Flinspach Armin Niklas, Merk Jana, Raimann Florian Jürgen, Ippolito Angelo, Vo Linda, Blum Lea Valeska, Noone Stephanie, Flinspach Mairen Heumine, Sterz Jasmina, Neef Vanessa
Department of Anesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany.
Department of Anesthesiology, Intensive Care Medicine and Pain Therapy, Sana Clinic Offenbach GmbH, Offenbach, Germany.
Front Med (Lausanne). 2024 Sep 19;11:1429093. doi: 10.3389/fmed.2024.1429093. eCollection 2024.
The increasing knowledge in medicine makes continuous education for clinicians necessary more than ever. The range of skills to be covered in anesthesia is constantly growing. How to optimize complex training in practical skills in an increasingly economized environment remains unclear. The extent and suitability to which video platforms assist in learning basic skills in anesthesia has not been investigated yet.
To identify appropriate videos on YouTube, we conducted a search (May 1st 2023), including common combinations of synonymous terms, and checked up to the 50th result for relevance. Videos initially deemed suitable were archived and evaluated to exclude duplicates. All included videos were subsequently scrutinized for content. For this purpose, a validated checklist to assess procedural and didactic content was used. Data analysis involved assessing interrater reliability, Spearman's rho test, and linear regression analysis.
We were able to include 222 videos related to 16 basic skills. The low number of videos found on specific skills was striking. The level of fulfillment illustrating a practical skill was repeatedly found <60%. The consistency of the questionnaire was moderate (Fleiss kappa 0.59). Video runtime displayed a significant correlation ( < 0.001) with the number of items accomplished on procedural (|| = 0.442, = 0.196) and didactic items (|ρ| = 0.452, = 0.153). The professional context of the content creators showed no influence.
The quantity of available material on specific basic anesthesiologic skills varied drastically. In addition, the videos available often revealed significant shortcomings, making it challenging to easily assess the quality of the content. The vast majority of evaluated videos did not reflect the intended approach in a scientifically correct manner or were entirely unsuitable for displaying the procedural requirements.
医学知识的不断增长使临床医生的继续教育比以往任何时候都更加必要。麻醉领域所需掌握的技能范围在持续扩大。在日益节约的环境中，如何优化实践技能的复杂培训仍不明确。视频平台在辅助麻醉基本技能学习方面的程度和适用性尚未得到研究。
为了在YouTube上识别合适的视频，我们于2023年5月1日进行了搜索，包括同义词的常见组合，并检查了前50个结果的相关性。最初认为合适的视频被存档并评估以排除重复项。随后对所有纳入的视频进行内容审查。为此，使用了一份经过验证的清单来评估程序和教学内容。数据分析包括评估评分者间信度、斯皮尔曼等级相关检验和线性回归分析。
我们纳入了222个与16项基本技能相关的视频。特定技能的视频数量之少令人惊讶。多次发现说明实践技能的完成水平低于60%。问卷的一致性为中等（Fleiss卡方值0.59）。视频时长与程序项目（|| = 0.442， = 0.196）和教学项目（|ρ| = 0.452， = 0.153）完成的项目数量显示出显著相关性（ < 0.001）。内容创作者的专业背景没有影响。
特定基本麻醉技能的可用材料数量差异很大。此外，现有视频往往存在明显缺陷，使得难以轻松评估内容质量。绝大多数评估视频没有以科学正确的方式反映预期方法，或者完全不适合展示程序要求。
