# Evaluation of Popularity, Reliability, and Quality of Dental and Oral Microbiology Videos on YouTube as Sources of Dental Education

## TL;DR

This study evaluates the popularity, reliability, and quality of YouTube videos on dental and oral microbiology, finding most to be educationally ineffective.

## Contribution

The study introduces a systematic evaluation of YouTube videos in dental education using VPI, GQS, JAMA, and DISCERN tools.

## Key findings

- Only 9.8% of videos achieved excellent reliability using JAMA criteria.
- Just 3.3% of videos were rated excellent for reliability using modified DISCERN.
- Only 6.6% of videos received an excellent quality rating using GQS.

## Abstract

The expansion of teaching resources in dental education has changed significantly because of the growth of digital video platforms. However, questions remain about their reliability and quality. This study aims to evaluate the popularity, reliability, and quality of YouTube videos on dental and oral microbiology.

Two search phrases were used to identify 200 videos, and the video power index (VPI) was utilized to evaluate popularity based on views, likes, and dislikes. The GQS scoring system was used to measure the videos’ quality, and JAMA and modified DISCERN tools were used to assess their reliability.

Analyzed videos were classified into four categories: poor, moderate, good, and excellent. VPI of the 61 videos analyzed was moderate (0.06), and JAMA and mDISCERN both achieved low excellent reliability ratings (9.8% and 3.3%), respectively. However, only 6.6% of the videos received a GQS quality rating of excellent.

YouTube algorithms favor shorter content for student engagement and influence the video’s popularity. The absence of stringent standards for reliability and quality during production led to the conclusion that a significant proportion of videos was educationally ineffective. Thus, it is essential that educators carefully plan, write reliably, and produce high‐quality videos.