Judicious use of the YouTube platform as a complementary source of reliable medical information for physiotherapy students — a paradigm shift in educational methodology during the COVID-19 pandemic.

Abstract

: Background. The COVID-19 pandemic has imposed a paradigm shift in the pedagogical methodology for a resilient medical educational university system. The epidemiological context has imposed a large-scale closure of universities and disturbed traditional methods of teaching and learning (the direct face-to-face patient-student clinical interactions). Social networks such as the YouTube platform seemed to be a complementary source for medical information, providing a modern, viable e-health strategy for physiotherapy students. Only nine studies addressed rehabilitation in various pathologies, but none of them analyzed the quality of videos focusing on neuraxial rehabilitation. Methods. During the 2021–2022 academic year, six undergraduate license theses focused on the frequently encountered pathology in the Neuromuscular Rehabilitation Clinic of TEHBA: rehabilitation after spinal cord injury, stroke, Parkinson`s disease, and disk hernia. The studies started with the hypothesis that the materials posted on the YouTube platform might have variable-quality content depending on the provider who posted the film. The students were given guidance to search for and select the videos and instructions to use the DISCERN and global quality (GQS) scales and to classify the technical and scientific features of each item using descriptive analysis. These qualitative Likert scales assess several video parameters, including the audio-visual flow, the content's medical knowledge value, and its applicability to physiotherapy students. Given the use of public-domain videos available to the general public and posted in the mass media on the YouTube platform, the approval of the Ethical Council was not necessary. Results. Each movie's scientific content was assessed according to its significance, relevance, and clarity. Videos posted to the YouTube platform by healthcare professionals (including experienced physiotherapists), healthcare institutions, and academic health organizations achieved the highest DISCERN and GQS scores compared to other video sources. Videos posted by vloggers (independent authors or patients) received the lowest reliability and quality scores. Discussion. The article presents a timely and relevant study on integrating digital tools in medical education. Although many YouTube videos with kinesiotherapy and rehabilitation content have offered valuable information, students and younger residents should be aware that the social platform sometimes fails to provide high-quality content. YouTube administrators, vloggers, and publishers should use validity scales (such as DISCERN and GQS) as standard guides for quality self-control and promote reliable, evidence-based medical information. Conclusions. A judicious use of e-health education and social media platforms during the COVID-19 pandemic represented complementary sources of reliable medical information for physiotherapy students.