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OP0367 Using youtube to teach the fundamentals of rheumatology: a two-year retrospective analysis of four online lectures
  1. R. Sengewein1,
  2. E. Schmok2
  1. 1Poliklinik Für Rheumatologie, Uniklinik Düsseldorf, Düsseldorf
  2. 2Universität zu Lübeck, Lübeck, Germany


Background Duesseldorf has a dedicated rheumatology unit; therefore, education in rheumatology takes up an increased portion of the medical curriculum. Furthermore, most medical schools in Germany have very few or no lectures on topics in rheumatology. According to the German Society of Rheumatology, one reason for the lack of lectures is the absence of dedicated rheumatology teaching units. To improve education in rheumatology offered to medical students at these universities, we hypothesise the use of online platforms such as YouTube to be a potential in delivering content.

Objectives Investigating the potential of YouTube to deliver online lectures in rheumatology.

Methods Online lectures were created by a physician from the Department of Rheumatology at University in Duesseldorf and the e-Learning platform Amboss. Content was matched with the educational goals of the Department of Rheumatology from the 2016 curriculum and the educational goals for rheumatology from the IMPP (‘Institut für medizinische und pharmazeutische Prüfungsfragen’), which is responsible for the medical state examination (‘Staatsexamen’) in Germany. Lectures were produced in German and the overall length of the content was 36 min and 27 s. The content was divided into four short lectures (range, between 6:49 min and 13:27 min) and made available to the public via the online streaming platform YouTube. Information on the age, sex, and location of viewers was collected and analysed. Lectures were analysed for the number of clicks, total watch time, average watch time, and the types of devices used to access content. Analysis was performed over a 20 month period (04/16–01/18). The integrated feature of the platform YouTube Analytics was used for analysis.

Results Viewers from 108 different countries accessed the content, with 95.1% streaming from three countries with German as a native language (Germany, Austria, Switzerland). Males comprised 55.6% of the viewers and females 44.4%. Twenty percent of viewers were aged between 18 and 24 years, 56% were between 24 and 34 years of age, 14% were aged between 35 and 44 years old, and the remaining 10% were over the age of 45 years.

All four videos were clicked 82 373 times (first video, 31,296; second, 18,674; third, 15,928; fourth, 16 475 times). Viewers spent an average of 4:37 min watching the videos. In total, 381,514 min of content was delivered. Approximately 58% of the content was accessed through mobile devices such as smartphones and tablets.

Conclusions YouTube and YouTube Analytics were found to be exceptionally successful in delivering and analysing online lectures. Mobile phones were the most commonly used device by viewers, demonstrating the growing importance of adapting content for these devices. A comparison of the delivered educational minutes with the traditional setting of delivering knowledge at a university in a 45 min lecture to an average audience of 100 individuals amounts to approximately 847 lessons. In conclusion, the use of online lectures to deliver medical content especially in universities where rheumatology is not represented by a dedicated faculty is highly recommended.

Disclosure of Interest None declared

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