Background: Video-based learning is used in surgical education due to its flexibility and cost-effectiveness. Endoscopic submucosal dissection (ESD) is a technically challenging procedure, and YouTube is an important source of educational videos on this topic. The laparoscopic video educational guide and scoring (LAP-VEGaS) system can objectively evaluate the educational quality of these videos.
Aim: To evaluate the educational quality of the most-viewed ESD videos on YouTube using the LAP-VEGaS score and to examine the relationship between quality and participation metrics.
Methods: On August 01, 2024, the 20 most popular videos were selected based on view count by searching for "endoscopic submucosal dissection" on YouTube. Two independent evaluators scored the videos using LAP-VEGaS (0-18). Videos scoring 9 or higher were classified as high quality (HQ; n = 12), while those scoring below 9 were classified as low quality (LQ; n = 8).
Results: The average number of views for the videos was 20,567 ± 38,269, the time elapsed since upload was 2751 ± 1264 days, the duration was 537 ± 301 s, and the average LAP-VEGaS score was 9.1 ± 5.2. HQ videos were longer (579 ± 295 s vs. 434 ± 190 s; P ≈ 0.08) and had a higher like rate (0.984 ± 0.02 vs. 0.94 ± 0.07; P < 0.05). Strong positive correlations were observed between likes and view rate (r = 0.979; P < 0.001) and video power index (r = 0.984; P < 0.001). Moderate correlations were found between the LAP-VEGaS score and duration (r = 0.515; P = 0.021) and similarity ratio (r = 0.492; P = 0.035).
Conclusion: The educational quality of popular ESD videos is heterogeneous, and unlike the number of views, interaction metrics, such as the like/view ratio and video duration, more reliably reflect educational value. Therefore, objective evaluation tools such as LAP-VEGaS are recommended to facilitate the selection of HQ content by educators and learners.
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