TY  - JOUR
AU  - Alzoubi, Hiba
AU  - Karasneh, Reema
AU  - Irshaidat, Sara
AU  - Abuelhaija, Yussuf
AU  - Abuorouq, Saleh
AU  - Omeish, Haya
AU  - Daromar, Shrouq
AU  - Makhadmeh, Naheda
AU  - Alqudah, Mohammad
AU  - Abuawwad, Mohammad T
AU  - Taha, Mohammad J J
AU  - Baniamer, Ansam
AU  - Abu Serhan, Hashem
PY  - 2023
DA  - 2023/11/24
TI  - Exploring the Use of YouTube as a Pathology Learning Tool and Its Relationship With Pathology Scores Among Medical Students: Cross-Sectional Study
JO  - JMIR Med Educ
SP  - e45372
VL  - 9
KW  - pathology
KW  - medical students
KW  - YouTube
KW  - social media
KW  - medical education
KW  - online resources
AB  - Background: YouTube is considered one of the most popular sources of information among college students. Objective: This study aimed to explore the use of YouTube as a pathology learning tool and its relationship with pathology scores among medical students at Jordanian public universities. Methods: This cross-sectional, questionnaire-based study included second-year to sixth-year medical students from 6 schools of medicine in Jordan. The questionnaire was distributed among the students using social platforms over a period of 2 months extending from August 2022 to October 2022. The questionnaire included 6 attributes. The first section collected demographic data, and the second section investigated the general use of YouTube and recorded material. The remaining 4 sections targeted the participants who used YouTube to learn pathology including using YouTube for pathology-related content. Results: As of October 2022, 699 students were enrolled in the study. More than 60% (422/699, 60.4%) of the participants were women, and approximately 50% (354/699, 50.6%) were second-year students. The results showed that 96.5% (675/699) of medical students in Jordan were using YouTube in general and 89.1% (623/699) were using it as a source of general information. YouTube use was associated with good and very good scores among the users. In addition, 82.3% (575/699) of medical students in Jordan used YouTube as a learning tool for pathology in particular. These students achieved high scores, with 428 of 699 (61.2%) students scoring above 70%. Most participants (484/699, 69.2%) reported that lectures on YouTube were more interesting than classic teaching and the lectures could enhance the quality of learning (533/699, 76.3%). Studying via YouTube videos was associated with higher odds (odds ratio [OR] 3.86, 95% CI 1.33-11.18) and lower odds (OR 0.27, 95% CI 0.09-0.8) of achieving higher scores in the central nervous system and peripheral nervous system courses, respectively. Watching pathology lectures on YouTube was related to a better chance of attaining higher scores (OR 1.96, 95% CI 1.08-3.57). Surprisingly, spending more time watching pathology videos on YouTube while studying for examinations corresponded with lower performance, with an OR of 0.46 (95% CI 0.26-0.82). Conclusions: YouTube may play a role in enhancing pathology learning, and aiding in understanding, memorization, recalling information, and obtaining higher scores. Many medical students in Jordan have positive attitudes toward using YouTube as a supplementary pathology learning tool. Based on this, it is recommended that pathology instructors should explore the use of YouTube and other emerging educational tools as potential supplementary learning resources. 
SN  - 2369-3762
UR  - https://mededu.jmir.org/2023/1/e45372
UR  - https://doi.org/10.2196/45372
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37999954
DO  - 10.2196/45372
ID  - info:doi/10.2196/45372
ER  -