Popularity Does Not Equal Educational Quality: A Structured Evaluation of Laparoscopic Adrenalectomy Videos on YouTube

Abstract

Objective:

The widespread use of online video platforms has transformed surgical education, particularly for minimally invasive procedures. This study aimed to evaluate the educational quality of laparoscopic adrenalectomy videos available on YouTube and to investigate whether digital popularity metrics reflect educational value.

Methods:

A YouTube search was conducted on January 1, 2026, using the keyword “laparoscopic adrenalectomy.” The first 250 videos were screened, and 135 videos meeting the inclusion criteria were analyzed. Educational quality was assessed independently by 2 experienced surgeons using LAP-VEGaS, JAMA benchmark criteria, Modified DISCERN, and Global Quality Score (GQS). Videos were categorized as institutional or individual according to the uploader profile. Digital engagement metrics, including view ratio, like ratio, and Video Power Index (VPI), were calculated. Independent predictors of educational quality were analyzed using multiple linear regression.

Results:

Of the included videos, 36 (26.7%) were uploaded by institutional sources and 99 (73.3%) by individual users. Institutional videos demonstrated significantly higher educational quality scores across all structured assessment tools, including LAP-VEGaS, GQS, JAMA, and Modified DISCERN (P < .001). In multiple regression models, channel type was identified as the only independent predictor of educational quality scores (P < .05). In contrast, digital popularity indicators such as view ratio, like ratio, and VPI were not significantly associated with educational quality. No meaningful correlation was observed between video popularity and LAP-VEGaS score (R² = 0.013).

Conclusion:

Laparoscopic adrenalectomy videos on YouTube show substantial variability in educational quality. Institutional videos provide higher educational value, while popularity metrics do not reliably indicate educational quality. Surgical trainees should preferentially use academically produced content for educational purposes.