https://doi.org/10.32067/GIE.2024.38.01.21
YouTubeTM as a supplemental learning source for undergraduate dental students
Accepted: 2 October 2024
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Aim: The objective of this study was to investigate, through a survey, the use of YouTubeTM by dental students. Subsequently, the educational value of YouTubeTM videos on 3 hot topics in endodontics was evaluated.
Methodology: The 3-, 4-, 5-, and 6-year dental students from the University of Parma were invited to complete an online questionnaire consisting of 20 multiple-choice questions regarding their use of YouTubeTM. Subsequently, YouTubeTM videos were searched for the following topics: "root canal filling with single-cone technique and calcium silicate cements (CSCs)", "regenerative endodontics" and "guided endodontics". Data of interest were extracted from each video, and a specific scoring system was applied to evaluate scientific soundness, quality, and educational value.
Results: Although only a minority of students responded that they accessed the YouTubeTM platform primarily for study purposes, 93.3% of dental students watched videos for educational pursuit, particularly for the disciplines of Restorative Dentistry, Prosthodontics, and Endodontics. Among the videos on Endodontics, the most viewed were those on access cavity opening.
Analysis of 64 selected videos revealed that the majority were uploaded by private users and came from the United States. The average number of views was 6535, 3592,5 and 1143, respectively for videos on root canal filling with single-cone technique and CSCs, regenerative endodontics and guided endodontics. 46% of the videos on root canal filling with single-cone technique and CSCs had significant commercial bias. 71.8% of the videos were judged to be useful or highly useful for the students.
Conclusions: YouTubeTM videos currently represent an important auxiliary learning source for dental students, however there are currently no control mechanisms to verify the soundness of the information conveyed.
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Giornale Italiano di Endodonzia has chosen to apply the Creative Commons Attribution NonCommercial 4.0 International License (CC BY-NC 4.0) to all manuscripts to be published.
