Is Content Really King? An Objective Analysis of the Public's Response to Medical Videos on YouTube

Tejas Desai, Afreen Shariff, Vibhu Dhingra, Deeba Minhas, Megan Eure and Mark Kats

PLOS ONE, 2013, vol. 8, issue 12, 1-6

Abstract: Medical educators and patients are turning to YouTube to teach and learn about medical conditions. These videos are from authors whose credibility cannot be verified & are not peer reviewed. As a result, studies that have analyzed the educational content of YouTube have reported dismal results. These studies have been unable to exclude videos created by questionable sources and for non-educational purposes. We hypothesize that medical education YouTube videos, authored by credible sources, are of high educational value and appropriately suited to educate the public. Credible videos about cardiovascular diseases were identified using the Mayo Clinic's Center for Social Media Health network. Content in each video was assessed by the presence/absence of 7 factors. Each video was also evaluated for understandability using the Suitability Assessment of Materials (SAM). User engagement measurements were obtained for each video. A total of 607 videos (35 hours) were analyzed. Half of all videos contained 3 educational factors: treatment, screening, or prevention. There was no difference between the number of educational factors present & any user engagement measurement (p NS). SAM scores were higher in videos whose content discussed more educational factors (p

Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0082469

DOI: 10.1371/journal.pone.0082469

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