Use of YouTube as a Learning Modality for Clinical Procedures among Dental Students in Riyadh, Saudi Arabia—A Cross-Sectional Study
by
, , , ,
Sanjeev B. Khanagar
1,2,3,*
,
Layan S. Alolayan
4,
Tala A. Alobaid
4,
Asma A. Alharbi
4,
Norah N. Alazaz
4 and
Maha H. Alanazi
4 1
Preventive Dental Science Department, College of Dentistry, King Saud Bin Abdulaziz University for Health Sciences, Riyadh 11426, Saudi Arabia
2
King Abdullah International Medical Research Centre, Ministry of National Guard Health Affairs, Riyadh 11481, Saudi Arabia
3
College of Public Health, Texila American University, Georgetown 413741, Guyana
4
College of Dentistry, King Saud Bin Abdulaziz University for Health Sciences, Riyadh 11426, Saudi Arabia
*
Author to whom correspondence should be addressed.
Appl. Sci. 2022, 12(23), 11977; https://doi.org/10.3390/app122311977
Submission received: 28 September 2022
/
Revised: 18 November 2022
/
Accepted: 21 November 2022
/
Published: 23 November 2022
(This article belongs to the Section Applied Dentistry and Oral Sciences)
Abstract
:Social media like YouTube are increasingly used by students as a learning tool. The aim of this study was to examine the use of YouTube videos as a means of learning clinical procedures among dental students in Riyadh, Saudi Arabia. A cross-sectional observational study was conducted among dental students from six dental colleges in Riyadh, Saudi Arabia. Among the total of 331 dental students who responded to this survey, 93.9% (n = 308) reported that they had used YouTube for dental learning. A total of 65.30% (n = 201) of the respondents strongly agreed that they find videos of clinical procedures on YouTube helpful as a learning tool. A total of 54.40% (n = 180) agreed that they always refer to YouTube videos to prepare for a clinical procedure that they have never done before. A total of 75.3% (n = 232) reported that they most commonly watched clinical procedures related to restorative dentistry, 67.2% (n = 207) for fixed prosthodontics procedures, 65.3% (n = 201) for endodontic clinical procedures, and 62.3% (n = 192) for removable prosthodontics videos. A total of 50.60% (n = 156) strongly agreed that YouTube videos are helpful in relating theoretical knowledge with clinical knowledge. A total of 50.30% (n = 155) reported that it is important to have faculty guidance regarding useful YouTube videos on dental procedures. A total of 91.90% (n = 283) participants would like their dental school to post tutorials or videos for clinical procedures on YouTube. Even after increased availability of online videos, a majority of dental students felt that YouTube videos suggested by faculty were more valuable than videos identified through normal searching.
1. Introduction
Social media are increasingly used not only as a form of entertainment, but also for learning purposes [1]. Among students of all specialties, the use of social media for learning has become a very popular method of enhancing both theoretical and practical knowledge [2]. Social media include web tools and applications designed to facilitate online interaction and instant information sharing [3,4]. YouTube, one of the most commonly used social media applications, has gained popularity among dental students and has changed their way of learning [2,4]. YouTube has become a source of general information, with the majority of students using YouTube videos to prepare for clinical procedures that they have never encountered, including some surgical procedures [4,5,6].
Several studies on dental and medical education have been conducted worldwide and have reported that YouTube is the electronic resource most frequently used by health-professional students [1,3,4,5,6]. A cross-sectional study found that 90% of survey participants reported using videos to prepare for surgical cases, of whom 95% were medical students and residents; moreover, YouTube was the video source most widely used in the preparation for surgical procedures [5]. Another study, which included 657 students from 23 different Saudi Arabian medical schools, found that YouTube is the website most commonly used by medical students [7]. Additionally, a recently published study including third- and fourth-year dental students at five United States dental schools revealed that dental students are very likely to use YouTube as a resource to learn and prepare for clinical dental procedures [1].
Dental students, specifically during instructor-led, pre-clinical, and clinical sessions, primarily gain their clinical competency by studying and practicing on mannequins and patients. To further facilitate learning, it is useful for them to also have multiple learning aids in various forms, such as YouTube videos [8,9,10]. Studies have shown the benefits of using videos during the learning process, especially in transforming cognitive input into long-term memory, which is indicative of learning [9,11,12]. Considering the benefits and convenience of YouTube videos, it must be explored how widely this learning modality has been used by dental students, as well as its accuracy for providing certain knowledge. Although students often utilize videos when preparing for clinical procedures, they encounter difficulties related to the lack of certainty regarding the quality and accuracy of the content uploaded on YouTube [1,5,6].
It is presently unknown how commonly YouTube videos are used among Saudi dental students to prepare for their clinical dental procedures, when compared to other learning modalities, such as reading a textbook. In this study, therefore, we aimed to assess the dependency on YouTube videos as a modality for learning clinical procedures among dental students in Saudi Arabia. An additional objective was to assess whether the responses were impacted by participants’ gender and academic institutions.
2. Materials and Methods
A cross-sectional observational study was conducted among dental students in Riyadh, Saudi Arabia, to determine their dependency on YouTube videos as a modality for learning clinical procedures. The study was scheduled over a four-month period from September to December in 2021. Before the start of the study, ethical approval was obtained from the Institutional Review Board of King Abdullah International Medical Research Center, Riyadh, Saudi Arabia (reference number: IRBC/1838/21).
The sample size required for this study was estimated with a power of 80% and a 95% confidence interval for a prevalence of 50%. Based on the results of similar studies that were previously reported in the literature, the sample size required for this study was at least 294 participants in order to obtain statistical significance, which was equally distributed among all six dental colleges located in Riyadh [1,3,13]. Of these dental colleges, three are governmental colleges and three are private colleges. Dental students from all six dental colleges were invited to participate in this questionnaire survey. A convenience sampling technique was adopted to select the study subjects, considering the selection criteria, to achieve the desired sample size of 294.
2.1. Eligibility Criteria
This study included dental students in their clinical academic years of study (3rd, 4th, 5th, and 6th) who were willing to participate by providing a written informed consent. This study excluded those who were not willing to participate, as well as dental students in their pre-clinical academic years who were unexposed to clinical procedures. The participants were informed that their privacy and confidentiality would be completely protected, and that no identifiers or personal information would be collected. All participants gave their written informed consent.
2.2. Data Collection Tool
Data were collected from the study participants using a self-administered, structured, closed-ended questionnaire, which was written in English, after referring to similar studies in the literature [4,5,6,7,8]. The questionnaire comprised a total of 14 questions under three main sections. The first section included three questions about the participant’s demographic details, including their gender, university name, and academic year level. The second section included a screening question related to their usage of YouTube as a source of information. The third section included eleven questions related to their use of YouTube as a source of information about dental procedures.
The validity of the questionnaire was assessed by a panel of 6 experts, comprising faculty members at our institution. The main purpose was to determine which questions had greater degrees of agreement among the panel experts, and to quantify the concordance between the panel experts for each question using Aiken’s V test [14]. Values over 0.82 were obtained for all of the questions included in this questionnaire.
The feasibility and reliability of the questionnaire was assessed by conducting a pilot study among 5% of the study population required for this study, for which dental students from our institution were invited to participate. Test–retest reliability was assessed through obtained responses from the same participants before and after a gap of two weeks. An intraclass correlation coefficient value of 8, which indicated good reliability, was obtained. The pilot study responses revealed no need for further modification of the questionnaire; therefore, all 14 questions were used in the final version of the questionnaire. The responses of the pilot study participants were included in the final data analysis. The data for this study was collected by distributing the questionnaire on online platforms, such as the Twitter® and WhatsApp® applications.
2.3. Statistical Analysis
The data were entered and analyzed using SPSS version 23.0 (IBM Corporation, Armonk, NY, USA). The data were summarized as proportions/percentages. The categorical variables described in the questionnaire were summarized as percentages and frequencies. The chi-square test was used to compare the usage of YouTube across different genders, academic years, and universities. The significance level was set as p < 0.05 for the statistical test in this study.
3. Results
A total of 331 dental students responded to the survey, including 60.4% (n = 200) females and 39.6% (n = 131) males. The majority of participants were from the King Saud bin Abdulaziz University for Health Sciences (KSAUHS), followed by Riyadh Elm University (REU), Dar Al Uloom University (DAU), King Saud University (KSU), Princess Norah University (PNU), and Alfarabi Colleges. Moreover, the majority of participants were in their sixth year of study, followed by fifth, fourth, third, and second years (Table 1).
Of the 332 participants in our study, a large majority of respondents 93.9% (n = 308) reported having used YouTube for dental learning, in response to a screening question. More than half of the respondents (65.30%; n = 201) strongly agreed with the statement “I find videos of clinical procedures on YouTube helpful as a learning tool.” Among our participants, 54.40% (n = 180) answered that they always refer to YouTube videos to prepare for a clinical procedure that they have never done before, while 46.20% (n = 153) answered that they sometimes refer to YouTube videos before attempting clinical procedures that they are already familiar with. When asked about the specialties for which the students most commonly watched videos on YouTube, 75.3% (n = 232) answered that they most commonly watched clinical procedures related to restorative dentistry, 67.2% (n = 207) searched for fixed prosthodontics procedures, 65.3% (n = 201) for endodontic clinical procedures, and 62.3% (n = 192) for removable prosthodontics videos.
A total of 50.60% (n = 156) strongly agreed that YouTube videos are helpful in relating theoretical knowledge with clinical knowledge. However, 50.30% (n = 155) stated that it is important to have faculty guidance on useful YouTube videos on dental procedures. Notably, 39.00% (n = 120) felt that YouTube videos on clinical procedures that have been suggested by the teaching faculty are more valuable than the videos found in their keyword-based web search. Most students, 91.90% (n = 283), would like their dental school to post tutorials or videos for clinical procedures on YouTube. Furthermore, 78.90% (n = 243) answered that they do not refer to websites other than YouTube for obtaining knowledge on clinical procedures. Among those who answered that they did use websites other than YouTube, the website most often used for such educational purposes was Instagram, followed by Google (Table 2).
An association between university and gender was identified on their responses using a chi-square test. A statistical significance was seen between universities when analyzing responses to the following questions: “How strongly do you agree or disagree with the following statement: ‘I find videos on clinical procedures in YouTube as a helpful learning tool’?” (p = 0.038 *); “How frequently did you use YouTube for dental information in the last semester?” (p = 0.001 *); “How do you consider YouTube as a learning tool when it comes to clinical procedures?” (p = 0.001 *); “Do you refer to YouTube videos to prepare for clinical procedures that you have never done before in the clinics?” (p = 0.001 *); “Do you refer to YouTube videos before attempting clinical procedures you are already familiar with?” (p = 0.001 *); “How strongly do you agree or disagree with the following statement: ‘YouTube videos are helpful in relating theoretical knowledge with clinical knowledge’?” (p = 0.001 *); “How strongly do you agree or disagree with the following statement: ‘it is important to have faculty guidance on referring YouTube videos on dental procedures’?” (p = 0.001 *); “Do you feel that YouTube videos on clinical procedure that have been suggested by teaching facility are more valuable than the videos found in your keyword based web search?” (p = 0.001 *).
A statistical significance was seen between genders for only two questions: “how frequently did you use YouTube for dental information in the last semester?” (p = 0.038 *) and “how do you consider YouTube as a learning tool when it comes to clinical procedures?” (p = 0.001 *) (Table 3).
4. Discussion
In Saudi Arabia, YouTube has become a crucial learning tool for dental students and faculty members. Gao et al. [15] reported that dental students tend to discuss and share internet visual resources with their colleagues, even when the content diverges from faculty learning materials or school resources [9]. In the present study, the majority of participants were female; this might have been because the survey questionnaires were distributed more among female students, as the data was collected by female students. These results were similar to the results of the study by Alsuraihi et al. [7]. However, gender was found to have no impact on the frequency of YouTube usage, as statistical significance was seen with only two statements.
Dental students’ use of YouTube videos in their learning process has been widely studied. Gao et al. profiled undergraduate dental and medicine students with regards to their opinions and experiences relating to learning clinical procedures by using visual resources available on the internet [9]. They found that undergraduates from across clinical facilities actively looked for and used online videos to explore alternatives and update their techniques, to learn simple and advanced procedures, for pre-clinical preparation, and for post-clinical revision [9]. Burns, L.E. et al. reported a similar study, which was conducted among dental students from five dental schools in the United States of America (USA), where 89.6% of the study participants reported that they were regular YouTube users and 73% reported using it in conjunction with their dental school curriculum [1]. Another study conducted by Fu, M.W. et al. reported on the usage of YouTube among predoctoral dental students from New York, USA. The authors reported that 97.7% of the study participants reported using YouTube as a learning tool for dental procedures [2]. Aldallal, S.N et al. also reported the usage of YouTube among dental students from Manchester university in the United Kingdom. In this study, 82.67% of the study participants reported using YouTube as a study material, and 41% considered that the videos available on YouTube had influenced their practice [6]. The authors also evaluated the use and efficacy of YouTube as a learning tool for dental students and demonstrated that YouTube videos greatly influenced the participants’ oral surgery practices [6]. Similarly, Almozainy et al. reported that the majority of Saudi dental students preferred YouTube for searching for solutions to dental problems [16]. In our present study, the majority of students strongly agreed that YouTube videos are helpful in relating theoretical knowledge with clinical knowledge. Similarly, Duncan et al. concluded that the use of YouTube helps students close the gap between theory and practice and promotes discussion and critical analysis [17].
Although social media videos are widely used as learning materials by dental students in Saudi Arabia, some previous findings from a study conducted by Alsuraihi et al. suggest that the use of these resources varies between male and female students [7]. Alsuraihi et al. determined that YouTube was the social media platform most commonly used by both genders for learning purposes, but they reported that the use of Wiki and Twitter, in addition to YouTube videos, was more common among male students [7]. Similarly, another study conducted by Aboalshamat et al. reported their investigation of attitude, usage, and professionalism on social media among Saudi dentists and dental students [18]. Aboalshamat et al. reported that YouTube was the social media platform most preferred among the participants. The authors found that Saudi dentists and dental students regularly used YouTube videos to learn from others, watch clinical procedures, and seek out new dental information [18]. Similarly, Alsuraihi et al. reported that YouTube was the most commonly used website for learning clinical procedures [7].
Notably, none of these previous studies have compared the extent to which different dental procedures are examined on YouTube by Saudi students. This is an aspect that is yet to be explored and known. Rapp et al. assessed the surgical preparation methods of medical students, faculty, and residents, with a specific focus on video usage [5]. When surveying participants across the Department of Surgery, Rapp et al. found no statistically significant differences in YouTube video use among learners at different facilities. Their results suggest that YouTube video usage is the same among dental students at both public and private institutions [5]. In the present study, even though there was statistical significance for most of the responses with respect to various universities, this could be due to the uneven distribution of the study participants. Moreover, it could also be due to the increased usage of online modes of education among the universities during the COVID-19 pandemic. Furthermore, our study did not explore the usage of YouTube among universities prior to and after the pandemic, which could have provided more accurate findings.
Overall, YouTube videos are considered to be great learning resources for dental students in Saudi Arabia. As illustrated by the articles reviewed in this study, these materials help students to prepare for surgical and dental procedures. The use of YouTube videos tends to be the same among students regardless of gender or institutional affiliation (i.e., private versus public universities). In our study, the majority of students strongly agreed that they felt that YouTube videos on clinical procedures that had been suggested by teaching faculty were more valuable than the videos found in their normal searches. The participants in our study reported that video-based learning helped them correlate their theoretical knowledge to their clinical knowledge, which is similar to the findings reported by Rystedt et al. and Turkyilmaz et al. [19,20]. These findings suggest the importance of having faculty guidance to find the most helpful YouTube videos for dental procedures.
This study had certain limitations. The most notable limitation is that the questionnaire was only distributed online, due to COVID-19 restrictions, which affected the uneven distribution of the study population. Moreover, the increased use of YouTube might have been influenced by the COVID-19 pandemic. Additionally, we have compared our study results with the findings of studies conducted in other fields (e.g., medical) because this subject has been insufficiently reported in dental education.
5. Conclusions
Our present findings show that the majority of Saudi dental students use YouTube as a learning tool to prepare for clinical procedures, mostly in relation to restorative dentistry. The recently increased availability and use of online videos presents an opportunity for undergraduate students, postgraduates, and even faculty members to have new learning tools and teaching methods. Thus, there is a need for dental faculty to review and recommend YouTube videos to ensure their reliability and usefulness. The majority of the dental students in our study felt that YouTube videos suggested by faculty are more valuable than videos identified from normal searches. Therefore, it is essential for faculty to guide students in finding useful YouTube content, and to post tutorials for clinical procedures on YouTube.
Author Contributions
Conceptualization, S.B.K. and L.S.A.; methodology, A.A.A.; software, N.N.A.; validation, L.S.A., S.B.K. and T.A.A.; formal analysis, T.A.A.; M.H.A., investigation, L.S.A.; M.H.A., resources, N.N.A.; M.H.A., data curation, T.A.A.; A.A.A.; writing—original draft preparation, N.N.A.; writing—review and editing, L.S.A. and T.A.A.; M.H.A., visualization, A.A.A.; supervision, S.B.K.; project administration, S.B.K. All authors have read and agreed to the published version of the manuscript.
Funding
This research received no external funding.
Institutional Review Board Statement
The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board (or Ethics Committee) of King Abdullah International Medical Research Center, Riyadh, Saudi Arabia (protocol code IRBC/1838/21 and 5 September 2021).
Informed Consent Statement
Informed consent was obtained from all subjects involved in the study.
Acknowledgments
The authors are thankful to Darshan Devang Divakar, Dental Biomaterials Research Chair, Dental Health Department, College of Applied Medical Sciences, King Saud University, Riyadh 11433, Saudi Arabia and Kiran Iyer, Preventive Dental Sciences Department, College of Dentistry, King Saud bin Abdulaziz University for Health Sciences, Riyadh 11426, Saudi Arabia for their valuable assistance in editing and proofreading this manuscript.
Conflicts of Interest
The authors declare no conflict of interest.
Appendix A
Table A1.
Statements used in questionnaire.
| Question Number | Statements |
|---|---|
| Q1 | How strongly do you agree or disagree with the following statement “I find videos on clinical procedures in YouTube as a helpful learning tool”? |
| Q2 | How frequently did you use YouTube for dental information in the last semester? |
| Q3 | How do you consider YouTube as a learning tool when it comes to clinical procedures? |
| Q4 | Do you refer to YouTube videos to prepare for clinical procedures that you have never done before in the clinics? |
| Q5 | Do you refer to YouTube videos before attempting clinical procedures you are already familiar with? |
| Q6 | For which type of dental procedures do you prefer to watch videos on YouTube? |
| Q7 | How strongly do you agree or disagree with the following statement “YouTube videos are helpful in relating theoretical knowledge with clinical knowledge”? |
| Q8 | How strongly do you agree or disagree with the following statement “it is important to have faculty guidance on referring YouTube videos on dental procedures”? |
| Q9 | Do you feel that YouTube videos on clinical procedure that have been suggested by teaching facility are more valuable than the videos found in your keyword based web search? |
| Q10 | Would you prefer your dental school to post tutorials or videos on clinical procedures on YouTube? |
| Q11 | Do you refer to any other websites beside YouTube for obtaining information on clinical dental procedures? |
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Table 1.
Demographic details of the study participants.
| Questions | Response | N | % |
|---|---|---|---|
| What is your gender? | Female | 200 | 60.40% |
| Male | 131 | 39.60% | |
| Which university do you attend? | Alfarabi College | 30 | 9.10% |
| Dar Al Uloom University | 57 | 17.20% | |
| King Saud bin Abdulaziz University for Health Sciences | 97 | 29.30% | |
| King Saud University | 49 | 14.80% | |
| Princess Nora bin Abdulrahman University | 40 | 12.10% | |
| Riyadh Elm University | 58 | 17.50% | |
| Which academic year are you in? | Second | 7 | 2.10% |
| Third | 17 | 5.10% | |
| Fourth | 62 | 18.70% | |
| Fifth | 99 | 29.90% | |
| Sixth | 146 | 44.10% |
Table 2.
Details of the questions related to the usage of YouTube.
| Statements | Response | N | % |
|---|---|---|---|
| Q1 | Strongly agree | 20 | 65.30% |
| Agree | 83 | 26.20 % | |
| Neutral | 19 | 6.20% | |
| Disagree | 3 | 1.00 % | |
| Strongly disagree | 2 | 0.60% | |
| Q2 | None | 1 | 0.30% |
| Once a day | 98 | 31.80% | |
| Once a week | 113 | 36.70% | |
| Twice a week | 3 | 1.00% | |
| Once every two weeks | 56 | 18.20% | |
| Once every three weeks | 21 | 6.80% | |
| Once every month | 14 | 4.50% | |
| Once every new procedure | 1 | 0.30% | |
| When needed | 1 | 0.30% | |
| Q3 | Adjunctive to lectures\labs | 179 | 58.10% |
| When I miss a class | 11 | 3.60% | |
| As a main resource | 29 | 9.40% | |
| For revision | 87 | 28.20% | |
| Sometimes as a main source and sometimes adjunctive to labs and lectures | 1 | 0.30% | |
| All of the above | 1 | 0.30% | |
| Q4 | Always | 180 | 58.40% |
| Sometimes | 107 | 34.70% | |
| Rarely | 18 | 5.80% | |
| Never | 3 | 1.00% | |
| Q5 | Always | 90 | 29.20% |
| Sometimes | 153 | 49.70% | |
| Rarely | 56 | 18.20% | |
| Never | 9 | 2.90% | |
| Q6 | Removable prosthodontics | 192 | 62.3% |
| Fixed prosthodontics | 207 | 67.2% | |
| Restorative dentistry | 232 | 75.3% | |
| Periodontics | 83 | 26.9% | |
| Endodontics | 201 | 65.3% | |
| Surgery | 141 | 45.8% | |
| Radiology | 60 | 19.5% | |
| Pediatric dentistry, | 98 | 31.8% | |
| Oral medicine | 57 | 18.5% | |
| Q7 | Strongly agree | 156 | 50.60 % |
| Agree | 107 | 34.70 % | |
| Neutral | 38 | 12.30% | |
| Disagree | 7 | 2.30% | |
| Strongly disagree | 1 | 0.1% | |
| Q8 | Strongly agree | 155 | 50.30% |
| Agree | 91 | 29.50 % | |
| Neutral | 56 | 18.20% | |
| Strongly agree | 155 | 50.30% | |
| Strongly disagree | 1 | 0.30% | |
| Q9 | Agree | 91 | 29.50% |
| Disagree | 20 | 6.50% | |
| Neutral | 75 | 24.40% | |
| Disagree | 5 | 1.60 % | |
| Strongly disagree | 1 | 0.30% | |
| Q10 | Yes | 283 | 91.90% |
| Yes, but as adjunct material | 1 | 0.30% | |
| But that doesn’t mean there won’t be doctor’s tutorial, YouTube never enough | 1 | 0.30% | |
| Depends on the quality of the tutorials and videos | 1 | 0.30% | |
| I benefit from the lab more | 1 | 0.30% | |
| No | 21 | 6.80% | |
| Q11 | No | 243 | 78.90% |
| Yes | 65 | 21.10% |
Footnotes: Table A1: Statements used in questionnaire (Appendix A).
Table 3.
Association of university and gender with their responses.
| Statements and Their Responses | Which University Do You Belong to? | χ2 Value | p Value | What Is Your Gender? | χ2 Value | p Value | |||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Alfarabi College | Dar Al Uloom University | King Saud bin Abdulaziz University for Health Sciences | King Saud University | Princess Nora bin Abdulrahman University | Riyadh Elm University | Female | Male | ||||||||||||||
| N | % | N | % | N | % | N | % | N | % | N | % | N | % | N | % | ||||||
| Q1 | Strongly agree | 12 | 6.00% | 40 | 19.90% | 70 | 34.80% | 34 | 16.90% | 21 | 10.40% | 24 | 11.90% | 32.513 | 0.038 * | 126 | 62.70% | 75 | 37.30% | 1.552 | 0.817 |
| Agree | 9 | 10.80% | 11 | 13.30% | 17 | 20.50% | 14 | 16.90% | 11 | 13.30% | 21 | 25.30% | 47 | 56.60% | 36 | 43.40% | |||||
| Neutral | 1 | 5.30% | 1 | 5.30% | 9 | 47.40% | 1 | 5.30% | 2 | 10.50% | 5 | 26.30% | 10 | 52.60% | 9 | 47.40% | |||||
| Disagree | 0 | 0.00% | 0 | 0.00% | 1 | 33.30% | 0 | 0.00% | 1 | 33.30% | 1 | 33.30% | 2 | 66.70% | 1 | 33.30% | |||||
| Strongly disagree | 0 | 0.00% | 2 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 50.00% | 1 | 50.00% | |||||
| Q2 | None | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 84.716 | 0.001 * | 1 | 100.00% | 0 | 0.00% | 16.299 | 0.038 * |
| Once a day | 1 | 1.00% | 30 | 30.60% | 33 | 33.70% | 18 | 18.40% | 14 | 14.30% | 2 | 2.00% | 69 | 70.40% | 29 | 29.60% | |||||
| Once a week | 12 | 10.60% | 17 | 15.00% | 37 | 32.70% | 17 | 15.00% | 5 | 4.40% | 25 | 22.10% | 63 | 55.80% | 50 | 44.20% | |||||
| Twice a week | 0 | 0.00% | 0 | 0.00% | 2 | 66.70% | 1 | 33.30% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 3 | 100.00% | |||||
| Once every two weeks | 6 | 10.70% | 7 | 12.50% | 12 | 21.40% | 10 | 17.90% | 5 | 8.90% | 16 | 28.60% | 29 | 51.80% | 27 | 48.20% | |||||
| Once every three weeks | 1 | 4.80% | 0 | 0.00% | 6 | 28.60% | 1 | 4.80% | 8 | 38.10% | 5 | 23.80% | 15 | 71.40% | 6 | 28.60% | |||||
| Once every month | 2 | 14.30% | 0 | 0.00% | 5 | 35.70% | 1 | 7.10% | 3 | 21.40% | 3 | 21.40% | 9 | 64.30% | 5 | 35.70% | |||||
| Once every new procedure | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | |||||
| When needed | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | |||||
| Q3 | Adjunctive to lectures\ labs | 11 | 6.10% | 22 | 12.30% | 58 | 32.40% | 36 | 20.10% | 24 | 13.40% | 28 | 15.60% | 60.393 | 0.001 * | 112 | 62.60% | 67 | 37.40% | 21.467 | 0.001 * |
| When I miss a class | 0 | 0.00% | 4 | 36.40% | 2 | 18.20% | 0 | 0.00% | 1 | 9.10% | 4 | 36.40% | 3 | 27.30% | 8 | 72.70% | |||||
| As a main resource | 2 | 6.90% | 1 | 3.40% | 18 | 62.10% | 5 | 17.20% | 2 | 6.90% | 1 | 3.40% | 26 | 89.70% | 3 | 10.30% | |||||
| For revision | 9 | 10.30% | 27 | 31.00% | 19 | 21.80% | 7 | 8.00% | 7 | 8.00% | 18 | 20.70% | 44 | 50.60% | 43 | 49.40% | |||||
| Sometimes as a main source and sometimes adjunctive to labs and lectures | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | |||||
| All of the above | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | |||||
| Q4 | Always | 10 | 5.60% | 42 | 23.30% | 60 | 33.30% | 28 | 15.60% | 24 | 13.30% | 16 | 8.90% | 39.471 | 0.001 * | 117 | 65.00% | 63 | 35.00% | 4.404 | 0.221 |
| Sometimes | 11 | 10.30% | 10 | 9.30% | 29 | 27.10% | 19 | 17.80% | 7 | 6.50% | 31 | 29.00% | 1 | 33.30% | 2 | 66.70% | |||||
| Rarely | 1 | 5.60% | 2 | 11.10% | 5 | 27.80% | 2 | 11.10% | 4 | 22.20% | 4 | 22.20% | 10 | 55.60% | 8 | 44.40% | |||||
| Never | 0 | 0.00% | 0 | 0.00% | 3 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 58 | 54.20% | 49 | 45.80% | |||||
| Q5 | Always | 2 | 2.20% | 32 | 35.60% | 24 | 26.70% | 12 | 13.30% | 13 | 14.40% | 7 | 7.80% | 56.753 | 0.001 * | 58 | 64.40% | 32 | 35.60% | 1.024 | 0.795 |
| Sometimes | 15 | 9.80% | 15 | 9.80% | 46 | 30.10% | 27 | 17.60% | 11 | 7.20% | 39 | 25.50% | 89 | 58.20% | 64 | 41.80% | |||||
| Rarely | 5 | 8.90% | 7 | 12.50% | 21 | 37.50% | 10 | 17.90% | 9 | 16.10% | 4 | 7.10% | 34 | 60.70% | 22 | 39.30% | |||||
| Never | 0 | 0.00% | 0 | 0.00% | 6 | 66.70% | 0 | 0.00% | 2 | 22.20% | 1 | 11.10% | 5 | 55.60% | 4 | 44.40% | |||||
| Q6 | Removable prosthodontics | 9 | 4.70% | 11 | 5.70% | 80 | 41.70% | 39 | 20.30% | 24 | 12.50% | 29 | 15.10% | 298.884 | 0.001 * | 128 | 66.70% | 64 | 33.30% | 52.674 | 0.001 * |
| Fixed prosthodontics | 14 | 6.80% | 19 | 9.20% | 71 | 34.30% | 42 | 20.30% | 26 | 12.60% | 35 | 16.90% | 135 | 65.20% | 72 | 34.80% | |||||
| Restorative dentistry | 11 | 4.70% | 49 | 21.10% | 75 | 32.30% | 36 | 15.50% | 26 | 11.20% | 35 | 15.10% | 141 | 60.80% | 91 | 39.20% | |||||
| Periodontics | 1 | 1.20% | 7 | 8.40% | 42 | 50.60% | 13 | 15.70% | 16 | 19.30% | 4 | 4.80% | 62 | 74.70% | 21 | 25.30% | |||||
| Endodontics | 10 | 5.00% | 14 | 7.00% | 77 | 38.30% | 37 | 18.40% | 20 | 10.00% | 43 | 21.40% | 122 | 60.70% | 79 | 39.30% | |||||
| Surgery | 8 | 5.70% | 14 | 9.90% | 58 | 41.10% | 22 | 15.60% | 24 | 17.00% | 15 | 10.60% | 102 | 72.30% | 39 | 27.70% | |||||
| Radiology | 1 | 1.70% | 9 | 15.00% | 25 | 41.70% | 8 | 13.30% | 13 | 21.70% | 4 | 6.70% | 43 | 71.70% | 17 | 28.30% | |||||
| Pediatric dentistry, | 6 | 6.10% | 17 | 17.30% | 31 | 31.60% | 16 | 16.30% | 16 | 16.30% | 12 | 12.20% | 69 | 70.40% | 29 | 29.60% | |||||
| Oral medicine | 0 | 0.00% | 7 | 12.30% | 29 | 50.90% | 8 | 14.00% | 11 | 19.30% | 2 | 3.50% | 40 | 70.20% | 17 | 29.80% | |||||
| Q7 | Strongly agree | 8 | 5.10% | 48 | 30.80% | 48 | 30.80% | 22 | 14.10% | 20 | 12.80% | 10 | 6.40% | 76.186 | 0.001 * | 97 | 62.20% | 59 | 37.80% | 3.44 | 0.329 |
| Agree | 11 | 10.30% | 6 | 5.60% | 33 | 30.80% | 14 | 13.10% | 7 | 6.50% | 36 | 33.60% | 59 | 55.10% | 48 | 44.90% | |||||
| Neutral | 2 | 5.30% | 0 | 0.00% | 14 | 36.80% | 11 | 28.90% | 6 | 15.80% | 5 | 13.20% | 24 | 63.20% | 14 | 36.80% | |||||
| Disagree | 1 | 14.30% | 0 | 0.00% | 2 | 28.60% | 2 | 28.60% | 2 | 28.60% | 0 | 0.00% | 6 | 85.70% | 1 | 14.30% | |||||
| Q8 | Strongly agree | 6 | 3.90% | 48 | 31.00% | 46 | 29.70% | 19 | 12.30% | 26 | 16.80% | 10 | 6.50% | 82.681 | 0.001 * | 89 | 57.40% | 66 | 42.60% | 4.206 | 0.379 |
| Agree | 9 | 9.90% | 5 | 5.50% | 24 | 26.40% | 16 | 17.60% | 7 | 7.70% | 30 | 33.00% | 55 | 60.40% | 36 | 39.60% | |||||
| Neutral | 7 | 12.50% | 1 | 1.80% | 23 | 41.10% | 12 | 21.40% | 2 | 3.60% | 11 | 19.60% | 38 | 67.90% | 18 | 32.10% | |||||
| Disagree | 0 | 0.00% | 0 | 0.00% | 3 | 60.00% | 2 | 40.00% | 0 | 0.00% | 0 | 0.00% | 4 | 80.00% | 1 | 20.00% | |||||
| Strongly disagree | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | |||||
| Q9 | Strongly agree | 6 | 5.00% | 47 | 39.20% | 22 | 18.30% | 16 | 13.30% | 20 | 16.70% | 9 | 7.50% | 99.133 | 0.001 * | 65 | 54.20% | 55 | 45.80% | 9.278 | 0.055 |
| Agree | 9 | 9.90% | 6 | 6.60% | 27 | 29.70% | 17 | 18.70% | 5 | 5.50% | 27 | 29.70% | 51 | 56.00% | 40 | 44.00% | |||||
| Neutral | 5 | 6.70% | 1 | 1.30% | 36 | 48.00% | 11 | 14.70% | 9 | 12.00% | 13 | 17.30% | 53 | 70.70% | 22 | 29.30% | |||||
| Disagree | 2 | 10.00% | 0 | 0.00% | 10 | 50.00% | 5 | 25.00% | 1 | 5.00% | 2 | 10.00% | 16 | 80.00% | 4 | 20.00% | |||||
| Strongly disagree | 0 | 0.00% | 0 | 0.00% | 2 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 50.00% | 1 | 50.00% | |||||
| Q10 | Yes | 18 | 6.40% | 51 | 18.00% | 91 | 32.20% | 45 | 15.90% | 34 | 12.00% | 44 | 15.50% | 29.352 | 0.249 | 174 | 61.50% | 109 | 38.50% | 6.333 | 0.275 |
| Yes, but as adjunct material | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | |||||
| But that doesn’t mean there won’t be doctor’s tutorial, YouTube never enough | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | |||||
| Depends on the quality of the tutorials and videos | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | |||||
| I benefit from the lab more | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | 1 | 100.00% | 0 | 0.00% | |||||
| No | 4 | 19.00% | 3 | 14.30% | 4 | 19.00% | 3 | 14.30% | 0 | 0.00% | 7 | 33.30% | 9 | 42.90% | 12 | 57.10% | |||||
| Q11 | No | 16 | 6.60% | 47 | 19.30% | 80 | 32.90% | 34 | 14.00% | 24 | 9.90% | 42 | 17.30% | 8.666 | 0.123 | 142 | 58.40% | 101 | 41.60% | 1.837 | 0.175 |
| Yes | 6 | 9.20% | 7 | 10.80% | 17 | 26.20% | 15 | 23.10% | 11 | 16.90% | 9 | 13.80% | 44 | 67.70% | 21 | 32.30% | |||||
Footnotes: Table A1: Statements used in questionnaire (Appendix A), *: statistically significant.
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Khanagar, S.B.; Alolayan, L.S.; Alobaid, T.A.; Alharbi, A.A.; Alazaz, N.N.; Alanazi, M.H. Use of YouTube as a Learning Modality for Clinical Procedures among Dental Students in Riyadh, Saudi Arabia—A Cross-Sectional Study. Appl. Sci. 2022, 12, 11977. https://doi.org/10.3390/app122311977
AMA Style
Khanagar SB, Alolayan LS, Alobaid TA, Alharbi AA, Alazaz NN, Alanazi MH. Use of YouTube as a Learning Modality for Clinical Procedures among Dental Students in Riyadh, Saudi Arabia—A Cross-Sectional Study. Applied Sciences. 2022; 12(23):11977. https://doi.org/10.3390/app122311977
Chicago/Turabian StyleKhanagar, Sanjeev B., Layan S. Alolayan, Tala A. Alobaid, Asma A. Alharbi, Norah N. Alazaz, and Maha H. Alanazi. 2022. "Use of YouTube as a Learning Modality for Clinical Procedures among Dental Students in Riyadh, Saudi Arabia—A Cross-Sectional Study" Applied Sciences 12, no. 23: 11977. https://doi.org/10.3390/app122311977
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