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Tıp Eğitiminde Youtube Kullanımı

Year 2021, Volume: 13 Issue: 3, 640 - 647, 18.10.2021

Albena Gayef Ayşe Çaylan

https://doi.org/10.18521/ktd.813387

Abstract

Lisans, lisansüstü ve sürekli tıp eğitiminde teknolojilerin kullanımı giderek artmaktadır. İnternet sadece sağlık hizmetleri için kolay erişilebilir bir kaynak değil, aynı zamanda en büyük bilgi kaynağı haline gelmiştir. Bu çerçevede, YouTube gibi Web 2.0 siteleri yararlı bilgi kaynakları haline gelmiştir ve tıp öğrencileri tarafından bir öğrenme kaynağı olarak yaygın şekilde kullanılmaktadır. Eğitimciler, öğrencilerin öğrenmesini geliştirmek için, özellikle kendi kendine rehberlik yöntemi olarak YouTube’un kullanımını teşvik etmelidir. YouTube, öğrencilere her zaman erişebilecekleri uygun ve kullanışlı bir iletişim aracı sağlar. YouTube'un gelecekte de mezuniyet öncesi ve mezuniyet sonrası tıp eğitiminde öğrenim süreçlerinde ihtiyaç duyulan bilgi ve becerileri sağlamaya devam edeceğine inanıyoruz.

Keywords

Youtube tıp eğitim tıp eğitimi

References

  • 1. Phyllis AG. Using technology to meet the challenges of medical education.Trans Am Clin Climatol Assoc. 2015,126: 260–270.
  • 2. Akgun T, Karabay CY, Kocabay G, Kalaycı A, Oduncu V, Guler A, Pala S, Kırma C. Learning electrocardiogram on YouTube: How useful is it?. Journal of Electrocardiology. 2014, 47, 113-117.
  • 3. Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher. 2016, 38:537-549; doi: 10.3109/0142159X.2016.1141190.
  • 4. Boyers LN, Quest T, Karimkhani C, Connett J, Dellavalle RP. Dermatology on YouTube. Dermatology Online Journal. 2014, 20(6):4.
  • 5. Pandey A, Patni N, Singh M, Sood A, Singh G. YouTube as a source of information on the H1N1 influenza pandemic. Am J Prev Med. 2010, Mar; 38(3): e1-e3; doi: 10.1016/j.amepre.2009.11.007.
  • 6. Sood A, Sarangi S, Pandey A, Murugiah K. YouTube as a source of information on kidney stone disease. Urology. 2011, 77:558-563; doi: 10.1016/j.urology.2010.07.536.
  • 7. Strychowsky JE, Nayan S, Farrokhyar F, MacLean J. YouTube: a good source of information on pediatric tonsillectomy?. International Journal of Pediatric Otorhinolaryngology. 2013, June, Volume 77, Issue 6, 972–975.
  • 8. Steinberg PL, Wason S, Stern JM, Deters L, Kowal B, Seigne J. YouTube as source of prostate cancer information. Urology. 2010, 75:619–22.
  • 9. Sorensen JA, Pusz MD, Brietzke SE. YouTube as an information source for pediatric adenotonsillectomy and ear tube surgery. International Journal of Pediatric Otorhinolaryngology. 2014, January, Volume 78, Issue 1, 65–70.
  • 10. Bezner SK, Hodgman EI, Diesen DL, Clayton JT, Minkes RK, Langer JC, Chen LE. Pediatric surgery on YouTube: Is the truth out there?. J Pediatr Surg. 2014, April, Volume 49, Issue 4, 586–589.
  • 11. Boulos MNK, Maramba I, Wheeler S. Wikis, blogs and podcasts: a new generation of web-based tools for virtual collaborative clinical practice and education. BMC Med Educ. 2006, 6:41; doi: 10.1186/1472-6920-6-41.
  • 12. Lillie SE. Diffusion of innovation in the age of YouTube. Am J Prev Med. 2008, 34:3, 267; doi: 10.1016 / j.amepre. 2007.11.009.
  • 13. Hulme A, Strkalj G. Videos in anatomy education: history, present usage and future prospects. Int. J. Morphol. 2017, 35(4):1540-1546.
  • 14. Jaffar AA. YouTube: An emerging tool in anatomy education. Anat Sci Educ. 2012, 5: 158–164; doi: 10.1002/ase.1268.
  • 15. Reveron RR. The use of YouTube in learning human anatomy by Venezuelan medical students. MOJ Anat & Physiol. 2016, 2(7): 00075; doi: 10.15406/mojap.2016.02.00075.
  • 16. Barry DS, Marzouk F, Chulak-Oglu K, Bennett D, Tierney P, O’Keeffe GW. Anatomy education for the YouTube generation. Anat Sci Educ. 2015, doi: 10.1002/ase.01550.
  • 17. Raikos A, Waidyasekara P. How useful is YouTube in learning heart anatomy?. Anat Sci Educ. 2013, 7: 12–18; doi: 10.1002/ase.1361.
  • 18. Duncan I, Ross LY, Haigh C. YouTube as a source of clinical skills education. Nurse Education Today. 2013, 33, 1576–1580.
  • 19. Pant S, Deshmukh A, Murugiah K, Kumar G, Sachdeva R, Mehta JL. Assessing the credibility of the ‘‘YouTube approach’’ to health information on acute myocardial infarction. Clin. Cardiol. 2012, 35, 5, 281–285; doi: 10.1002/clc.21981.
  • 20. Buzetto More NA. An examination of undergraduate student’s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects. 2014, 10, 17-32.
  • 21. Stellefson M, Chaney B, Ochipa K, Chaney D, Haider Z, Hanik B, Chavarria E, Bernhardt JM. YouTube as a source of chronic obstructive pulmonary disease patient education: A social media content analysis. Chronic Respiratory Disease. 2014, Vol. 11(2) 61–71. https://doi.org/10.1177/1479972314525058.
  • 22. McAlister RB. Conference Proceedings—Use of instructor-produced YouTube® videos to supplement manual skills training in occupational therapy education. American Journal of Occupational Therapy. 2014, 68, 67–72, http://dx.doi.org/10.5014/ajot.2014.685S04.
  • 23. Azer SA, AlEshaiwi SM, AlGrain HA, AlKhelaif RA. Nervous system examination on YouTube. BMC Med Educ. 2012, 12:126.
  • 24. Azer SA. Can “YouTube” help students in learning surface anatomy?. Surg Radiol Anat., 2012, 34: 465–468; doi:10.1007/s00276-012-0935-x.
  • 25. Azer SA. Mechanisms in cardiovascular diseases: how useful are medical textbooks, eMedicine, and YouTube?. Adv Physiol Educ. 2014, 38:124-134; doi: 10.1152/advan.00149.2013.
  • 26. Syed-Abdul S, Fernandez-Luque L, Jian WS, Li YC, Crain S, Hsu MH, Wang YC, Khandregzen D, Chuluunbaatar E, Nguyen PA, Liou DM. Misleading health-related information promoted through video-based social media: anorexia on YouTube. J Med Internet Res. 2013, Vol 15, No 2.
  • 27. Briones R, Nan X, Madden K, Waks L. When Vaccines Go Viral: An analysis of HPV vaccine coverage on YouTube. Health Communication. 2012, 27: 478–485; doi: 10.1080/10410236.2011.610258.
  • 28. Camm CF, Sunderland N, Camm AJ. A quality assessment of cardiac auscultation material on YouTube. Clin. Cardiol. 2013, 36, 2, 77–81; doi: 10.1002/clc.22080.
  • 29. Carroll MV, Shensa A, Primack BA. A comparison of cigarette- and hookahrelated videos on YouTube. Tob Control. 2013, September; 22(5): 319–323; doi:10.1136/tobaccocontrol-2011-050253.
  • 30. Koller U, Waldstein W, Schatz KD, Windhager R. YouTube provides irrelevant information for the diagnosis and treatment of hip arthritis. International Orthopaedics (SICOT). 2016, 40:1995–2002; doi: 10.1007/s00264-016-3174-7.
  • 31. Azer SA, AlGrain HA, AlKhelaif RA, AlEshaiwi SM. Evaluation of the educational value of YouTube videos about physical examination of the cardiovascular and respiratory systems. J Med Internet Res. 2013, 15(11):e241; doi: 10.2196/jmir.2728.
  • 32. Sood A, Sarangi S, Pandey A, Murugiah K. YouTube as a source of information on kidney stone disease. Urology. 2011, 77: 558-563; doi:10.1016/j.urology.2010.07.536.
  • 33. Tourinho FSV, De Medeiros KS, De Oliveira Salvador PTC, Castro GLT, Santos VEP. Analysis of the YouTube videos on basic life support and cardiopulmonary resuscitation. Rev. Col. Bras. Cir. 2012, 39(4): 335-339.
  • 34. Yaylacı S, Serinken M, Eken C, Karcıoglu O, Yılmaz A, Elıcabuk H, Dal O. Are YouTube videos accurate and reliable on basic life support and cardiopulmonary resuscitation?. Emergency Medicine Australasia. 2014, 26, 474–477; doi: 10.1111/1742-6723.12274.
  • 35. Butler DP, Perry F, Shah Z, Villapalos JL. The quality of video information on burn first aid available on YouTube. Burns. 2013, 39, 856– 859.
  • 36. Fat MJL, Doja A, Barrowman N, Sell E. YouTube videos as a teaching tool and patient resource for infantile spasms. J Child Neurol. 2011, 26 July (7):804–809; doi: 10.1177/0883073811402345.
  • 37. Fischer J, Geurts J, Valderrabano V, Hügle T. Educational quality of YouTube videos on knee arthrocentesis. J Clin Rheumatol. 2013, 19: 373-376; doi: 10.1097/RHU.0b013e3182a69fb2.
  • 38. Rössler B, Lahner D, Schebesta K, Chiari A, Plöchl W. Medical information on the Internet: Quality assessment of lumbar puncture and neuroaxial block techniques on YouTube. Clinical Neurology and Neurosurgery. 2012, 114, 655-658; doi:10.1016/j.clineuro.2011.12.048.
  • 39. Nason GJ, Kelly P, Kelly ME, Burke MJ, Aslam A, Giri SK, Flood HD. YouTube as an educational tool regarding male urethral catheterization. Scandinavian Journal of Urology. 2015, 49:2, 189-192; doi: 10.3109/21681805.2014.975837.
  • 40. Rapp AK, Healy MG, Charlton ME, Keith JN, Rosenbaum ME, Kapadia MR. YouTube is the most frequently used educational video source for surgical preparation. Journal of Surgical Education. 2016, Volume 73, Number 6, November/December 1072-1076.
  • 41. Farnan JM, Paro JAM, Higa J, Edelson J, Arora VM. The YouTube generation: implications for medical professionalism. Perspect Biol Med. 2008, 51:4, 517-524.
  • 42. Agazio J, Buckley KM. An untapped resource: Using YouTube in nursing education. Nurse Educator. 2009, Volume 34, Issue 1, p 23-28; doi:10.1097/01.NNE.0000343403.13234.a2.
  • 43. Egle JP, Smeenge DM, Kassem KM, Mittal VK. The internet school of medicine: use of electronic resources by medical trainees and the reliability of those resources. Journal of Surgical Education. 2015, Volume 72, Number 2, 316-320.
  • 44. Guraya SY. The usage of social networking sites by medical students for educational purposes: A meta‑analysis and systematic review. North Am J Med Sci. 2016, 8:268-78; doi:10.4103/1947-2714.187131.
  • 45. Kind T, Evans Y. Social media for lifelong learning. International Review of Psychiatry. 2015, 27:2, 124-132; doi: 10.3109/09540261.2014.990421.
  • 46. Rabee R, Najim M, Sherwani Y, Ahmed M, Ashraf M, Al-Jibury O, Rabee N, Najim R, Ahmed A. YouTube in medical education: a student’s perspective. Med Educ Online. 2015, 20: 29507; http://dx.doi.org/10.3402/meo.v20.29507.
  • 47. Drozd B, Couvillon E, Suarez A. Medical YouTube videos and methods of evaluation: literature review. JMIR Med Educ. 2018, 4(1):e3; doi: 10.2196./meduedu.8527.

Use of Youtube in Medical Education

Year 2021, Volume: 13 Issue: 3, 640 - 647, 18.10.2021

Albena Gayef Ayşe Çaylan

https://doi.org/10.18521/ktd.813387

Abstract

The use of technologies is gradually increasing in undergraduate, postgraduate and continuing medical education. The internet has become not only an easily accessible resource for health services but also the biggest and latest source of medical knowledge. In this framework, Web 2.0 sites such as YouTube have become useful sources of information, and they are widely used by medical students as a learning resource. Educators should promote the use of YouTube particularly as a self-guiding method to enhance students’ learning. YouTube provides an affordable and useful communication tool that students can access at any time. We believe that YouTube will continue to provide the skills and information needed in the learning processes in undergraduate and postgraduate medical education in the future as well.

Keywords

YouTube medical education Medical Education

References

  • 1. Phyllis AG. Using technology to meet the challenges of medical education.Trans Am Clin Climatol Assoc. 2015,126: 260–270.
  • 2. Akgun T, Karabay CY, Kocabay G, Kalaycı A, Oduncu V, Guler A, Pala S, Kırma C. Learning electrocardiogram on YouTube: How useful is it?. Journal of Electrocardiology. 2014, 47, 113-117.
  • 3. Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in medical education: AMEE Guide No. 105. Medical Teacher. 2016, 38:537-549; doi: 10.3109/0142159X.2016.1141190.
  • 4. Boyers LN, Quest T, Karimkhani C, Connett J, Dellavalle RP. Dermatology on YouTube. Dermatology Online Journal. 2014, 20(6):4.
  • 5. Pandey A, Patni N, Singh M, Sood A, Singh G. YouTube as a source of information on the H1N1 influenza pandemic. Am J Prev Med. 2010, Mar; 38(3): e1-e3; doi: 10.1016/j.amepre.2009.11.007.
  • 6. Sood A, Sarangi S, Pandey A, Murugiah K. YouTube as a source of information on kidney stone disease. Urology. 2011, 77:558-563; doi: 10.1016/j.urology.2010.07.536.
  • 7. Strychowsky JE, Nayan S, Farrokhyar F, MacLean J. YouTube: a good source of information on pediatric tonsillectomy?. International Journal of Pediatric Otorhinolaryngology. 2013, June, Volume 77, Issue 6, 972–975.
  • 8. Steinberg PL, Wason S, Stern JM, Deters L, Kowal B, Seigne J. YouTube as source of prostate cancer information. Urology. 2010, 75:619–22.
  • 9. Sorensen JA, Pusz MD, Brietzke SE. YouTube as an information source for pediatric adenotonsillectomy and ear tube surgery. International Journal of Pediatric Otorhinolaryngology. 2014, January, Volume 78, Issue 1, 65–70.
  • 10. Bezner SK, Hodgman EI, Diesen DL, Clayton JT, Minkes RK, Langer JC, Chen LE. Pediatric surgery on YouTube: Is the truth out there?. J Pediatr Surg. 2014, April, Volume 49, Issue 4, 586–589.
  • 11. Boulos MNK, Maramba I, Wheeler S. Wikis, blogs and podcasts: a new generation of web-based tools for virtual collaborative clinical practice and education. BMC Med Educ. 2006, 6:41; doi: 10.1186/1472-6920-6-41.
  • 12. Lillie SE. Diffusion of innovation in the age of YouTube. Am J Prev Med. 2008, 34:3, 267; doi: 10.1016 / j.amepre. 2007.11.009.
  • 13. Hulme A, Strkalj G. Videos in anatomy education: history, present usage and future prospects. Int. J. Morphol. 2017, 35(4):1540-1546.
  • 14. Jaffar AA. YouTube: An emerging tool in anatomy education. Anat Sci Educ. 2012, 5: 158–164; doi: 10.1002/ase.1268.
  • 15. Reveron RR. The use of YouTube in learning human anatomy by Venezuelan medical students. MOJ Anat & Physiol. 2016, 2(7): 00075; doi: 10.15406/mojap.2016.02.00075.
  • 16. Barry DS, Marzouk F, Chulak-Oglu K, Bennett D, Tierney P, O’Keeffe GW. Anatomy education for the YouTube generation. Anat Sci Educ. 2015, doi: 10.1002/ase.01550.
  • 17. Raikos A, Waidyasekara P. How useful is YouTube in learning heart anatomy?. Anat Sci Educ. 2013, 7: 12–18; doi: 10.1002/ase.1361.
  • 18. Duncan I, Ross LY, Haigh C. YouTube as a source of clinical skills education. Nurse Education Today. 2013, 33, 1576–1580.
  • 19. Pant S, Deshmukh A, Murugiah K, Kumar G, Sachdeva R, Mehta JL. Assessing the credibility of the ‘‘YouTube approach’’ to health information on acute myocardial infarction. Clin. Cardiol. 2012, 35, 5, 281–285; doi: 10.1002/clc.21981.
  • 20. Buzetto More NA. An examination of undergraduate student’s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects. 2014, 10, 17-32.
  • 21. Stellefson M, Chaney B, Ochipa K, Chaney D, Haider Z, Hanik B, Chavarria E, Bernhardt JM. YouTube as a source of chronic obstructive pulmonary disease patient education: A social media content analysis. Chronic Respiratory Disease. 2014, Vol. 11(2) 61–71. https://doi.org/10.1177/1479972314525058.
  • 22. McAlister RB. Conference Proceedings—Use of instructor-produced YouTube® videos to supplement manual skills training in occupational therapy education. American Journal of Occupational Therapy. 2014, 68, 67–72, http://dx.doi.org/10.5014/ajot.2014.685S04.
  • 23. Azer SA, AlEshaiwi SM, AlGrain HA, AlKhelaif RA. Nervous system examination on YouTube. BMC Med Educ. 2012, 12:126.
  • 24. Azer SA. Can “YouTube” help students in learning surface anatomy?. Surg Radiol Anat., 2012, 34: 465–468; doi:10.1007/s00276-012-0935-x.
  • 25. Azer SA. Mechanisms in cardiovascular diseases: how useful are medical textbooks, eMedicine, and YouTube?. Adv Physiol Educ. 2014, 38:124-134; doi: 10.1152/advan.00149.2013.
  • 26. Syed-Abdul S, Fernandez-Luque L, Jian WS, Li YC, Crain S, Hsu MH, Wang YC, Khandregzen D, Chuluunbaatar E, Nguyen PA, Liou DM. Misleading health-related information promoted through video-based social media: anorexia on YouTube. J Med Internet Res. 2013, Vol 15, No 2.
  • 27. Briones R, Nan X, Madden K, Waks L. When Vaccines Go Viral: An analysis of HPV vaccine coverage on YouTube. Health Communication. 2012, 27: 478–485; doi: 10.1080/10410236.2011.610258.
  • 28. Camm CF, Sunderland N, Camm AJ. A quality assessment of cardiac auscultation material on YouTube. Clin. Cardiol. 2013, 36, 2, 77–81; doi: 10.1002/clc.22080.
  • 29. Carroll MV, Shensa A, Primack BA. A comparison of cigarette- and hookahrelated videos on YouTube. Tob Control. 2013, September; 22(5): 319–323; doi:10.1136/tobaccocontrol-2011-050253.
  • 30. Koller U, Waldstein W, Schatz KD, Windhager R. YouTube provides irrelevant information for the diagnosis and treatment of hip arthritis. International Orthopaedics (SICOT). 2016, 40:1995–2002; doi: 10.1007/s00264-016-3174-7.
  • 31. Azer SA, AlGrain HA, AlKhelaif RA, AlEshaiwi SM. Evaluation of the educational value of YouTube videos about physical examination of the cardiovascular and respiratory systems. J Med Internet Res. 2013, 15(11):e241; doi: 10.2196/jmir.2728.
  • 32. Sood A, Sarangi S, Pandey A, Murugiah K. YouTube as a source of information on kidney stone disease. Urology. 2011, 77: 558-563; doi:10.1016/j.urology.2010.07.536.
  • 33. Tourinho FSV, De Medeiros KS, De Oliveira Salvador PTC, Castro GLT, Santos VEP. Analysis of the YouTube videos on basic life support and cardiopulmonary resuscitation. Rev. Col. Bras. Cir. 2012, 39(4): 335-339.
  • 34. Yaylacı S, Serinken M, Eken C, Karcıoglu O, Yılmaz A, Elıcabuk H, Dal O. Are YouTube videos accurate and reliable on basic life support and cardiopulmonary resuscitation?. Emergency Medicine Australasia. 2014, 26, 474–477; doi: 10.1111/1742-6723.12274.
  • 35. Butler DP, Perry F, Shah Z, Villapalos JL. The quality of video information on burn first aid available on YouTube. Burns. 2013, 39, 856– 859.
  • 36. Fat MJL, Doja A, Barrowman N, Sell E. YouTube videos as a teaching tool and patient resource for infantile spasms. J Child Neurol. 2011, 26 July (7):804–809; doi: 10.1177/0883073811402345.
  • 37. Fischer J, Geurts J, Valderrabano V, Hügle T. Educational quality of YouTube videos on knee arthrocentesis. J Clin Rheumatol. 2013, 19: 373-376; doi: 10.1097/RHU.0b013e3182a69fb2.
  • 38. Rössler B, Lahner D, Schebesta K, Chiari A, Plöchl W. Medical information on the Internet: Quality assessment of lumbar puncture and neuroaxial block techniques on YouTube. Clinical Neurology and Neurosurgery. 2012, 114, 655-658; doi:10.1016/j.clineuro.2011.12.048.
  • 39. Nason GJ, Kelly P, Kelly ME, Burke MJ, Aslam A, Giri SK, Flood HD. YouTube as an educational tool regarding male urethral catheterization. Scandinavian Journal of Urology. 2015, 49:2, 189-192; doi: 10.3109/21681805.2014.975837.
  • 40. Rapp AK, Healy MG, Charlton ME, Keith JN, Rosenbaum ME, Kapadia MR. YouTube is the most frequently used educational video source for surgical preparation. Journal of Surgical Education. 2016, Volume 73, Number 6, November/December 1072-1076.
  • 41. Farnan JM, Paro JAM, Higa J, Edelson J, Arora VM. The YouTube generation: implications for medical professionalism. Perspect Biol Med. 2008, 51:4, 517-524.
  • 42. Agazio J, Buckley KM. An untapped resource: Using YouTube in nursing education. Nurse Educator. 2009, Volume 34, Issue 1, p 23-28; doi:10.1097/01.NNE.0000343403.13234.a2.
  • 43. Egle JP, Smeenge DM, Kassem KM, Mittal VK. The internet school of medicine: use of electronic resources by medical trainees and the reliability of those resources. Journal of Surgical Education. 2015, Volume 72, Number 2, 316-320.
  • 44. Guraya SY. The usage of social networking sites by medical students for educational purposes: A meta‑analysis and systematic review. North Am J Med Sci. 2016, 8:268-78; doi:10.4103/1947-2714.187131.
  • 45. Kind T, Evans Y. Social media for lifelong learning. International Review of Psychiatry. 2015, 27:2, 124-132; doi: 10.3109/09540261.2014.990421.
  • 46. Rabee R, Najim M, Sherwani Y, Ahmed M, Ashraf M, Al-Jibury O, Rabee N, Najim R, Ahmed A. YouTube in medical education: a student’s perspective. Med Educ Online. 2015, 20: 29507; http://dx.doi.org/10.3402/meo.v20.29507.
  • 47. Drozd B, Couvillon E, Suarez A. Medical YouTube videos and methods of evaluation: literature review. JMIR Med Educ. 2018, 4(1):e3; doi: 10.2196./meduedu.8527.
There are 47 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Reviews
Authors

Albena Gayef 0000-0002-1260-0631

Ayşe Çaylan 0000-0001-8233-7325

Publication Date October 18, 2021
Acceptance Date July 23, 2021
Published in Issue Year 2021 Volume: 13 Issue: 3

Cite

APA Gayef, A., & Çaylan, A. (2021). Use of Youtube in Medical Education. Konuralp Medical Journal, 13(3), 640-647. https://doi.org/10.18521/ktd.813387
AMA Gayef A, Çaylan A. Use of Youtube in Medical Education. Konuralp Medical Journal. October 2021;13(3):640-647. doi:10.18521/ktd.813387
Chicago Gayef, Albena, and Ayşe Çaylan. “Use of Youtube in Medical Education”. Konuralp Medical Journal 13, no. 3 (October 2021): 640-47. https://doi.org/10.18521/ktd.813387.
EndNote Gayef A, Çaylan A (October 1, 2021) Use of Youtube in Medical Education. Konuralp Medical Journal 13 3 640–647.
IEEE A. Gayef and A. Çaylan, “Use of Youtube in Medical Education”, Konuralp Medical Journal, vol. 13, no. 3, pp. 640–647, 2021, doi: 10.18521/ktd.813387.
ISNAD Gayef, Albena - Çaylan, Ayşe. “Use of Youtube in Medical Education”. Konuralp Medical Journal 13/3 (October 2021), 640-647. https://doi.org/10.18521/ktd.813387.
JAMA Gayef A, Çaylan A. Use of Youtube in Medical Education. Konuralp Medical Journal. 2021;13:640–647.
MLA Gayef, Albena and Ayşe Çaylan. “Use of Youtube in Medical Education”. Konuralp Medical Journal, vol. 13, no. 3, 2021, pp. 640-7, doi:10.18521/ktd.813387.
Vancouver Gayef A, Çaylan A. Use of Youtube in Medical Education. Konuralp Medical Journal. 2021;13(3):640-7.
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