Abstract：
Despite its common nature, there is no data on the educational quality of publicly available laparoscopic jejunostomy training videos. The LAParoscopic surgery Video Educational GuidelineS (LAP-VEGaS) video assessment tool, released in 2020, has been developed to ensure that teaching videos are of appropriate quality. This study applies the LAP-VEGaS tool to currently available laparoscopic jejunostomy videos.
A retrospective review of YouTube® videos was conducted for \"laparoscopic jejunostomy.\" Included videos were rated by three independent investigators using LAP-VEGaS video assessment tool (0-18). Wilcoxon rank-sum test was used to evaluate differences in LAP-VEGaS scores between video categories and date of publication relative to 2020. Spearman\'s correlation test was performed to measure association between scores and length, number of views and likes.
27 unique videos met selection criteria. Academic and physician video walkthroughs did not demonstrate a significant difference in median scores (9.33 IQR 6.33, 14.33 vs. 7.67 IQR 4, 12.67, p = 0.3951). Videos published after 2020 demonstrated higher median scores than those published before 2020 (13 IQR 7.5, 14.67 vs. 5 IQR 3, 9.67, p = 0.0081). A majority of videos failed to provide patient position (52%), intraoperative findings (56%), operative time (63%), graphic aids (74%), and audio/written commentary (52%). A positive association was demonstrated between scores and number of likes (rs = 0.59, p = 0.0011) and video length (rs = 0.39, p = 0.0421), but not number of views (rs = 0.17, p = 0.3991).
The majority of available YouTube® videos on laparoscopic jejunostomy fail to meet the basic educational needs of surgical trainees, and there is no difference between those produced by academic centers or independent physicians. However, there has been improvement in video quality following the release of the scoring tool. Standardization of laparoscopic jejunostomy training videos with the LAP-VEGaS score can ensure that videos are of appropriate educational value with logical structure.
A retrospective review of YouTube® videos was conducted for \"laparoscopic jejunostomy.\" Included videos were rated by three independent investigators using LAP-VEGaS video assessment tool (0-18). Wilcoxon rank-sum test was used to evaluate differences in LAP-VEGaS scores between video categories and date of publication relative to 2020. Spearman\'s correlation test was performed to measure association between scores and length, number of views and likes.
27 unique videos met selection criteria. Academic and physician video walkthroughs did not demonstrate a significant difference in median scores (9.33 IQR 6.33, 14.33 vs. 7.67 IQR 4, 12.67, p = 0.3951). Videos published after 2020 demonstrated higher median scores than those published before 2020 (13 IQR 7.5, 14.67 vs. 5 IQR 3, 9.67, p = 0.0081). A majority of videos failed to provide patient position (52%), intraoperative findings (56%), operative time (63%), graphic aids (74%), and audio/written commentary (52%). A positive association was demonstrated between scores and number of likes (rs = 0.59, p = 0.0011) and video length (rs = 0.39, p = 0.0421), but not number of views (rs = 0.17, p = 0.3991).
The majority of available YouTube® videos on laparoscopic jejunostomy fail to meet the basic educational needs of surgical trainees, and there is no difference between those produced by academic centers or independent physicians. However, there has been improvement in video quality following the release of the scoring tool. Standardization of laparoscopic jejunostomy training videos with the LAP-VEGaS score can ensure that videos are of appropriate educational value with logical structure.
摘要：
背景：尽管具有共同的性质，没有公开的腹腔镜空肠造口术培训视频的教育质量数据.腹腔镜手术视频教育指南（LAP-VEGAS）视频评估工具，于2020年发布，已开发以确保教学视频具有适当的质量。本研究将LAP-VEGAS工具应用于当前可用的腹腔镜空肠造口术视频。
方法：对“腹腔镜空肠造口术”的YouTube®视频进行回顾性回顾。“纳入的视频由三名独立调查人员使用LAP-VEGAS视频评估工具(0-18)进行评级。Wilcoxon秩和检验用于评估视频类别和发布日期与2020年之间的LAP-VEGaS得分差异。进行Spearman相关性检验以测量分数与长度之间的关联，数量的意见和喜欢。
结果：27个独特的视频符合选择标准。学术和医生视频演练并未显示中位数得分的显着差异（9.33IQR6.33，14.33与7.67IQR4，12.67，p=0.3951）。2020年之后发布的视频显示，中位数得分高于2020年之前发布的视频（13IQR7.5，14.67与5IQR3，9.67，p=0.0081)。大多数视频未能提供患者位置（52％），术中发现（56%），手术时间（63%），图形辅助工具（74%），和音频/书面评论（52％）。得分与喜欢数量（rs=0.59，p=0.0011）和视频长度（rs=0.39，p=0.0421）之间呈正相关。但不是视图数(rs=0.17，p=0.3991)。
结论：大多数可用的关于腹腔镜空肠造口术的YouTube®视频未能满足外科学员的基本教育需求，学术中心或独立医生之间没有区别。然而,评分工具发布后，视频质量有所改善。使用LAP-VEGaS评分对腹腔镜空肠造口培训视频进行标准化，可以确保视频具有逻辑结构的适当教育价值。
方法：对“腹腔镜空肠造口术”的YouTube®视频进行回顾性回顾。“纳入的视频由三名独立调查人员使用LAP-VEGAS视频评估工具(0-18)进行评级。Wilcoxon秩和检验用于评估视频类别和发布日期与2020年之间的LAP-VEGaS得分差异。进行Spearman相关性检验以测量分数与长度之间的关联，数量的意见和喜欢。
结果：27个独特的视频符合选择标准。学术和医生视频演练并未显示中位数得分的显着差异（9.33IQR6.33，14.33与7.67IQR4，12.67，p=0.3951）。2020年之后发布的视频显示，中位数得分高于2020年之前发布的视频（13IQR7.5，14.67与5IQR3，9.67，p=0.0081)。大多数视频未能提供患者位置（52％），术中发现（56%），手术时间（63%），图形辅助工具（74%），和音频/书面评论（52％）。得分与喜欢数量（rs=0.59，p=0.0011）和视频长度（rs=0.39，p=0.0421）之间呈正相关。但不是视图数(rs=0.17，p=0.3991)。
结论：大多数可用的关于腹腔镜空肠造口术的YouTube®视频未能满足外科学员的基本教育需求，学术中心或独立医生之间没有区别。然而,评分工具发布后，视频质量有所改善。使用LAP-VEGaS评分对腹腔镜空肠造口培训视频进行标准化，可以确保视频具有逻辑结构的适当教育价值。
