUTERS IN SIMULATION, 2008, 79 (04) : 1039 - 1047
  • [22] Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator
    Holzinger, Andreas
    Kickmeier-Rust, Michael D.
    Wassertheurer, Sigi
    Hessinger, Michael
    [J]. COMPUTERS & EDUCATION, 2009, 52 (02) : 292 - 301
  • [23] Text-Based Video Content Classification for Online Video-Sharing Sites
    Huang, Chunneng
    Fu, Tianjun
    Chen, Hsinchun
    [J]. JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, 2010, 61 (05): : 891 - 906
  • [24] Audiovisual material as educational innovation strategy to reduce anxiety response in students of human anatomy
    Isabel Casado, Maria
    Castano, Gloria
    Alfonso Arraez-Aybar, Luis
    [J]. ADVANCES IN HEALTH SCIENCES EDUCATION, 2012, 17 (03) : 431 - 440
  • [25] Online testing from Google Docs™ to enhance teaching of core topics in critical care: A pilot study
    Keene, Adam B.
    Shiloh, Ariel L.
    Dudaie, Ronen
    Eisen, Lewis A.
    Savel, Richard H.
    [J]. MEDICAL TEACHER, 2012, 34 (12) : 1075 - 1077
  • [26] Why not just Google it? An assessment of information literacy skills in a biomedical science curriculum
    Kingsley, Karl
    Galbraith, Gillian M.
    Herring, Matthew
    Stowers, Eva
    Stewart, Tanis
    Kingsley, Karla V.
    [J]. BMC MEDICAL EDUCATION, 2011, 11
  • [27] Knösel M, 2011, J DENT EDUC, V75, P1558
  • [28] YouTube and the Expanding Role of Videos in Dermatologic Surgery Education
    Koya, Komal D.
    Bhatia, Kyle R.
    Hsu, Jeffrey T. S.
    Bhatia, Ashish C.
    [J]. SEMINARS IN CUTANEOUS MEDICINE AND SURGERY, 2012, 31 (03) : 163 - 167
  • [29] How to Inform: Comparing Written and Video Education Interventions to Increase Human Papillomavirus Knowledge and Vaccination Intentions in Young Adults
    Krawczyk, Andrea
    Lau, Elsa
    Perez, Samara
    Delisle, Vanessa
    Amsel, Rhonda
    Rosberger, Zeev
    [J]. JOURNAL OF AMERICAN COLLEGE HEALTH, 2012, 60 (04) : 316 - 322
  • [30] Web 2.0 tools in medical and nursing school curricula
    Lemley, Trey
    Burnham, Judy F.
    [J]. JOURNAL OF THE MEDICAL LIBRARY ASSOCIATION, 2009, 97 (01) : 50 - 52