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Background and aim <p>With the increasing use of digital platforms in surgical education, YouTube has become a widely accessible resource for trainees. However, the absence of peer review raises concerns regarding the reliability and educational value of its content. This study aimed to evaluate the educational quality, reliability, and instructional value of inguinal hernia repair videos on YouTube using multiple validated scoring systems.</p> Materials and methods <p>A systematic search was conducted on YouTube, and 50 videos meeting predefined inclusion criteria were analyzed. Videos were independently assessed by two blinded reviewers using the Global Quality Scale (GQS), Journal of the American Medical Association (JAMA) criteria, Video Power Index (VPI), Laparoscopic Video Educational Guidelines and Scoring (LAP-VEGaS), DISCERN, and Health on the Net (HONcode) criteria. Videos were also categorized according to their source.</p> Results <p>Of the 50 videos, 42% were uploaded by individual users and 36% by academic or institutional sources. Most videos demonstrated laparoscopic or robotic procedures. Median scores indicated moderate educational quality (GQS 3, JAMA 3, LAP-VEGaS 11). Videos categorized as originating from academic or institutional sources tended to achieve higher scores; however, these findings should be interpreted with caution. No significant correlation was found between video popularity (VPI) and educational quality.</p> Conclusion <p>YouTube provides a widely accessible but variable educational resource for inguinal hernia surgery, with overall moderate quality even among selected videos. Video popularity alone does not reliably indicate educational value. Instead, viewers may benefit from prioritizing videos with structured step-by-step narration, clear visualization of key anatomical landmarks, transparent source identification, and inclusion of complication management. While YouTube may support learning as a supplementary tool, it may not adequately replace structured surgical training.</p>

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Quality and educational value of youtube videos on inguinal hernia surgery: a cross-sectional study

  • 期刊论文

  • 发表日期：

    2026年5月20日

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  • Volkan Sayur,
  • Can Uc,
  • Bahadır Baki,
  • Erkan Guler,
  • Taylan Ozgur Sezer

摘要

Background and aim

With the increasing use of digital platforms in surgical education, YouTube has become a widely accessible resource for trainees. However, the absence of peer review raises concerns regarding the reliability and educational value of its content. This study aimed to evaluate the educational quality, reliability, and instructional value of inguinal hernia repair videos on YouTube using multiple validated scoring systems.

Materials and methods

A systematic search was conducted on YouTube, and 50 videos meeting predefined inclusion criteria were analyzed. Videos were independently assessed by two blinded reviewers using the Global Quality Scale (GQS), Journal of the American Medical Association (JAMA) criteria, Video Power Index (VPI), Laparoscopic Video Educational Guidelines and Scoring (LAP-VEGaS), DISCERN, and Health on the Net (HONcode) criteria. Videos were also categorized according to their source.

Results

Of the 50 videos, 42% were uploaded by individual users and 36% by academic or institutional sources. Most videos demonstrated laparoscopic or robotic procedures. Median scores indicated moderate educational quality (GQS 3, JAMA 3, LAP-VEGaS 11). Videos categorized as originating from academic or institutional sources tended to achieve higher scores; however, these findings should be interpreted with caution. No significant correlation was found between video popularity (VPI) and educational quality.

Conclusion

YouTube provides a widely accessible but variable educational resource for inguinal hernia surgery, with overall moderate quality even among selected videos. Video popularity alone does not reliably indicate educational value. Instead, viewers may benefit from prioritizing videos with structured step-by-step narration, clear visualization of key anatomical landmarks, transparent source identification, and inclusion of complication management. While YouTube may support learning as a supplementary tool, it may not adequately replace structured surgical training.