Evaluation of the Educational Quality and Reliability of Cardiopulmonary Resuscitation Training Videos on YouTube™.

AIMS/

BACKGROUND

Cardiac arrest is a leading cause of mortality worldwide, and early, high-quality cardiopulmonary resuscitation (CPR) is critical for survival. With increasing use of digital media, YouTube™ has become a common resource for CPR education. However, the educational quality and scientific reliability of these videos remain inconsistent. This study aimed to evaluate the educational quality, reliability, and technical adequacy of CPR training videos on YouTube™ using tools and an evaluation index.

METHODS

A total of 120 CPR-related YouTube™ videos were analyzed. Videos were assessed using four validated tools: Modified DISCERN Scale (MDS), Journal of the American Medical Association (JAMA) scoring system, Global Quality Scale (GQS), and a newly developed evaluation index [cardiopulmonary resuscitation-video evaluation index (CPR-VEI)]. Video duration, views, likes, and uploader type were recorded, and analyses used nonparametric tests and Spearman correlation.

RESULTS

Institutionally produced videos demonstrated significantly higher view counts (p = 0.008) as well as higher JAMA (p < 0.001), CPR-VEI (p = 0.020), and MDS (p = 0.031) scores compared with individually uploaded content. Intermediate-duration videos demonstrated significantly higher CPR-VEI, GQS, and MDS scores compared with short-duration videos, while long-duration videos showed higher numbers of likes. Correlation analysis revealed strong positive associations between CPR-VEI and GQS and MDS scores, and a moderate positive correlation with the JAMA score.

CONCLUSION

CPR training videos on YouTube™ exhibit substantial variability in educational quality and reliability. Institutionally produced videos demonstrated higher quality and reliability, while intermediate-duration videos showed higher educational scores and long-duration videos demonstrated greater engagement. However, popularity metrics such as views and likes did not reliably reflect educational quality. These findings support the role of guideline-based, technology-enhanced learning as an essential component of contemporary CPR education.