YouTube as a source of patient education information for elbow ulnar collateral ligament injuries: a quality control content analysis

• Published in: Clinics in Shoulder and Elbow 2022, 25(2), , pp.145-153
• Main Authors: Yu, Jonathan S, Manzi, Joseph E, Apostolakos, John M, Carr II, James B, Dines, Joshua S
• Format: Article
• Language: English
• Subjects: elbow; Original; patient education; ulnar collateral ligament; youtube; 정형외과학
• ISSN: 2383-8337; 2288-8721
• DOI: 10.5397/cise.2021.00717

Background While online orthopedic resources are becoming an increasingly popular avenue for patient education, videos on YouTube are not subject to peer review. The purpose of this cross-sectional study was to evaluate the quality of YouTube videos for patient education in ulnar collateral ligament (UCL) injuries of the elbow. Methods A search of keywords for UCL injury was conducted through the YouTube search engine. Each video was categorized by source and content. Video quality, reliability, and accuracy were assessed by two independent raters using five metrics: (1) Journal of American Medical Association (JAMA) benchmark criteria (range 0–4) for video reliability; (2) modified DISCERN score (range 1–5) for video reliability; (3) Global Quality Score (GQS; range 1–5) for video quality; (4) ulnar collateral ligament-specific score (UCL-SS; range 0–16), a novel score for comprehensiveness of health information presented; and (5) accuracy score (AS; range 1-3) for accuracy. Results Video content was comprised predominantly of disease-specific information (52%) and surgical technique (33%). The most common video sources were physician (42%) and commercial (23%). The mean JAMA score, modified DISCERN score, GQS, UCL-SS, and AS were 1.8, 2.4, 1.9, 5.3, and 2.7 respectively. Conclusions Overall, YouTube is not a reliable or high-quality source for patients seeking information regarding UCL injuries, especially with videos uploaded by non-physician sources. The multiplicity of low quality, low reliability, and irrelevant videos can create a cumbersome and even inaccurate learning experience for patients.