Rise of public e | Hangzhou Hair Growth Co.,Ltd

BMC Medical Education volume 23, Article number: 406 (2023) Cite this article

Metrics details

In the context of the coronavirus pandemic, countless face-to-face events as well as medical trainings were cancelled or moved to online courses, which resulted in increased digitalization in many areas. In the context of medical education, videos provide tremendous benefit for visualizing skills before they are practised.

Based on a previous investigation of video material addressing epidural catheterization available on the YouTube platform, we aimed to investigate new content produced in the context of the pandemic. Thus, a video search was conducted in May 2022.

We identified twelve new videos since the pandemic with a significant improvement in the new content in terms of procedural items (p = 0.03) compared to the prepandemic video content. Video content released in the course of the COVID-19 pandemic was more often created by private content creators and were significantly shorter in total runtime than those from university and medical societies (p = 0.04).

The profound changes in the learning and teaching of health care education in relation to the pandemic are largely unclear. We reveal improved procedural quality of predominantly privately uploaded content despite a shortened runtime compared to the prepandemic period. This might indicate that technical and financial hurdles to producing instructional videos by discipline experts have decreased. In addition to the teaching difficulties caused by the pandemic, this change is likely to be due to validated manuals on how to create such content. The awareness that medical education needs to be improved has grown, so platforms offer specialized sublevels for high-quality medical videos.

Peer Review reports

We found that new educational videos created during the pandemic were improved in terms of procedural quality even though they mostly came from private content creators. However, it remains unclear to what extent this extent this trend was maintained. Platforms containing prior review mechanisms seem promising.

The training of medical students is in a constant state of transformation [1]. This is due in part to the enormous increase in knowledge in medicine over the past decades [2]. As a result, the concepts of knowledge transfer are also changing [3]. In academic training and subsequent specialist training, digital media have been used for years to enhance face-to-face teaching [4]. In the context of growing digitalization, teaching concepts are increasingly being offered in hybrid form. To meet the rising demand, there are master programmes in medical education as well as professional institutes for medical didactics at medical faculties [5, 6]. In the context of medical education, videos can be of enormous help to allow students to visualize skills before first practising on a patient, to repeat partial steps at their own learning pace and to improve the learning curve [7,8,9]. Videos help to create an environment with a focus on the student and his or her activity [10]. The increasing role of video material in student education and its influence on students’ learning engagement have been described repeatedly [11, 12]. However, the quality of such video material varies considerably and is particularly difficult to assess in the case of material that is easily available to the public, such as on the YouTube platform [13].

The COVID-19 pandemic was a caesura in many areas of life. To prevent the spread of infections, many governments worldwide decided to impose far-reaching restrictions on freedom of assembly. In addition to restrictions on sports and recreational events, which were prominently discussed in public, corresponding regulations also applied to medical training and teaching events in attendance [14, 15]. In view of the urgent need for human resources of qualified staff, the dilemma between increased infection risk and critically necessary training became apparent. In the context of this development, online-based learning was presented as an excellent option for continuing education [16,17,18]. Additionally, expanding availability of more educational video material emerged [19]. Previous barriers to creating videos among academic clinicians due to the necessary expense and resources may have diminished dramatically in the context of compulsory e-learning [20, 21].

In modern anaesthesiology, neuroaxial procedures are among the established and most frequently used methods of peripartum and procedural analgesia. Discovered at the turn of the century by August Bier, this extraordinarily effective technique for reducing birth pain has become indispensable [22]. Recent studies have shown that worldwide, the majority of all women who give birth use a neuroaxial procedure as part of their delivery. However, there are still many myths and misconceptions that shape the public image [23]. Learning to place epidural catheters is one of the most important anaesthesiological skills and should therefore be taught, learned and mastered early by future specialists in this field [24, 25].

Based on a preliminary investigation of the quantity and quality of available video material on the public video platform YouTube regarding epidural catheterization, we aimed to investigate the current pandemic video material [13]. Within the previously published work, a questionnaire-based evaluation of the procedural and didactic quality of the available video material was conducted. The questionnaire used in this study was designed and tested for validity and reliability within the framework of a previous study project, resulting in an interrater reliability of 0.975. Unfortunately, among the 16 videos found in the previous investigation, only two videos showed satisfactory procedural quality (> 60% of questionnaire fulfilment), while eleven were able to achieve > 50% of the points with regard to didactic aspects. In this respect, the authors identified huge potential for improvement with regard to the prepandemic situation, which required investigation. In addition, the present study investigated the extent to which progressive algorithms on the platform side facilitate the retrieval of suitable video material.

The study was conducted according to the ethical principles of the Helsinki Declaration (Ethical Principles for Medical Research Involving Human Subjects) [26]. Since the present study only involved an evaluation of publicly available videos and was not considered clinical research on human subjects, no ethical vote was required according to the guidelines of the ethics committee of the University Hospital of Frankfurt.

To find suitable newly published video material on the YouTube Platform (https://www.youtube.com), a search was conducted analogous to the previous investigation in May 2022 in the German and English languages using the same search terms. The terms "epidural" and "peridural" were collected individually and in combination with the keywords "birth"; "obstetrics"; "delivery"; "catheter"; "anesthesia" and "anaesthesia". Over 500 videos were examined by independent investigators regarding their suitability to demonstrate peridural anaesthesia. Twelve videos were acquired for study purposes (the last video access was on December 22nd, 2022). For each video, the uploader/producers, date of upload, and runtime were recorded for analysis purposes. In addition, the videos were categorized according to the content creators. For this purpose, a consensus was reached among the investigators to categorize the creators of the content into one of three groups: university/ medical association, clinic/ medical business provider, and private content creator.

The video material obtained was assessed by 9 independent raters according to the pre-existing checklist. The panel of raters included 3 medical students in advanced clinical training, 2 long-term experienced masters in medical education, and 4 experienced anesthesiologic specialists with extensive expertise in neuroaxial procedures. Adjusted for the prepandemic study, the new assessment was performed by the same clinical experts, with the exception of the student raters, for improved comparability, despite previously demonstrated low interrater reliability. The subsequent statistical investigation was thus based on 9 independent rater results. The subsequently applied checklist for video evaluation was bipartite and consisted of a section addressing the procedural aspects of peridural catheter placement, which consisted of 4 subsections (initial preparation, sterile handling, punction, post-procedure) with a total of 20 items ordinally scaled from 0 (inapplicable) through 1 (incorrect) to 2 (fully met). A second didactic checklist section with 4 subcategories and a total of 21 items using a five-point Likert scale completed the assessment. The differentiated questionnaire development as well as structure and validation process have already been published and can be accessed open access (https://doi.org/10.3390/jcm11061726) [13].

Data were collected using Windows Excel (Office 2021, Microsoft Corporation, Redmond, WA, USA). A statistical analysis plan was designed prior to the study. Data analysis was conducted using SPSS (Ver. 29, IBM Corp., Chicago, IL, USA). Data with continuous scales are presented as mean (± standard deviation), and data with categorical scales are presented as frequencies and percentages. Interrater reliability was analyzed using a intraclass correlation coefficient. Correlations were examined with a Spearman's rho test, as well as a Mann-Whitney U test. A p-value of < 0.05 was considered statistically significant.

We found that twelve new videos were published during the study period. The video characteristics in terms of the fulfilment of the procedural and didactic requirements for items of the established questionnaire are shown in Fig. 1A. We observed a significant improvement in the new content since the beginning of the pandemic in terms of procedural items (0.77 ± 0.34 vs. 1.01 ± 0.30; p = 0.033). Video content released during the course of the COVID-19 pandemic was more often created by private content creators (Fig. 1B). In terms of video runtime, the median duration of the videos was shortened (p = 0.227) (Fig. 1C). Taking into account all videos on epidural catheterization, a significantly longer playing time was found for videos from university and medical societies compared to private content creators (724 ± 159.5 s vs. 342 ± 153.6 s; p = 0.047). We did not observe any significant changes in the frequency of likes or views (p = 0.174; p = 0.732) (Fig. 1D-E).

A-E: Comparison of acquired YouTube video material. Analysis of the pre- and post-pandemic video content on YouTube in terms of epidural catheter placement upon new research. A) Comparison of item fulfilment differentiating procedural and didactic items. B) Differentiation of content creators regarding production background. C) Runtime differences. D) Number of likes at the time of survey. E) View differentiation at the time of survey. * p = 0.03

The comparison of the content of the video material produced with regard to didactic aspects showed no significant improvement overall in the content produced in the context of the pandemic (p = 0.837). The analysis of the individual items showed that there was a partly significant improvement with regard to the subject-related items. Similarly, a few significant improvements as well as deteriorations in the didactic section could be found. A list of trends and significant changes in the individual items can be found in Table 1.

The statistical evaluation of the correlation coefficient showed no difference in the still very good interrater reliability (prepandemic p = 0.975 vs. pandemic and after p = 0.974) [27, 28].

We were able to identify twelve new videos regarding peridural catheterization over the course of the pandemic. Although the runtime of the videos was decreased, there was a tendency towards an improvement in quality. In addition, there was a marked increase in the amount of private content created and uploaded over the course of the pandemic. The fact that the COVID-19 pandemic profoundly changed learning and teaching worldwide is unquestioned. However, it is largely unclear what long-term changes in education will arise from this fact [29]. In the area of traditional school education among children and young adults, the need to avoid face-to-face classes due to the risk of virus transmission emerged to the same extent as in the academic environment [30]. While hybrid learning concepts already existed in many academic faculties and students were therefore well equipped with appropriate devices, this was not transferable to the area of traditional school education [31]. This situation caused numerous problems; however, digital training resources increased in nonprofessional education to an extreme extent in the context of the pandemic that were difficult to transfer to medical training. Although new video material on the placement of epidural catheters appeared during the study period, it did not appear to the extent we expected since our previous reporting [13]. Using the specific example we chose, it was possible to compare the prepandemic and the pandemic period.

By comparison, the video content we analysed in the pandemic context showed a decreased average running time, which may be attributed to the increased representation of private content creators. Thus, the increased procedural quality of the videos seems interesting. Prepandemic videos showed a significant correlation between longer runtimes and the quality of the content as well as the didactic quality. However, experts agree that a video should not be too long since the limit of expected working memory capacity is only approximately ten minutes [32]. In the recently screened material, 10 videos were below this ten-minute runtime. Although technological progress has made it much easier for private content creators to produce material due to camera requirements for high-quality audio and video recording, the subsequent editing and the implementation of additional content, there is no significant difference in the area of didactic quality. This may explain the primary improvement in the procedural section as the hurdle for physicians and didactic specialists to create educational videos has been significantly lowered.

We were able to demonstrate a significant improvement in the procedural content quality of the newly created video material that could not be shown for the didactic questionnaire section. While significant improvements or trends could be found in the majority of items, a deterioration was revealed with regard to the procedural item of "postinterventional vital monitoring" (p = 0.059) and the didactic items "abbreviations avoided or explained" (p = 0.011) and "referencing background information" (p = 0.029). The cause of this deterioration remains largely unclear. The focus of the predominantly private content creators may be more towards their followers and thus a specialized audience, so the increasing use of medical terms and abbreviations could be explained. In this case, suitable referencing would also be appropriate; however, this also significantly decreased. Considering only the improved procedural content quality, it appears that awareness of the need for online-based learning has grown, but training in the creation of more professional instructional videos is still lagging. There are now several validated manuals for creating high-quality instructional video material as well as corresponding public resources (e.g., National Institutes of Health (NIH)) [33]. Not to be left unmentioned in this context is the significant improvement in individual didactic items such as "sensitive order of content" and "content-related aspects of hygiene", even though there was no significant improvement in the didactic section of the questionnaire overall.

It is becoming increasingly apparent that in addition to the quantity of available information and video material, the quality of both content and didactic aspects is of increasing importance. In this regard, in addition to the questionnaires we used, the open educational resource movement has determined important points of presentation, especially for public video material [34]. Regarding the COVID-19 pandemic, the quality of information in relation to the growing number of disinformation and conspiracy theories around the coronavirus and the respective vaccines has been brought into focus at an extreme level, particularly for the medical community. Beyond the field of professional medical journalism, there have been claims that major platforms such as Twitter, Facebook, YouTube and Instagram should quickly block medical disinformation from being disseminated, while questions have been raised about how to address the alleged publication of professional information on preprint servers without a peer-review process.

The awareness that the visibility of professional medical training material in terms of quality and reliability needs to be improved has grown beyond the world of medical educational experts. One of the most exciting projects is the decision of the Alphabet consortium to expand the YouTube platform to add YouTube Health (https://health.youtube/), which aims to provide a platform on which high-quality medical knowledge can be shared via video. Under the claim "We are working on ways to expand eligibility to our health features on YouTube to better connect users with health sources", the program is an attempt by the company to cooperate with large, respected organizations such as the American Heart Association, the New England Journal of Medicine, the World Health Organization (WHO) and many others [35]. It will be interesting to see how the quality of the video material available in the field of medicine on YouTube and the open, mainly unknown online sources for professional video material such as the NIH website, MEDtube or the archive of open educational resources will change in the coming years [36, 37].

The findings of our analysis are limited because the search was conducted exclusively for videos related to a single medical skill. Although epidural catheters are a common topic of video content, there are few videos on teaching catheter placement, so our study could only include twelve new videos. In addition, only material available at the time of the study could be considered, and the extent of projects currently producing new educational videos could not be taken into account.

We found that within the pandemic situation, twelve new videos were uploaded on YouTube regarding epidural catheter placement. These videos were significantly improved in terms of the procedural item section when compared using a validated questionnaire, although the majority of the new videos were uploaded by private content creators. However, it remains unknown to what extent there is a trend towards increasingly privately created educational content with equally high quality. Adequate control mechanisms based on prior review processes seem to be promising with regard to specific subplatforms.

The videos evaluated in the current study are accessible on the public platform YouTube (https://www.youtube.com) under the specified search terms (Links can be found in Supplement I). The datasets generated and/or analysed during the current study are included in this published article or not publicly available due national law but are available from the corresponding author on reasonable request.

cardiotocography

cerebrospinal fluid

coronavirus disease 2019

National Institutes of Health (NIH)

world health organization

Geraghty JR, Young AN, Berkel TDM, Wallbruch E, Mann J, Park YS, et al. Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education. Perspect Med Educ. 2020;9(1):60–5.

Article Google Scholar

Densen P. Challenges and opportunities facing medical education. Trans Am Clin Climatol Assoc. 2011;122:48.

Google Scholar

Kogan JR, Whelan AJ, Gruppen LD, Lingard LA, Teunissen PW, Ten Cate O. What regulatory requirements and existing structures must change if competency-based, time-variable training is introduced into the continuum of medical education in the United States? Acad Med. 2018;93(3):27–S31.

Article Google Scholar

Kuhn S, Frankenhauser S, Tolks D. Digital learning and teaching in medical education: already there or still at the beginning? Bundesgesundheitsblatt, Gesundheitsforschung. Gesundheitsschutz. 2018;61(2):201–9.

Google Scholar

Reed DA, Cook DA, Beckman TJ, Levine RB, Kern DE, Wright SM. Association between funding and quality of published Medical Education Research. JAMA. 2007;298(9):1002.

Article Google Scholar

Gruppen LD, The Department of Medical Education at the University of Michigan Medical School. A case study in Medical Education Research Productivity. Acad Med. 2004;79(10):997–1002.

Article Google Scholar

Forbes H, Oprescu FI, Downer T, Phillips NM, McTier L, Lord B, et al. Use of videos to support teaching and learning of clinical skills in nursing education: a review. Nurse Educ Today. 2016;42:53–6.

Article Google Scholar

Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the Health Professions. JAMA. 2008;300(10):1181.

Article Google Scholar

Aguirre Ospina OD, Ríos Medina ÁM, Calderón Marulanda M, Gómez Buitrago LM. Cumulative Sum learning curves (CUSUM) in basic anaesthesia procedures. Colombian J Anesthesiology. 2014;42(3):142–53.

Google Scholar

Froyd JE. Evidence for the efficacy of student-active learning pedagogies. Project Kaleidoscope. 2007;66(1):64–74.

Google Scholar

Guo PJ, Kim J, Rubin R, editors. How video production affects student engagement2014: ACM.

Dong C, Goh PS. Twelve tips for the effective use of videos in medical education. Med Teach. 2015;37(2):140–5.

Article Google Scholar

Flinspach AN, Raimann FJ, Schalk R, Bepler L, Ruesseler M, Flinspach MH, et al. Epidural catheterization in obstetrics: a checklist-based Video Assessment of free available video material. J Clin Med. 2022;11(6):1726.

Article Google Scholar

Ahmed H, Allaf M, Elghazaly H. COVID-19 and medical education. Lancet Infect Dis. 2020;20(7):777–8.

Article Google Scholar

Gaur U, Majumder MAA, Sa B, Sarkar S, Williams A, Singh K. Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond. SN Compr Clin Med. 2020;2(11):1992–7.

Article Google Scholar

Fitzgerald DA, Scott KM, Ryan MS. Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic. Eur J Pediatrics. 2022;181(2):447–52.

Article Google Scholar

Speidel R, Schneider A, Körner J, Grab-Kroll C, Öchsner W. Did video kill the XR star? Digital trends in medical education before and after the COVID-19 outbreak from the perspective of students and lecturers from the faculty of medicine at the University of Ulm. GMS J Med Educ. 2021;38(6).

Egarter S, Mutschler A, Brass K. Impact of COVID-19 on digital medical education: compatibility of digital teaching and examinations with integrity and ethical principles. Int J Educational Integr. 2021;17(1).

Bashir A, Bashir S, Rana K, Lambert P, Vernallis A, editors. Post-COVID-19 adaptations; the shifts towards online learning, hybrid course delivery and the implications for biosciences courses in the higher education setting. Frontiers in Education; 2021: Frontiers Media SA.

Ward NS, Read R, Afessa B, Kahn JM. Perceived effects of attending physician workload in academic medical intensive care units: a national survey of training program directors*. Crit Care Med. 2012;40(2):400–5.

Article Google Scholar

Hansch A, McConachie K, Schmidt P, Hillers L, Newman C, Schildhauer T. The role of video in online learning: findings from the field and critical reflections. Alexander von Humboldt Institut Fur Internet und Gesellschaft; 2015.

Halpern S. Silva. Epidural analgesia for labor: current techniques. Local and Regional Anesthesia. 2010;3:143.

Article Google Scholar

Anethsiologists, ASo. Laboring under misconceptions: Epidural myths may keep women from reliable pain management: American Society of Anethsiologists; 2014 [Available from: https://www.asahq.org/about-asa/newsroom/news-releases/2014/06/epidural-myth.

Castanelli DJ. The rise of Simulation in Technical Skills Teaching and the Implications for Training Novices in Anaesthesia. Anaesth Intensive Care. 2009;37(6):903–10.

Article Google Scholar

Drake EJ, Coghill J, Sneyd JR. Defining competence in obstetric epidural anaesthesia for inexperienced trainees † †This article is accompanied by Editorial Aev142. Br J Anaesth. 2015;114(6):951–7.

Article Google Scholar

PP R. Human experimentation. Code of ethics of the world medical association. Declaration of Helsinki British medical journal. 1964;2(5402):177-.

Koo TK, Li MY. A Guideline of selecting and reporting Intraclass correlation coefficients for Reliability Research. J Chiropr Med. 2016;15(2):155–63.

Article Google Scholar

Cicchetti DV. Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychol Assess. 1994;6(4):284.

Article Google Scholar

Pokhrel S, Chhetri R. A Literature Review on Impact of COVID-19 pandemic on teaching and learning. High Educ Future. 2021;8(1):133–41.

Article Google Scholar

Daniel SJ. Education and the COVID-19 pandemic. Prospects. 2020;49(1–2):91–6.

Article Google Scholar

Meydanlioglu A, Arikan F. Effect of hybrid learning in higher education. Int J Inform Communication Eng. 2014;8(5):1292–5.

Google Scholar

Prober CG, Khan S. Medical Education Reimagined. Acad Med. 2013;88(10):1407–10.

Article Google Scholar

Health NIo. How to Apply - Video Tutorials: U.S. Department of Health & Human Services; 2017 [Available from: https://grants.nih.gov/grants/how-to-apply-application-guide/video/index.htm.

Atkins DE, Brown JS, Hammond AL. A review of the open educational resources (OER) movement: achievements, challenges, and new opportunities. Creative common Mountain View; 2007.

Alphabet. Authoritative health information https://www.youtube.com: YouTube; 2022 [Available from: https://www.youtube.com/intl/ALL_uk/howyoutubeworks/product-features/health-information/.

Olsen E. YouTube expands credible health information labels to providers: MobiHealthNews.com; 2022 [Available from: https://www.mobihealthnews.com/news/youtube-expands-credible-health-information-labels-providers.

Norman MK. Twelve tips for reducing production time and increasing long-term usability of instructional video. Med Teach. 2017;39(8):808–12.

Article Google Scholar

Download references

We would like to express our gratitude to the students: Alexandra Klein, Celine Lankes for their contribution in the critical evaluation of the video material.

Open Access funding enabled and organized by Projekt DEAL. The authors have no sources of funding to declare for this manuscript.

Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Frankfurt, Goethe University Frankfurt, Theodor-Stern Kai 7, 60590, Frankfurt/Main, Germany

Armin N. Flinspach, Vanessa Neef, Kai Zacharowski, Lena Janker & Florian J. Raimann

Institute for Medical Didactics and Clinical Simulation, medical faculty, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany

Jasmina Sterz & Miriam Ruesseler

Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany

Jasmina Sterz & Miriam Ruesseler

Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, Sana Clinic Offenbach GmbH, Offenbach/Main, Germany

Mairen H. Flinspach

You can also search for this author in PubMed Google Scholar

A.N.F. contributed to the manuscript in conceptualization, methodology, data collection, formal data analysis, drafting, visualization and writing the manuscript as well as critical revision and statistical analysis. This author takes responsibility for the content of this manuscript, including the data and analysis. F.J.R. contributed to the manuscript in conceptualization, methodology, data collection, formal data analysis, drafting, visualization and writing the manuscript as well as critical revision and statistical analysis. J.S. contributed to data collection, formal data analysis, drafting and writing the manuscript as well as critical revision. K.Z. helped with manuscript drafting and conducted a critical revision of the manuscript. L.J. contributed to the manuscript in data collection, methodology, drafting, visualization, statistical analysis, manuscript drafting and conducted a critical revision of the manuscript. M.R. helped with manuscript drafting and conducted a critical revision of the manuscript. M.H.F. contributed to the manuscript in data collection, manuscript drafting and conducted a critical revision of the manuscript. N.V. contributed to the manuscript in data collection, manuscript drafting and conducted a critical revision of the manuscript. All authors have read and agreed to the published version of the manuscript.

Correspondence to Armin N. Flinspach.

Upon request, the institutional ethics board of Johann-Wolfgang Goethe University did not consider it necessary to assess the study on the basis of the study design and nature of the project. In this respect a ethical approval is not applicable.

Not applicable.

A.N.F. received speaker fees from P.J. Dahlhausen & Co. GmbH, Cologne, Germany, received the Sedana Medical Research Grant 2020 and Thieme Teaching Award 2022. F.J.R. received speaker fees from Helios Germany, university hospital Würzburg and Keller Medical GmbH. FJR received financial support by HemoSonics LLC, pharma-consult Petersohn and Boehringer Ingelheim. K.Z. has received honoraria for participation in advisory board meetings for Haemonetics and Vifor and received speaker fees from CSL Behring and GE Healthcare. He is the Principal Investigator of the EU-Horizon 2020 project ENVISION (Intelligent plug-and-play digital tool for real-time surveillance of COVID-19 patients and smart decision-making in Intensive Care Units). J.S., L.J., M.H.F M.R., & V.N. declare that there are competing interests.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Below is the link to the electronic supplementary material.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and Permissions

Flinspach, A.N., Sterz, J., Neef, V. et al. Rise of public e-learning opportunities in the context of COVID-19 pandemic-induced curtailment of face-to-face courses, exemplified by epidural catheterization on YouTube.. BMC Med Educ 23, 406 (2023). https://doi.org/10.1186/s12909-023-04409-8

Download citation

Received: 23 December 2022

Accepted: 29 May 2023

Published: 05 June 2023

DOI: https://doi.org/10.1186/s12909-023-04409-8

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative