Abstract
Objectives and Background:
Digital platforms, particularly YouTube, are increasingly used to deliver home dialysis education. However, the quality and reliability of these videos varies substantially, raising concerns regarding patient safety, treatment adherence and the continuing education of healthcare professionals. This study aimed to evaluate the educational value of YouTube dialysis training videos by assessing their accuracy, audiovisual quality, scientific consistency and instructional effectiveness.
Design and Methods:
A systematic search of YouTube was conducted between 22 October and 22 November 2025, using the keywords Dialysis Education, Peritoneal Dialysis and Hemodialysis. Videos lasting longer than one minute, with adequate audiovisual clarity and explicit educational purpose, were included. In total, 102 videos met the inclusion criteria. Three independent reviewers evaluated each video using DISCERN, JAMA benchmarks, the Global Quality Scale (GQS) and the Patient Education Materials Assessment Tool (PEMAT). Statistical analyses examined the associations between educational quality and video characteristics such as uploader type, country of origin, duration and presence of verbal narration.
Results:
Of the 102 videos analysed, 40.2% were uploaded by individuals and 59.8% by institutions. DISCERN classification revealed very low (13.7%), low (26.5%), moderate (30.4%), high (26.5%) and very high (2.9%) quality videos. Institutional uploads demonstrated significantly higher educational quality and reliability than individual uploads (p < .001). Videos uploaded in the USA scored higher across all metrics. Longer videos (>10 minutes) and those including verbal explanations were associated with significantly higher DISCERN, JAMA, GQS and PEMAT scores (p < .05). Popularity indicators, such as subscriber numbers and views, showed weak correlations with quality.
Conclusion:
YouTube provides accessible dialysis education, yet content quality remains inconsistent. It was observed that institutional and US-uploaded videos generally were perceived as having higher educational quality, and that longer video duration supported by spoken/oral explanations were associated with greater instructional effectiveness. Ongoing evaluation of online materials is essential to ensure accuracy, reliability and pedagogical quality.
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