(PO-063) YouTube as a Learning Tool for Clinical Endodontic Procedures

Author: Lauren Liebman, D.M.D. – PGY-2 Resident, Department of Endodontics, NYU College of Dentistry
Author: Anusha Kalaichelvan, DDS Candidate – NYU College of Dentistry
Author: Franky Min-Wen Fu, D.D.S., MS – NYU College of Dentistry
Author: Lorel E. Burns, D.D.S, M.S. – Assistant Professor Department of Endodontics, NYU College of Dentistry
Submitter: Lauren Liebman, D.M.D. – PGY-2 Resident, Department of Endodontics, NYU College of Dentistry

Objectives: In several recent studies, dental students reported using YouTube to supplement their formal dental education. In a study by Burns et al. (2020), 95% of dental students classified YouTube as a helpful learning tool for clinical dental procedures. Amongst this cohort, endodontics was frequently selected as a discipline for which YouTube was used. The goal of the present study was to examine students’ perceived barriers to clinical competence in endodontics and identify how YouTube is used as a learning tool.

Methods: This study was approved by New York University (NYU) IRB (IRB-FY2021-5006). Postgraduate endodontic residents conducted focus groups with fourth-year dental students at NYU College of Dentistry. The discussion was facilitated by a semi-structured interview guide. Open-ended questions about participants’ perceived barriers to clinical competency in endodontics, experiences using YouTube to learn about clinical endodontics, and preferences for video format learning were asked. Demographic information was collected. Data were analyzed through thematic analysis and data collection was terminated once a saturation of themes were reached.

Results: Thirty fourth-year dental students participated in the study. Of the participants, 96.7% reported using YouTube as a learning tool for clinical dental procedures and 83.3% used it to learn about endodontics specifically. The following themes emerged during data analysis: barriers to competency, YouTube, video preferences/alternative resources, and context specific comments. Key findings suggest that students primarily use YouTube to enhance confidence in their ability to perform endodontic procedures and increase understanding of procedural flow. Participants reported that videos were selected and validity was assessed through metrics such as number of views, like/dislike ratios, and perceptions of video editing quality.

Conclusion: Dental students report lack of confidence in their preparedness for clinical endodontics. Video format learning and social media present unique opportunities for dental institutions to meet the evolving learning preferences of students.