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Evaluating the educational quality of surgical YouTube® videos: A systematic review
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Evaluating the educational quality of surgical YouTube® videos: A systematic review (2022)Evaluating the educational quality of sur…Assessment of YouTube as an Educational Tool in Teaching Key Indicator Cases in Otolaryngology During the COVID-19 Pandemic and Beyond: Neck Dissection (2020)Assessment of YouTube as an E…Use of YouTube as a Resource for Surgical Education—Clarity or Confusion (2019)Use of YouTube as a Resource …Reliability and Educational Value of Laparoscopic Sleeve Gastrectomy Surgery Videos on YouTube (2019)Reliability and Educational V…Evaluation of the Reliability, Utility, and Quality of the Information in Sleeve Gastrectomy Videos Shared on Open Access Video Sharing Platform YouTube (2019)Evaluation of the Reliability…Assessing the educational quality of ‘YouTube’ videos for facelifts (2019)Assessing the educational qua…Viewer discretion advised: is YouTube a friend or foe in surgical education? (2017)Viewer discretion advised: is…The Reliability of Bariatric Surgery Videos in YouTube Platform (2017)The Reliability of Bariatric …Assessment of “YouTube” Content for Distal Radius Fracture Immobilization (2017)Assessment of “YouTube” Conte…YouTube as a Potential Training Resource for Laparoscopic Fundoplication (2016)YouTube as a Potential Traini…YouTube as a potential training method for laparoscopic cholecystectomy (2015)YouTube as a potential traini…YouTube as a source of clinical skills education (2013)YouTube as a source of clinic…Effectiveness of YouTube as a Source of Medical Information on Heart Transplantation (2013)Effectiveness of YouTube as a…Educational Quality of YouTube Videos on Knee Arthrocentesis (2013)Educational Quality of YouTub…Medical information on the Internet: Quality assessment of lumbar puncture and neuroaxial block techniques on YouTube (2012)Medical information on the In…Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred Reporting Items for…Applying the science of learning: Evidence-based principles for the design of multimedia instruction. (2008)Applying the science of learn…A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)Multimedia Learning (2002)Pasteur's Quadrant: Basic Science and Technological Innovation (2005)Revisiting the Conceptualization, Measurement, and Generation of Interest (2011)Learning strategies: a synthesis and conceptual model (2016)Video Improves Learning in Higher Education: A Systematic Review (2021)YouTube as Source of Prostate Cancer Information (2009)Assessing the Credibility of the “YouTube Approach” to Health Information on Acute Myocardial Infarction (2012)YouTube provides irrelevant information for the diagnosis and treatment of hip arthritis (2016)YouTube as a source of patient information for abdominal aortic aneurysms (2019)Evaluation of the Quality and Reliability of YouTube Videos on Rotator Cuff Tears (2020)Growing Up Digital: The Rise of the Net Generation (1997)Adapting Your Teaching to Accommodate the Net Generation of Learners (2006)Can YouTube enhance student nurse learning? (2010)YouTube: A New Way of Supplementing Traditional Methods in Dental Education (2014)Social media addiction: What is the role of content in YouTube? (2017)YouTube use among dental students for learning clinical procedures: A multi‐institutional study (2020)Strengthening the Reporting of Observational Studies in Epidemiology (STROBE): Explanation and Elaboration (2007)The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration (2009)The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration (2009)The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration (2009)Rayyan—a web and mobile app for systematic reviews (2016)The PRISMA 2020 statement: an updated guideline for reporting systematic reviews (2021)YouTube as a Source of Information on Immunization: A Content Analysis (2007)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)YouTube as a source of information in retinopathy of prematurity (2018)Quality of Information Available on YouTube Videos Pertaining to Thyroid Cancer (2019)The Content Quality of YouTube Videos for Professional Medical Education: A Systematic Review (2021)Healthcare information on YouTube: A systematic review (2014)YouTube as a source of patient information on gallstone disease (2014)YouTube as a Source of Information and Education on Hysterectomy (2020)Anatomy education for the YouTube generation (2015)Evaluation of the reliability, utility, and quality of the information in cardiopulmonary resuscitation videos shared on Open access video sharing platform YouTube (2020)Analyzing the Quality of Aesthetic Surgery Procedure Videos on TikTok (2021)YouTube as a Platform for Publishing Clinical Skills Training Videos (2012)Evaluating YouTube as a Source of Patient Information for Functional Endoscopic Sinus Surgery (2020)Evaluating the Accuracy and Quality of the Information in Kyphosis Videos Shared on YouTube (2018)Fiction, Falsehoods, and Few Facts: Cross-Sectional Study on the Content-Related Quality of Atopic Eczema-Related Videos on YouTube (2020)Quality and Reliability of Liver Cancer–Related Short Chinese Videos on TikTok and Bilibili: Cross-Sectional Content Analysis Study (2023)Quality of Information in Gallstone Disease Videos on TikTok: Cross-sectional Study (2023)Are YouTube Videos Useful in Informing Patients about Keratoplasty? (2021)YouTube as a resource for surgical education with a focus on plastic surgery – a systematic review (2021)
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References

  • 2009Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement37,549 cited
  • 2008Applying the science of learning: Evidence-based principles for the design of multimedia instruction.931 cited
  • 2019Evaluation of the Reliability, Utility, and Quality of the Information in Sleeve Gastrectomy Videos Shared on Open Access Video Sharing Platform YouTube239 cited
  • 2013YouTube as a source of clinical skills education182 cited
  • 2013Educational Quality of YouTube Videos on Knee Arthrocentesis150 cited
  • 2019Use of YouTube as a Resource for Surgical Education—Clarity or Confusion132 cited
  • 2017Viewer discretion advised: is YouTube a friend or foe in surgical education?104 cited
  • 2012Medical information on the Internet: Quality assessment of lumbar puncture and neuroaxial block techniques on YouTube96 cited
  • 2017The Reliability of Bariatric Surgery Videos in YouTube Platform90 cited
  • 2015YouTube as a potential training method for laparoscopic cholecystectomy66 cited
  • 2019Assessing the educational quality of ‘YouTube’ videos for facelifts64 cited
  • 2016YouTube as a Potential Training Resource for Laparoscopic Fundoplication63 cited
  • 2020Assessment of YouTube as an Educational Tool in Teaching Key Indicator Cases in Otolaryngology During the COVID-19 Pandemic and Beyond: Neck Dissection56 cited
  • 2013

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Effectiveness of YouTube as a Source of Medical Information on Heart Transplantation
56 cited
  • 2017Assessment of “YouTube” Content for Distal Radius Fracture Immobilization44 cited
  • 2019Reliability and Educational Value of Laparoscopic Sleeve Gastrectomy Surgery Videos on YouTube42 cited
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