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.
Material and Method:
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 half of 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.