Learning knee arthrocentesis using YouTube videos.
Journal
The clinical teacher
ISSN: 1743-498X
Titre abrégé: Clin Teach
Pays: England
ID NLM: 101227511
Informations de publication
Date de publication:
04 2020
04 2020
Historique:
pubmed:
11
5
2019
medline:
19
8
2021
entrez:
11
5
2019
Statut:
ppublish
Résumé
This study aims to compare medical students' educational outcomes in performing knee arthrocentesis through searching and using YouTube videos versus traditional supervisor-led sessions. Seventy-one medical students were randomly assigned to three groups. Group A had a traditional supervisor-led clinical session, where the supervisor demonstrated the procedure. Students in group B were provided with links to YouTube videos of knee arthrocentesis that were deemed to be of high educational quality, whereas group C searched and learned from any YouTube video that they found themselves based on the learning objectives provided. Student performance was first examined following the learning sessions, and then again after receiving feedback on the performance. Prior to feedback, statistically significant higher mean scores were noted for group A in the identification of an appropriate puncture site (p = 0.015), puncture site sterilization (p = 0.046), wearing sterile gloves (p < 0.001) and direction of needle insertion (p < 0.001). The overall mean scores (maximum possible score is 21) before feedback for groups A, B and C were 17.9 ± 1.9, 14.9 ± 2.0 and 15.4 ± 1.8, respectively (p < 0.001). The overall mean scores after feedback for groups A, B and C were 21.0 ± 0.0, 20.9 ± 0.3 and 21.0 ± 0.0, respectively (p = 0.037). Students performed equally whether they were provided with videos or found their own; however, without appropriate learner feedback from an instructor, YouTube videos cannot replace traditional supervisor-led sessions for learning knee arthrocentesis.
Sections du résumé
BACKGROUND
This study aims to compare medical students' educational outcomes in performing knee arthrocentesis through searching and using YouTube videos versus traditional supervisor-led sessions.
METHOD
Seventy-one medical students were randomly assigned to three groups. Group A had a traditional supervisor-led clinical session, where the supervisor demonstrated the procedure. Students in group B were provided with links to YouTube videos of knee arthrocentesis that were deemed to be of high educational quality, whereas group C searched and learned from any YouTube video that they found themselves based on the learning objectives provided. Student performance was first examined following the learning sessions, and then again after receiving feedback on the performance.
RESULTS
Prior to feedback, statistically significant higher mean scores were noted for group A in the identification of an appropriate puncture site (p = 0.015), puncture site sterilization (p = 0.046), wearing sterile gloves (p < 0.001) and direction of needle insertion (p < 0.001). The overall mean scores (maximum possible score is 21) before feedback for groups A, B and C were 17.9 ± 1.9, 14.9 ± 2.0 and 15.4 ± 1.8, respectively (p < 0.001). The overall mean scores after feedback for groups A, B and C were 21.0 ± 0.0, 20.9 ± 0.3 and 21.0 ± 0.0, respectively (p = 0.037).
CONCLUSION
Students performed equally whether they were provided with videos or found their own; however, without appropriate learner feedback from an instructor, YouTube videos cannot replace traditional supervisor-led sessions for learning knee arthrocentesis.
Types de publication
Journal Article
Randomized Controlled Trial
Langues
eng
Sous-ensembles de citation
IM
Pagination
148-152Informations de copyright
© 2019 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Références
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(10):29507.
Zuber TJ. Knee joint aspiration and injection. Am Fam Physician 2002;66(8):1497-1500, 1503-1504, 1507.
Fischer J, Geurts J, Valderrabano V, Hügle T. Educational quality of YouTube videos on knee arthrocentesis. J Clin Rheumatol 2013;19(7):373-376.
Urbaniak GC, Plous S. Research randomizer (version 4.0). 2013. Available at http://www.randomizer.org. Accessed on 22 June 2013.
Pilieci SN, Salim SY, Heffernan DS, Itani KMF, Khadaroo RG. A randomized controlled trial of video education versus skill demonstration: which is more effective in teaching sterile surgical technique? Surg Infect (Larchmt) 2018;19(3):303-312.
Addar A, Marwan Y, Algarni N, Berry G. Assessment of “YouTube” content for distal radius fracture immobilization. J Surg Educ 2017;74(5):799-804.
S¸as¸maz MI, Akça AH. Reliability of trauma management videos on YouTube and their compliance with ATLS® (9th edition) guideline. Eur J Trauma Emerg Surg 2018;44(5):753-757.
Rodriguez HA, Young MT, Jackson HT, Oelschlager BK, Wright AS. Viewer discretion advised: is YouTube a friend or foe in surgical education? Surg Endosc 2018;32(4):1724-1728.
Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: a systematic review. Med Teach 2012;34(4):e216-e221.
Bing-You R, Hayes V, Varaklis K, Trowbridge R, Kemp H, McKelvy D. Feedback for learners in medical education: what is known? A scoping review. Acad Med 2017;92(9):1346-1354.