Nilay BOZTAŞ, Volkan HANCI, Semih KÜÇÜKGÜÇLÜ, Sevda ÖZKARDEŞLER

Anterior Abdominal Wall Blocks as A Source of Information in A Social Media Network

Objectives: Although YouTube is widely used as a source of information, there is no regulation used to analyze the quality of videos. The aim of our study is to evaluate the quality and content of videos about Anterior Abdominal Wall Blocks on YouTube. Methods: On YouTube, a website, a search was made between May 01-31, 2020 using the keywords "anterior abdominal wall blocks", "rectus sheath block", "ilioinguinal/iliohipogastric nerve block", and "transversus abdominis plan (TAP) block". An evaluation of understandability was performed using the Suitability Assessment of Materials (SAM) test for the first 100 video materials. Educational content in each video was assessed by the presence/absence of 11 factors. These factors were determined based on the reference book on the subject by Clinical Anesthesia (18). User engagement metrics were recorded for each video as follows: 1) number of video views, 2) likes, 3) dislikes, and 4) comments. Results: When the videos were evaluated by the Suitability Assessment of Materials (SAM) score, 58 (58%) videos were in the ‘insufficient' group, 25 (25%) videos were in the 'sufficient' group and 17 (17%) videos were in the 'superior' group. There was a weak positive correlation between the SAM score and the number of views, likes, dislikes, and comments. There was a strong positive correlation between the Suitability Assessment of Materials (SAM) score of the videos and the video duration. When the medical contents of the videos were examined, it was found that sufficient information was given in terms of the type of approach, and demonstration of dermatomes and anatomical landmarks, but highly insufficient information was given in terms of monitoring, sterilization and needle/catheter use. Conclusion: We think that an institutional assessment system that provides content and quality assurance of medical information for both patients and healthcare personnel should be established on Youtube.

Keywords:

Social media, Education, Anesthesia,

PDF

___

1. http://code.google.com/apis/youtube/2.0/developers guide php.html #Searching for Videos.
2. http://www.seo.com/blog/optimizing-ranking-videos-in-youtube-pubconreview/.
3. Romanov K, Nevgi A. Do medical students watch video clips in eLearning and do these facilitate learning? Med Teach 2007;29:484–8.
4. History of YouTube [Internet]. 2007 [cited 20 February 2017]. Available from: https://en.wikipedia.org/wiki/History_of_YouTube.
5. Available from: http://www.sramanamitra.com/2007/08/21/Web-30-Online-Health-Part-2/Web 3.0 and Online Health, Part 2 [accessed 01.01.08].
6. Hof R. YouTube: 100 million videos a day. Business Week. Available at: http://www.businessweek.com/the thread/techbeat/archives/2006/07/ youtube 100 mil.html [accessed 14.07.06].
7. Lee JS, Seo1HS, Hong TH. YouTube as a potential training method for laparoscopic cholecystectomy. Ann Surg Treat Res 2015;89:92-97.
8. Madathil KC, Rivera-Rodriguez AJ, Greenstein JS, Gramopadhye AK. Healthcare information on YouTube: a systematic review. Health Informatics J 2015;21:173–94.
9. Schwenk ES, Chu LF, Gupta RK, Mariano ER. How Social Media Is Changing the Practice of Regional Anesthesiology. Curr Anesthesiol Rep 2017;7:238–245.
10. Taylor T. TF-6 the use of social media in emergency medical resident education. Ann Emerg Med 2014;64:146.
11. Arnbjörnsson E, Einar A. The use of social media in medical edu-cation: a literature review. Creative Educ 2014;05:2057-61.
12. Rabee R, Najim M, Sherwani Y, et al. YouTube in medical educa-tion: a student’s perspective. Med Educ Online 2015;20:29507.
13. Fischer J, Geurts J, Valderrabano V, Hügle T. Educational qualityof YouTube videos on knee arthrocentesis. J Clin Rheumatol 2013;19:373-6.
14. Salem J, Borgmann H, Murphy DG. Integrating social media intourologic health care: what can we learn from other disciplines? Curr Urol Rep 2016;17:13.
15. Alotaibi NM, Badhiwala JH, Nassiri F, et al. The current use of social media in neurosurgery. World Neurosurg. 2016;88:619-24.
16. Yarwood J, Berrill A. Nerve blocks of the anterior abdominal wall. Critical Care & Pain 2010;10:182-6.
17. Ho M, Stothers L, Lazare D, Tsang B, Macnab A. Evaluation of educationalcontent of YouTube videos relating to neurogenic bladder andintermittent catheterization. Can Urol Assoc J 2015;9:320-54.
18. Isık B, Kurtipek O. Peripheral Nerve Blocks. In: Ozkan F, Bilgin S, eds. Clinical Anesthesia. 8th editon. Günes Tıp Kitabevleri, Ostim, Ankara; 2020. p. 982-5.
19. Doak CC, Doak LG, Root JH (1996) Teaching patients with low literacy skills. 2nd ed. Philadelphia: Saunders.
20. Rudd RE. Guidelines for Assessing Materials. Resources for Developing and Assessing Materials. Available: http://www.hsph.harvard.edu/ healthliteracy/files /2012/09/resources_for_assessing_materials.pdf. Accessed 2013 Jun 1.
21. Koya KD, Bhatia KR, Hsu JT, Bhatia AC. YouTube and the expanding role of videos in dermatologic surgery education. Semin Cutan Med Surg 2012;31:163-7.
22. Topps D, Helmer J, Ellaway R. YouTube as a platform for publishing clinical skills training videos. Acad Med 2013;88:192-7. 23. Sacchetti P, Zvara P, Plante MK. The internet and patienteducation---resources and their reliability: focus on a select uro-logic topic. Urology 1999;53:1117-20.
24. Haymes AT. The quality of rhinoplasty health information on theinternet. Ann Plast Surg 2016;76:143-9.
25. Lee K, Hoti K, Hughes JD, Emmerton LM. Consumer use of ‘‘Dr Google’’:a survey on health information-seeking behaviors and naviga-tional needs. J Med Internet Res 2015;17:288.
26. Rössler B, Lahner D, Schebesta K, Chiari A, Plöchl W. Medical informationon the internet: quality assessment of lumbar puncture andneuroaxial block techniques on YouTube. Clin Neurol Neurosurg 2012;114:655-8.
27. Camm CF, Sunderland N, Camm AJ. A quality assessmentof cardiac auscultation material on YouTube. Clin Cardiol 2013;36:77-81.
28. Gupta N, Sandhu G, Aggarwal A, Singh H, Leanne F. Quality assessmentof YouTube videos as a source of information on Colonoscopy. Abdomen. 2015;2:e953 http://dx.doi.org/10.14800/abdomen.953.20
29. Nason K, Donnelly A, Duncan HF. YouTube as a patient-information source for root canal treatment. Int Endod J. 2016;49:1194-1200.
30. Selvi O, Tulgar S, Senturk O, Topcu DI, Ozer Z. YouTube as an informational source for brachial plexus blocks: evaluation of content and educational value. Rev Bras Anestesiol. 2019;69:168-76.
31. Tulgar S, Selvi O, Serifsoy TE, Senturk O, Ozer Z. YouTube as an information source of spinal anesthesia, epidural anesthesia and combined spinal and epidural anesthesia. Rev Bras Anestesiol. 2017;67:493-9.
32. Knosel M, Jung K, Bleckmann A. YouTube, dentistry, and dental education. J Dent Educ 2011;75:1558-682.
33. Azer SA, Aleshaiwi SM, Algrain HA, Alkhelaif RA. Nervous system examination on YouTube. BMC Med Educ 2012;12:126.
34. Duncan I, Yarwood-Ross L, Haigh L. YouTube as a source of clinical skills education. Nurse Educ Today 2013;33:1576-80.
35. Azer S. Can YouTube help students in learning surface anatomy? Surg Radiol Anat 2012;34:465-8.
36. Sampson M, Cumber J, Li C, Pound CM, Fuller A, Harrison D. A systematic review of methods for studying consumer health YouTube videos, with implications for systematic reviews. Peer J 2013;1:e147.