ArticleCureus2024
YouTube Videos: A Learning Tool for Periodontology Education.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- YouTube as a Reliable Source of Patient Education for Peyronie's Disease: A Quality Assessment Study.Cureus · 2026Article
- Article
- Trained to care, untrained to share: the integration of social media (#SoMe) education in dental specialty programs: a scoping review.Frontiers in oral health · 2025Review
- Attitudes and perceptions of dental students following the implementation of an online video and podcast compared to a traditional educational strategy in the endodontics course. A cross-sectional study.Revista cientifica odontologica (Universidad Cientifica del Sur)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction Video-based learning has proved to be an effective tool for education and knowledge gain in all fields. YouTube is a free video-sharing website consisting of numerous educational and skill development videos; you can even create and upload your videos to share knowledge and experience with others. YouTube contains videos about simple button sewing to space rocket preparation. YouTube also contains dental education videos, particularly in the field of periodontology. Aim This study aimed to assess the effectiveness of YouTube videos as an educational tool in periodontology and evaluate the knowledge gained from these videos through a structured questionnaire. This investigation aimed to provide YouTube's potential as a supplementary resource for enhancing periodontology education. Material and methods This experimental, descriptive questionnaire-based study was conducted among 100 final-year dental undergraduate students. Student feedback and responses were gathered through a closed-ended structured questionnaire. A pre-test consisting of 30 questions was administered to assess students' knowledge before watching the videos. YouTube videos on periodontology topics, such as bone grafts, dental implants, and periodontal flaps, were circulated among selected students. The students were instructed to watch the selected videos, followed by a post-test with the same questions to evaluate their knowledge gain. The pre- and post-test responses were analyzed using a paired t-test in Statistical Product and Service Solutions (SPSS, version 24; IBM SPSS Statistics for Windows, Armonk, NY) software. Results The mean score of the students in the pre-test was 6.74 ± 11.53, and that in the post-test was 25.64 ± 8.68, so the difference in the mean score of the pre-and post-tests was 18.90 ± 14.45 after watching YouTube videos on periodontology topics with a P-value (<0.0001), which shows significant knowledge gain. The majority of students (N = 80-90, 80-90%) showed interest in using YouTube videos for periodontology education. Conclusion This study demonstrates that YouTube videos are highly effective and well-received adjunctive educational tools for dental students, particularly in the field of periodontology. The high levels of satisfaction, knowledge gain, and engagement observed in this study suggest that integrating YouTube videos into the curriculum can significantly enhance the learning experience.
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