Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education

Year 2024, , 154 - 160, 30.06.2024

Emre Emekli , Yavuz Selim Kıyak

https://doi.org/10.18521/ktd.1420306

Abstract

Objective: Clinical record-keeping is recognized as a core competency in medical education. This study aimed to evaluate comprehensiveness and instructional quality of videos available on the YouTube platform for teaching clinical record-keeping.
Methods: YouTube was searched by using relevant keywords. Based on eligibility criteria, 59 videos were included in the study. Videos were assessed for country of origin, video length, number of likes, dislikes, comments , daily views, like ratio, and video power index. Tools to measure the quality of clinical notes, which are QNOTE and RED Checklist, have been used to assess comprehensiveness of the videos. Instructional quality was assessed using the instructional video quality checklist (IVQC).
Results: The comprehensiveness score was 60.4±17.89 (out of 100), while instructional quality score was 11.19±3.61 (out of 27). IVQC scores were significantly higher in the university/professional organizations and academics compared to the others (p<0.001). However, there was no significant difference between the groups in comprehensiveness scores (p=0.131).
Conclusion: YouTube videos missing important rate of components of clinical record-keeping. Moreover, the instructional quality of the videos falls below the expected levels. These problems still persist in the videos uploaded by universities/professional organizations and academics. Therefore, YouTube videos should be used cautiously for clinical record-keeping training by medical students and medical educators.

Keywords

Medical Documentation, Clinical Records, Medical Education, Youtube, Video Quality, Online Education

Ethical Statement

This study did not involve any human participants. Ethics committee approval was not obtained as only videos on a public video sharing platform were evaluated.

Tıp Eğitiminde Klinik Kayıt Tutma Eğitimine Yönelik YouTube Videolarının Kapsamlılığı ve Eğitimsel Kalitesi

Abstract

Amaç: Klinik kayıt tutma, tıp eğitiminde temel bir yetkinlik olarak kabul edilmektedir. Bu çalışma, klinik kayıt tutma konusunda eğitim veren YouTube platformundaki videoların kapsamlılığını ve eğitimsel kalitesini değerlendirmeyi amaçlamaktadır.
Metod: İlgili anahtar kelimeler kullanılarak YouTube'da arama yapıldı. Uygunluk kriterlerine göre, çalışmaya 59 video dahil edildi. Videoların yüklendiği ülke, video süresi, beğeni sayısı, beğenmeme sayısı, yorum sayısı, günlük izlenme sayısı, beğeni oranı ve video güç endeksi açısından değerlendirilmiştir. Videoların kapsamlılığını değerlendirmek için QNOTE ve RED Checklist adlı klinik notlar kalitesini ölçen araçlar kullanılmıştır. Eğitimsel kalite ise Eğitim Videosu Kalite Kontrol Listesi (IVQC) kullanılarak değerlendirilmiştir.
Bulgular: Kapsamlılık puanı 60.4±17.89 (100 üzerinden), eğitimsel kalite puanı ise 11.19±3.61 (27 üzerinden) olarak bulunmuştur. IVQC puanları, diğer gruplarla karşılaştırıldığında üniversite/profesyonel kuruluşlar ve akademisyenler tarafından yüklenen videolarda anlamlı derecede yüksek bulunmuştur (p<0,001). Bununla birlikte, gruplar arasında kapsamlılık puanlarında anlamlı bir fark bulunmamıştır (p=0,131).
Sonuç: YouTube videoları, klinik kayıt tutmanın önemli bileşenlerini eksik bırakmaktadır. Ayrıca, videoların eğitimsel kalitesi beklenen seviyenin altında kalmaktadır. Bu sorunlar, hâlâ üniversiteler/profesyonel kuruluşlar ve akademisyenler tarafından yüklenen videolarda da devam etmektedir. Bu nedenle, tıp öğrencileri ve tıp eğitimcileri tarafından klinik kayıt tutma eğitimi için YouTube videolarının dikkatlice kullanılması gerekmektedir.

Keywords

Tıbbi Dokümantasyon, Klinik Kayıt, Tıp Eğitimi, Youtube, Video Kalitesi, Online Eğitim

Ethical Statement

Bu çalışma, herhangi bir insan katılımcı içermemektedir. Yalnızca kamuya açık video paylaşım platformundaki videolar değerlendirildiği için etik kurul onayı alınmamıştır.

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