Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleYalnız künye2026Scopus SJRQ2Evaluating YouTube videos on oral potentially malignant disorders and oral cancer
Akçay, Hülya Çerçi; Kargu, Erdal Cem; Öçbe, Melisa
Background Oral potentially malignant disorders (OPMDs) are abnormalities with an elevated risk of transforming into oral squamous cell carcinoma (OSCC). Despite the visibility of early lesions, OSCC is frequently diagnosed at advanced stages due to low public awareness. YouTube offers potential for oral health education, but the reliability of OPMD-related content remains uncertain. Methods This study systematically assessed the content, reliability, and educational value of 100 English-language YouTube videos on OPMDs and oral cancer. Two independent evaluators analyzed videos using a 6-domain content rubric, JAMA benchmarks, DISCERN, and the Global Quality Scale (GQS). Inter-observer agreement was calculated. Results Of the 100 videos screened, 36 met inclusion criteria. The mean view count was 6,741.9 ± 14,315.5, with limited engagement (interaction index = 1.9 ± 2.3). The highest content scores were observed for Definition and Classification (4.47 ± 0.63) and Diagnostic Approaches (4.07 ± 1.05), while Patient Education ranked lowest (2.57 ± 1.09). Overall video quality was moderate (GQS = 2.94 ± 0.75; DISCERN = 47.29 ± 15.55; JAMA = 2.16 ± 0.67; VIQI = 14.13 ± 2.13). Strong correlations existed among quality indices (ρ = 0.70–0.75, P < .001), but engagement did not correlate with quality. Conclusions OPMD-related YouTube content frequently lacks comprehensive patient education, and credible sources are not always the most viewed. Developing accurate, accessible, and engaging educational videos remains essential.
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İncele - MakaleAçık Erişim2026Scopus SJRQ1Evaluating the reliability and educational quality of YouTube™ and TikTok™ videos on custom subperiosteal implants: a cross-sectional methodological analysis
Tımarcıoğlu, Göksel; Kargu, Erdal Cem; Çerçi Akçay, Hülya; Tımarcıoğlu, Başak
Background: Social media platforms such as YouTube™ and TikTok™ have become increasingly influential sources of oral health information. However, the reliability and educational value of videos on advanced surgical procedures, including custom subperiosteal implants, remain uncertain. This study aimed to evaluate and compare the quality, accuracy, and educational usefulness of YouTube™ and TikTok™ videos related to custom subperiosteal implant procedures. Methods: This cross-sectional methodological study analyzed 38 videos (YouTube = 23, TikTok = 15) identified using English and Turkish keywords. Eligible videos were assessed independently by two calibrated reviewers using the Global Quality Scale (GQS), DISCERN, Journal of the American Medical Association (JAMA) benchmark criteria, and the Video Information and Quality Index (VIQI). A seven-domain content rubric specific to subperiosteal implant education was also applied. Descriptive statistics, Spearman correlation, and Kruskal–Wallis tests were conducted. Interrater agreement was evaluated using Weighted Kappa for GQS and DISCERN, and intraclass correlation coefficients (ICC) for VIQI, JAMA, and total scores. Results: Overall video quality was moderate, with mean scores of GQS = 2.66 ± 1.43, DISCERN = 32.71 ± 21.66, JAMA = 1.70 ± 0.54, and VIQI = 10.83 ± 4.90. Strong positive correlations were observed among GQS and DISCERN (r = 0.933, p < 0.001), GQS and VIQI (r = 0.942, p < 0.001), and DISCERN and VIQI (r = 0.949, p < 0.001), indicating substantial concordance among validated quality instruments. In contrast, total views demonstrated a strong negative correlation with JAMA scores (r = -0.748, p < 0.001), and likes were negatively correlated with JAMA (r = -0.822, p < 0.001), suggesting that higher viewer engagement was not associated with greater transparency or reliability. Interrater agreement was excellent across all tools (ICC > 0.79). No statistically significant differences were observed among uploader categories (p > 0.05), although videos uploaded by academic institutions and dentists demonstrated descriptively higher quality scores. Conclusions: YouTube™ and TikTok™ videos related to custom subperiosteal implants demonstrate moderate reliability and educational value, with substantial variability in content completeness. Video popularity did not reflect scientific accuracy. These findings should be interpreted in light of the limited sample size, the non-validated nature of the topic-specific rubric, and inherent differences between social media platforms. High-quality, evidence-based audiovisual resources created by dentists and academic institutions are needed to support patient education and informed decision-making. Trial registration: Not applicable.
AtıfScopus3WoS2İncele - MakaleAçık Erişim2025Scopus SJRQ1Assessing the reliability and educational value of YouTube videos on computer-controlled local anesthesia in dentistry
Akcay, Hulya Cerci; Kargu, Erdal Cem; Seker, Nefise
Objective This study aimed to assess the scientific accuracy, content quality, and educational value of YouTube™ videos related to computer-controlled local anesthesia (CCLA) techniques in dentistry. Materials and methods A total of 100 videos were screened using predefined keywords, and 48 met the inclusion criteria. Videos were assessed using the Global Quality Scale (GQS), DISCERN tool, JAMA benchmark criteria, and the Video Information and Quality Index (VIQI). Scientific content was scored using a structured rubric across six domains. Interobserver reliability was evaluated using Weighted Kappa and Intraclass Correlation Coefficient (ICC). Confidence intervals were calculated for key metrics. Group comparisons were performed using the Mann-Whitney U test, and correlations were analyzed using Spearman’s rho (p < 0.05). Results Videos from academic sources had significantly higher scores across all quality and reliability indicators. The mean GQS was 2.6 (95% CI: 2.3–2.9), DISCERN 11.7 (95% CI: 10.8–12.6), JAMA 1.8 (95% CI: 1.7–1.9), and VIQI 12.5 (95% CI: 11.7–13.3). Strong positive correlations were found between DISCERN and VIQI (r = 0.809), and between total content score and both DISCERN (r = 0.803) and VIQI (r = 0.655). Conclusion Although YouTube™ provides accessible information on CCLA, many videos lack scientific rigor and educational depth. Content produced by academic institutions is significantly more reliable. Dental educators are encouraged to integrate high-quality video content into curricula to improve media literacy and student learning outcomes.
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