Evaluation of Tube Thoracostomy Training Videos on YouTube: Educational Quality,Reliability,and Popularity

Abstract

Background

Tube thoracostomy is a critical procedure commonly performed in emergency and trauma settings to manage life-threatening conditions such as pneumothorax and hemothorax. As digital platforms become increasingly integrated into procedural education, YouTube has become a widely used supplementary learning resource. However, the educational quality and reliability of its content remain variable. This study evaluates YouTube tube thoracostomy training videos on educational quality, reliability, and popularity.

Methods

This cross-sectional observational study evaluated YouTube videos related to tube thoracostomy using predefined search terms. After screening and applying inclusion and exclusion criteria, 79 videos were included in the analysis. Data collected included video duration, view count, like count, subscriber count, uploader type (institutional or individual), country of upload, and presence of spoken narration. Educational quality and reliability were evaluated using the Global Quality Scale (GQS), DISCERN, and Journal of the American Medical Association (JAMA) criteria. Video popularity was assessed using the adapted Video Power Index (VPI).

Results

Of the analyzed videos, 67.1% were uploaded by individuals and 32.9% by institutional sources. Videos featuring spoken narration, longer duration, and institutional origin demonstrated significantly higher GQS and DISCERN scores and greater popularity indicators (P < .05). Institutional videos exhibited higher educational quality than those uploaded by individuals. However, a direct correlation between video popularity and educational quality was not consistently observed.

Conclusion

The educational quality of tube thoracostomy training videos on YouTube varies considerably. Institutional videos of longer duration with spoken narration provide greater educational value. These resources should serve only as supplementary tools and not replace hands-on training. Establishing quality standards for medical training videos and promoting institutional content production are recommended.