Information literacy skills of health professions students in assessing YouTube medical education content
Bibliographic Data
| ID | 22168742 |
|---|---|
| Authors | Orianne Pearlman (A.T. Still University, corresponding author), Lynda Tierney Konecny (A.T. Still University), Matthew L Cole (0000-0002-4444-8750, Lawrence Technological University), Matthew Cole (0000-0001-6951-2926) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-05-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1354827 |
| OpenAlex | W4396937264 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
Introduction YouTube is a popular social media video platform used by health professions students for medical education. YouTube videos vary in quality, and students need to be able to evaluate and select high-quality videos to supplement their learning. Evaluating the quality of YouTube videos is an essential information literacy skill, and the Association of College and Research Libraries updated the framework of information literacy to include collaborative platforms such as YouTube. Research is needed to understand and explore the information literacy proficiency of students in the health professions who are using YouTube videos as learning resources. Methods This exploratory expert-novice study investigated the information literacy proficiency of students in evaluating the quality of medical education YouTube videos. Students ( n = 89) and experts ( n = 23) evaluated three preselected medical education YouTube videos of varying quality using the Medical Quality Video Evaluation Tool (MQ-VET). Results Results of two-way mixed repeated-measures ANOVA found experts assigned significantly lower ratings to low- and medium-quality videos than students. In other words, students were less information proficient in selecting videos due to overrating source credibility, education quality, and production quality, along with having lower expectations and finding videos more useful. Discussion The tendency of students to overrate lower-quality videos raises concerns about their selection of educational content outside structured learning environments. If students select videos to watch outside the classroom, they could unintentionally learn medical skills from low-quality videos. These insights suggest a need for teachers to select only high-quality videos for students and for more focused curricular strategies to enhance students’ abilities in critically assessing YouTube resources for medical education
Health care · Health literacy · Information literacy · Knowledge management · Literacy · Media literacy · Medical education · Medical information · Multimedia · Pedagogy · Political science · World Wide Web · Computer Science · Health Literacy and Information Accessibility · Health Professions · Medicine · Psychology · Social Media in Health Education · Web and Library Services
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |