Yozgat Zubeyir, Sahin Halime Kubra, Dumlupinar Gizem Ilayda, Sabaner Mehmet Cem
Retina Division, Department of Ophthalmology, Kastamonu University, Kastamonu Training and Research Hospital, Kastamonu, Turkey.
Department of Ophthalmology, Kastamonu University, Faculty of Medicine, Kastamonu, Turkey.
Medicine (Baltimore). 2024 Dec 13;103(50):e40852. doi: 10.1097/MD.0000000000040852.
Ophthalmologists and ophthalmology residents (ORs) are increasingly turning to the internet for medical information, underscoring the significant role that YouTube videos, particularly three-dimensional (3D) ones, play in lifelong learning. This study aimed to compare the content and quality of 3D YouTube videos with two-dimensional (2D) videos as supplementary educational tools for vitreoretinal surgery. Data collected included video length (minutes), time elapsed since upload (days), number of views, likes, dislikes, vitreoretinal surgery type, and visualization system. Video popularity and interaction were calculated using the video power index, interaction index, and viewing rate. Two senior ophthalmologists (SOs) and 2 ORs evaluated the videos using the DISCERN, Global Quality Score, and usefulness scoring systems. Inter-rater reliability was assessed using the intra-class correlation coefficient. A total of 392 videos were screened, with 67 2D and 67 3D videos deemed appropriate for inclusion. While 2D videos had significantly more views, likes, interaction index, and viewing rate than 3D videos (P < .001 for all), 3D videos were rated higher by ORs across all scoring systems (P < .05 for all). Inter-rater reliability was confirmed to be good, with the lowest intra-class correlation coefficient being 0.796 for SOs (95% confidence interval: 0.668-0.875) and 0.814 for ORs (95% confidence interval: 0.698-0.886). In conclusion, side-by-side 3D YouTube videos offer a valuable supplementary educational tool, enhancing depth perception and enabling both SOs and ORs to better understand the complexities of ocular surgeries, particularly vitreoretinal procedures. These videos can also be used to observe new procedures and refresh previously acquired knowledge of past surgeries.
眼科医生和眼科住院医师（OR）越来越多地转向互联网获取医学信息，这凸显了YouTube视频，尤其是三维（3D）视频在终身学习中所起的重要作用。本研究旨在比较三维YouTube视频与二维（2D）视频作为玻璃体视网膜手术辅助教育工具的内容和质量。收集的数据包括视频长度（分钟）、上传后经过的时间（天）、观看次数、点赞数、差评数、玻璃体视网膜手术类型和可视化系统。使用视频功率指数、互动指数和观看率来计算视频的受欢迎程度和互动情况。两名资深眼科医生（SO）和两名OR使用DISCERN、全球质量评分和有用性评分系统对视频进行评估。使用组内相关系数评估评分者间的可靠性。共筛选了392个视频，其中67个2D视频和67个3D视频被认为适合纳入。虽然2D视频的观看次数、点赞数、互动指数和观看率均显著高于3D视频（所有P值均<0.001），但在所有评分系统中，OR对3D视频的评分更高（所有P值均<0.05）。评分者间的可靠性被确认为良好，SO的最低组内相关系数为0.796（95%置信区间：0.668 - 0.875），OR的为0.814（95%置信区间：0.698 - 0.886）。总之，并排的三维YouTube视频提供了一种有价值的辅助教育工具，增强了深度感知，使SO和OR都能更好地理解眼部手术的复杂性，尤其是玻璃体视网膜手术。这些视频还可用于观察新手术并复习之前所学的既往手术知识。
