Anatominin Dijital Aynasında Larinks: Eğitsel Kaliteye Eleştirel Bir Bakış

Öz

Amaç: Bu çalışma, YouTube platformunda yer alan larinks anatomisine yönelik videoların içerik, kalite ve işlevsellik açısından değerlendirilmesini; ayrıca bu videoların tıp eğitimi açısından taşıdığı potansiyel eğitimsel değeri ortaya koymayı amaçlamaktadır. Gereç ve Yöntem: Bu çalışmada, “larynx anatomisi” anahtar kelimesi kullanılarak YouTube'da tarama yapılmıştır. Yalnızca Türkçe, görsel ve işitsel açıdan kabul edilebilir kalitede olan, tekrarlanan içeriklerden yalnızca ilki seçilerek toplam 28 video dahil edilmiştir. Videolara ait kaynak, süre, yüklenme tarihi ve izlenme oranı gibi demografik veriler kaydedilmiştir. Eğitimsel kalite değerlendirmesinde Anatomik İçerik Skoru (ACS), modifiye DISCERN (mDISCERN) Ölçeği, Amerikan Tıp Derneği Dergisi (JAMA) kriterleri ve Global Kalite Skoru (GQS) kullanılmış; veriler SPSS 26.0 ile analiz edilmiştir. Bulgular: GQS değerlendirme ölçütüne göre videolar iki kategoriye ayrılmıştır: 13 video (%46,5) “yararlı” olarak, 15 video (%53,5) ise “yararsız” olarak sınıflandırılmıştır. “Yararlı” grubunda yer alan videoların ortalama süreleri istatistiksel açıdan anlamlı düzeyde daha uzun bulunmuştur (p=0,001). Öte yandan, “yararsız” grubundaki videoların izlenme ve beğeni sayılarının daha yüksek olduğu görülmüştür (p=0,001). ACS puanları ise “yararlı” videolarda anlamlı düzeyde daha yüksek bulunmuştur (p=0,001). mDISCERN ve JAMA skorları arasında zayıf fakat pozitif yönlü bir ilişki saptanmıştır (r=0,12; p>0,05). Bununla birlikte, mDISCERN puanları ile GQS (r=0,88; p<0,001) ve ACS (r=0,87; p<0,001) arasında güçlü ve anlamlı pozitif korelasyonlar belirlenmiştir. Sonuç: YouTube'da yer alan larinks anatomisiyle ilgili videoların önemli bir kısmında tıp fakültesi müfredatına uygun düzeyde bilgi sunulmamaktadır. Bu nedenle, anatomistlerin dijital içerik platformlarındaki eğitim materyallerini tanıması ve öğrencileri güvenilir e-öğrenme kaynaklarına yönlendirmesi büyük önem taşımaktadır. Ayrıca, eğitimcilerin, mDISCERN, JAMA, GQS ve ACS gibi değerlendirme araçlarına dayalı, müfredata uygun videolar üretmeleri, dijital tıp eğitiminin niteliğini artıracaktır.

Anahtar Kelimeler

• larinks
• anatomi
• tıp eğitimi
• sosyal medya
• internet tabanlı eğitim
• youtube

Larynx in the Digital Mirror of Anatomy: A Critical Perspective on Educational Quality

Öz

Aim: This study aimed to analyze the scientific content, instructional quality, and functional attributes of Turkish-language YouTube videos on larynx anatomy, with a focus on their relevance and usefulness in medical education. Methods: A comprehensive video search was performed on YouTube using the Turkish keyword “larynx anatomisi.” Videos selected for analysis met inclusion criteria of being in Turkish, having satisfactory audiovisual standards, and being unique (duplicates were excluded beyond the first instance). A total of 28 videos were reviewed. Collected data included source type, video length, upload date, and number of views. To evaluate educational value, four established tools were applied: the Anatomical Content Score (ACS), the modified DISCERN (mDISCERN) Scale, Journal of the American Medical Association (JAMA) criteria, and the Global Quality Score (GQS). Statistical analysis was conducted using SPSS version 26.0. Results: Based on the Global Quality Score (GQS), the analyzed videos were divided into two categories: 13 videos (46.5%) were identified as “useful,” whereas 15 videos (53.5%) were considered “non-useful”. The average duration of videos in the “useful” group was found to be significantly greater (p=0.001). Conversely, the “non-useful” group exhibited higher numbers of views and likes (p=0.001). Videos classified as “useful” also had significantly higher Anatomical Content Score (ACS) values (p=0.001). A weak but positive correlation was observed between the mDISCERN score and JAMA benchmarks (r=0.12; p>0.05). Moreover, strong and statistically significant positive correlations were found between the mDISCERN and GQS (r=0.88; p<0.001), as well as between the mDISCERN and ACS (r=0.87; p<0.001). Conclusion: While YouTube offers accessibility, many larynx anatomy videos lack the scientific reliability essential for formal medical education. This highlights a gap between digital exposure and academic adequacy. Anatomists should recognize the educational importance of digital content and contribute to its quality and accuracy.

Anahtar Kelimeler

• larynx
• anatomy
• medical education
• social media
• online learning
• youtube

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