Video-based Learning in Surgery

Andrew Yee · William M. Padovano · Ida K. Fox · Elspeth J. R. Hill · Amanda G. Rowe · L. Michael Brunt +6 more

34 citations0/0 files storedAnnals of Surgery

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Social Media in Health Education Innovations in Medical Education Surgical Simulation and Training

Abstract

OBJECTIVE: To measure surgeon engagement and preferred video duration in a video-based learning program for nerve surgery. BACKGROUND: Educational videos can improve, standardize, and democratize best practices in surgery. To improve care internationally, educators must optimize their videos for learning. However, surgeon engagement and optimal video duration remain undefined. METHODS: A YouTube channel and a video-based learning website, PASSIO Education (passioeducation.com), were examined from 2011 to 2017. We assessed views, geographic location, audience engagement (average percent of video watched), audience retention (percent of viewers at each timepoint), and usage of short (median 7.4, range 4.1-20.3 min) and long (median 17.2, range 6.1-47.7 min) video formats for the same procedures. A survey of PASSIO Education membership examined preferred video duration. RESULTS: Our 117 nerve surgery videos attained over 3 million views with 69% originating outside of the United States. While YouTube achieved more international exposure, PASSIO Education attained a greater mean engagement of 48.4% (14.3% absolute increase, P < 0.0001). Surveyed surgeons (n = 304) preferred longer videos when preparing for infrequent or difficult cases compared with routine cases (P < 0.0001). Engagement declined with video duration, but audience retention between short and long video formats was correlated (τB = 0.52, P < 0.0001). CONCLUSIONS: For effective spread of best practices, we propose the joint use of YouTube for audience outreach and a surgeon-focused platform to maximize educational value. Optimal video duration is surgeon- and case-dependent and can be addressed through offering multiple video durations and interactive viewing options.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 34 citations exist upstream.

References

2006Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases 2015Setting Value-Based Payment Goals — HHS Efforts to Improve U.S. Health Care 2008Applying the science of learning: Evidence-based principles for the design of multimedia instruction.2005Research on cognitive load theory and its design implications for e-learning 2012YouTube as a Platform for Publishing Clinical Skills Training Videos 2018Medical Education Videos for the World: An Analysis of Viewing Patterns for a YouTube Channel 2017Viewer discretion advised: is YouTube a friend or foe in surgical education?2017YouTube as a Source of Information on Neurosurgery

Cited by

2023Reliability and Accuracy of YouTube Peri-Implantitis Videos as an Educational Source for Patients in Population-Based Prevention Strategies 2023Evaluating video‐based lectures on YouTube for dental education

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.