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

Yıl 2024, Cilt: 16 Sayı: 2, 154 - 160, 30.06.2024
https://doi.org/10.18521/ktd.1420306

Öz

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.

Etik Beyan

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.

Kaynakça

  • 1. Mamykina L, Vawdrey DK, Stetson PD, Zheng K, Hripcsak G. Clinical documentation: composition or synthesis? J Am Med Inform Assoc. 2012;19(6):1025-31.
  • 2. Rowlands S, Coverdale S, Callen J. Documentation of clinical care in hospital patients' medical records: A qualitative study of medical students' perspectives on clinical documentation education. Health Inf Manag. 2016;45:99-106.
  • 3. Seo JH, Kong HH, Im SJ, Roh H, Kim DK, Bae HO, et al. A pilot study on the evaluation of medical student documentation: assessment of SOAP notes. Korean J Med Educ. 2016;28(2):237-41.
  • 4. Liaison Committee on Medical Education. Functions and structure of a medical school. 2023 (October) [Internet] [cited 2023 Oct 25]. Available from: https://lcme.org/publications/
  • 5. Association of American Medical Colleges. Core entrustable professional activities for entering residency faculty and learners’ guide. [Internet] Core entrustable professional activities for entering residency. 2014. [cited 2023 Oct 25] https://www.aamc.org/about-us/mission-areas/medical-education/cbme/core-epas
  • 6. Lai J, Tillman D. Curriculum to develop documentation proficiency among medical students in an emergency medicine clerkship. MedEdPORTAL. 2021;17:11194.
  • 7. Emekli E, Coşkun Ö, Budakoğlu II, Kıyak YS. Clinical record keeping education needs in a medical school and the quality of clinical documentations. Konralp Medical Journal. 2023;15(2):257-65.
  • 8. Dawson B, Carter K, Brewer K, Lawson L. Chart smart: a need for documentation and billing education among emergency medicine residents? West J Emerg Med. 2010;11(2):116-9.
  • 9. Fakhry SM, Robinson L, Hendershot K, Reines HD. Surgical residents' knowledge of documentation and coding for professional services: an opportunity for a focused educational offering. Am J Surg. 2007;194(2):263-7.
  • 10. Obeso V, Grbic D, Emery M, Parekh K, Phillipi C, Swails J, et al. Core entrustable professional activities for entering residency pilot. Core entrustable professional activities (EPAs) and the transition from medical school to residency: the Postgraduate year one resident perspective. Med Sci Educ. 2021;31(6):1813-22.
  • 11. Pearlman RE, Pawelczak MA, Bird JB, Yacht AC, Farina GA. Incoming interns perceived preparedness for core entrustable professional activities. Med Sci Educ. 2019;29(1):247-53.
  • 12. Ryan MS, Iobst W, Holmboe ES, Santen SA. Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones? Med Teach. 2022;44(5):510-8.
  • 13. Aslam S. YouTube by the numbers: Stats, demographics & fun facts. [Internet] [cited 2023 Oct 25]. https://www.omnicoreagency.com/youtube-statistics
  • 14. Guraya SY. The usage of social networking sites by medical students for educational purposes: A meta-analysis and systematic review. N Am J Med Sci. 2016;8(7):268-78.
  • 15. Glass NE, Kulaylat AN, Zheng F, Glarner CE, Economopoulos KP, Hamed OH, et al. A national survey of educational resources utilized by the Resident and Associate Society of the American College of Surgeons membership. Am J Surg. 2015;209(1):59-64.
  • 16. Mikalef P, Kourouthanassis PE, Pateli AG. Online information search behaviour of physicians. Health Info Libr J. 2017;34(1):58-73.
  • 17. Schmidt RS, Shi LL, Sethna A. Use of streaming media (YouTube) as an educational tool for surgeons-a survey of AAFPRS members. JAMA Facial Plast Surg. 2016;18(3):230-1.
  • 18. Rapp AK, Healy MG, Charlton ME, Keith JN, Rosenbaum ME, Kapadia MR. YouTube is the most frequently used educational video source for surgical preparation. J Surg Educ. 2016;73(6):1072-6.
  • 19. Gayef A, Çaylan A. Use of Youtube in medical education. Konuralp Medical Journal. 2021;13(3):640-7. 20. Topps D, Helmer J, Ellaway R. YouTube as a platform for publishing clinical skills training videos. Acad Med. 2013;88(2):192-7.
  • 21. Madathil KC, Rivera-Rodriguez AJ, Greenstein JS, Gramopadhye AK. Healthcare information on YouTube: A systematic review. Health Informatics J. 2015;21(3):173-94.
  • 22. Curran V, Simmons K, Matthews L, Fleet L, Gustafson DL, Fairbridge NA, et al. YouTube as an Educational Resource in Medical Education: a Scoping Review. Med Sci Educ. 2020;30(4):1775-82.
  • 23. Osman W, Mohamed F, Elhassan M, Shoufan A. Is YouTube a reliable source of health-related information? A systematic review. BMC Med Educ. 2022;22(1):382.
  • 24. Helming AG, Adler DS, Keltner C, Igelman AD, Woodworth GE. The content quality of YouTube videos for professional medical education: A systematic review. Acad Med. 2021;1;96(10):1484-93.
  • 25. Erdem MN, Karaca S. Evaluating the accuracy and quality of the information in kyphosis videos shared on YouTube. Spine (Phila Pa 1976). 2018;43(22):E1334-9.
  • 26. Burke HB, Hoang A, Becher D, Fontelo P, Liu F, Stephens M, et al. QNOTE: an instrument for measuring the quality of EHR clinical notes. J Am Med Inform Assoc. 2014;21(5):910-6.
  • 27. Bierman JA, Hufmeyer KK, Liss DT, Weaver AC, Heiman HL. Promoting responsible electronic documentation: Validity evidence for a checklist to assess progress notes in the electronic health record. Teach Learn Med. 2017;29(4):420-32.
  • 28. Schooley SP, Tackett S, Peraza LR, Shehadeh LA. Development and piloting of an instructional video quality checklist (IVQC). Med Teach. 2022;44(3):287-93.
  • 29. Ferhatoglu MF, Kartal A, Ekici U, Gurkan A. Evaluation of the reliability, utility, and quality of the information in sleeve gastrectomy videos shared on open access video sharing platform YouTube. Obes Surg. 2019;29(5):1477-84.
  • 30. Katipoğlu B, Akbaş İ, Koçak AO, Erbay MF, Turan Eİ, Kasali K. Assessment of the accuracy of cardiopulmonary resuscitation videos in English on YouTube according to the 2015 AHA Resuscitation Guidelines. Emerg Med Int. 2019;2019:1272897.
  • 31. Khandelwal A, Devine LA, Otremba M. Quality of widely available video instructional materials for point-of-care ultrasound-guided procedure training in internal medicine. J Ultrasound Med. 2017;36(7):1445-52.
  • 32. Surapaneni KM. Influence of Competitive Entrance Exams on Medical Students' Preferences to Non-traditional Learning Resources. Med Sci Educ. 2023;33(6):1437.
  • 33. Norman MK. Twelve tips for reducing production time and increasing long-term usability of instructional video. Med Teach. 2017;39(8):808-12.
  • 34. Krumm IR, Miles MC, Clay A, Carlos Ii WG, Adamson R. Making effective educational videos for clinical teaching. Chest. 2022;161(3):764-72.

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

Yıl 2024, Cilt: 16 Sayı: 2, 154 - 160, 30.06.2024
https://doi.org/10.18521/ktd.1420306

Öz

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.

Etik Beyan

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

Kaynakça

  • 1. Mamykina L, Vawdrey DK, Stetson PD, Zheng K, Hripcsak G. Clinical documentation: composition or synthesis? J Am Med Inform Assoc. 2012;19(6):1025-31.
  • 2. Rowlands S, Coverdale S, Callen J. Documentation of clinical care in hospital patients' medical records: A qualitative study of medical students' perspectives on clinical documentation education. Health Inf Manag. 2016;45:99-106.
  • 3. Seo JH, Kong HH, Im SJ, Roh H, Kim DK, Bae HO, et al. A pilot study on the evaluation of medical student documentation: assessment of SOAP notes. Korean J Med Educ. 2016;28(2):237-41.
  • 4. Liaison Committee on Medical Education. Functions and structure of a medical school. 2023 (October) [Internet] [cited 2023 Oct 25]. Available from: https://lcme.org/publications/
  • 5. Association of American Medical Colleges. Core entrustable professional activities for entering residency faculty and learners’ guide. [Internet] Core entrustable professional activities for entering residency. 2014. [cited 2023 Oct 25] https://www.aamc.org/about-us/mission-areas/medical-education/cbme/core-epas
  • 6. Lai J, Tillman D. Curriculum to develop documentation proficiency among medical students in an emergency medicine clerkship. MedEdPORTAL. 2021;17:11194.
  • 7. Emekli E, Coşkun Ö, Budakoğlu II, Kıyak YS. Clinical record keeping education needs in a medical school and the quality of clinical documentations. Konralp Medical Journal. 2023;15(2):257-65.
  • 8. Dawson B, Carter K, Brewer K, Lawson L. Chart smart: a need for documentation and billing education among emergency medicine residents? West J Emerg Med. 2010;11(2):116-9.
  • 9. Fakhry SM, Robinson L, Hendershot K, Reines HD. Surgical residents' knowledge of documentation and coding for professional services: an opportunity for a focused educational offering. Am J Surg. 2007;194(2):263-7.
  • 10. Obeso V, Grbic D, Emery M, Parekh K, Phillipi C, Swails J, et al. Core entrustable professional activities for entering residency pilot. Core entrustable professional activities (EPAs) and the transition from medical school to residency: the Postgraduate year one resident perspective. Med Sci Educ. 2021;31(6):1813-22.
  • 11. Pearlman RE, Pawelczak MA, Bird JB, Yacht AC, Farina GA. Incoming interns perceived preparedness for core entrustable professional activities. Med Sci Educ. 2019;29(1):247-53.
  • 12. Ryan MS, Iobst W, Holmboe ES, Santen SA. Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones? Med Teach. 2022;44(5):510-8.
  • 13. Aslam S. YouTube by the numbers: Stats, demographics & fun facts. [Internet] [cited 2023 Oct 25]. https://www.omnicoreagency.com/youtube-statistics
  • 14. Guraya SY. The usage of social networking sites by medical students for educational purposes: A meta-analysis and systematic review. N Am J Med Sci. 2016;8(7):268-78.
  • 15. Glass NE, Kulaylat AN, Zheng F, Glarner CE, Economopoulos KP, Hamed OH, et al. A national survey of educational resources utilized by the Resident and Associate Society of the American College of Surgeons membership. Am J Surg. 2015;209(1):59-64.
  • 16. Mikalef P, Kourouthanassis PE, Pateli AG. Online information search behaviour of physicians. Health Info Libr J. 2017;34(1):58-73.
  • 17. Schmidt RS, Shi LL, Sethna A. Use of streaming media (YouTube) as an educational tool for surgeons-a survey of AAFPRS members. JAMA Facial Plast Surg. 2016;18(3):230-1.
  • 18. Rapp AK, Healy MG, Charlton ME, Keith JN, Rosenbaum ME, Kapadia MR. YouTube is the most frequently used educational video source for surgical preparation. J Surg Educ. 2016;73(6):1072-6.
  • 19. Gayef A, Çaylan A. Use of Youtube in medical education. Konuralp Medical Journal. 2021;13(3):640-7. 20. Topps D, Helmer J, Ellaway R. YouTube as a platform for publishing clinical skills training videos. Acad Med. 2013;88(2):192-7.
  • 21. Madathil KC, Rivera-Rodriguez AJ, Greenstein JS, Gramopadhye AK. Healthcare information on YouTube: A systematic review. Health Informatics J. 2015;21(3):173-94.
  • 22. Curran V, Simmons K, Matthews L, Fleet L, Gustafson DL, Fairbridge NA, et al. YouTube as an Educational Resource in Medical Education: a Scoping Review. Med Sci Educ. 2020;30(4):1775-82.
  • 23. Osman W, Mohamed F, Elhassan M, Shoufan A. Is YouTube a reliable source of health-related information? A systematic review. BMC Med Educ. 2022;22(1):382.
  • 24. Helming AG, Adler DS, Keltner C, Igelman AD, Woodworth GE. The content quality of YouTube videos for professional medical education: A systematic review. Acad Med. 2021;1;96(10):1484-93.
  • 25. Erdem MN, Karaca S. Evaluating the accuracy and quality of the information in kyphosis videos shared on YouTube. Spine (Phila Pa 1976). 2018;43(22):E1334-9.
  • 26. Burke HB, Hoang A, Becher D, Fontelo P, Liu F, Stephens M, et al. QNOTE: an instrument for measuring the quality of EHR clinical notes. J Am Med Inform Assoc. 2014;21(5):910-6.
  • 27. Bierman JA, Hufmeyer KK, Liss DT, Weaver AC, Heiman HL. Promoting responsible electronic documentation: Validity evidence for a checklist to assess progress notes in the electronic health record. Teach Learn Med. 2017;29(4):420-32.
  • 28. Schooley SP, Tackett S, Peraza LR, Shehadeh LA. Development and piloting of an instructional video quality checklist (IVQC). Med Teach. 2022;44(3):287-93.
  • 29. Ferhatoglu MF, Kartal A, Ekici U, Gurkan A. Evaluation of the reliability, utility, and quality of the information in sleeve gastrectomy videos shared on open access video sharing platform YouTube. Obes Surg. 2019;29(5):1477-84.
  • 30. Katipoğlu B, Akbaş İ, Koçak AO, Erbay MF, Turan Eİ, Kasali K. Assessment of the accuracy of cardiopulmonary resuscitation videos in English on YouTube according to the 2015 AHA Resuscitation Guidelines. Emerg Med Int. 2019;2019:1272897.
  • 31. Khandelwal A, Devine LA, Otremba M. Quality of widely available video instructional materials for point-of-care ultrasound-guided procedure training in internal medicine. J Ultrasound Med. 2017;36(7):1445-52.
  • 32. Surapaneni KM. Influence of Competitive Entrance Exams on Medical Students' Preferences to Non-traditional Learning Resources. Med Sci Educ. 2023;33(6):1437.
  • 33. Norman MK. Twelve tips for reducing production time and increasing long-term usability of instructional video. Med Teach. 2017;39(8):808-12.
  • 34. Krumm IR, Miles MC, Clay A, Carlos Ii WG, Adamson R. Making effective educational videos for clinical teaching. Chest. 2022;161(3):764-72.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Hizmetleri ve Sistemleri (Diğer)
Bölüm Makaleler
Yazarlar

Emre Emekli 0000-0001-5989-1897

Yavuz Selim Kıyak 0000-0002-5026-3234

Yayımlanma Tarihi 30 Haziran 2024
Gönderilme Tarihi 15 Ocak 2024
Kabul Tarihi 16 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 16 Sayı: 2

Kaynak Göster

APA Emekli, E., & Kıyak, Y. S. (2024). Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education. Konuralp Medical Journal, 16(2), 154-160. https://doi.org/10.18521/ktd.1420306
AMA Emekli E, Kıyak YS. Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education. Konuralp Medical Journal. Haziran 2024;16(2):154-160. doi:10.18521/ktd.1420306
Chicago Emekli, Emre, ve Yavuz Selim Kıyak. “Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education”. Konuralp Medical Journal 16, sy. 2 (Haziran 2024): 154-60. https://doi.org/10.18521/ktd.1420306.
EndNote Emekli E, Kıyak YS (01 Haziran 2024) Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education. Konuralp Medical Journal 16 2 154–160.
IEEE E. Emekli ve Y. S. Kıyak, “Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education”, Konuralp Medical Journal, c. 16, sy. 2, ss. 154–160, 2024, doi: 10.18521/ktd.1420306.
ISNAD Emekli, Emre - Kıyak, Yavuz Selim. “Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education”. Konuralp Medical Journal 16/2 (Haziran 2024), 154-160. https://doi.org/10.18521/ktd.1420306.
JAMA Emekli E, Kıyak YS. Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education. Konuralp Medical Journal. 2024;16:154–160.
MLA Emekli, Emre ve Yavuz Selim Kıyak. “Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education”. Konuralp Medical Journal, c. 16, sy. 2, 2024, ss. 154-60, doi:10.18521/ktd.1420306.
Vancouver Emekli E, Kıyak YS. Comprehensiveness and Instructional Quality of YouTube Videos on Clinical Record-Keeping Training in Medical Education. Konuralp Medical Journal. 2024;16(2):154-60.