In the rapidly evolving field of medical education, the emergence of digital platforms as educational tools presents both opportunities and challenges. A recent study conducted by Tajsic, Stjern-Vik, and Meknas explores the role of two significant digital resources—YouTube and ChatGPT—in surgical teaching and training. This research not only highlights how these platforms are utilized but also assesses the confidence of educators and learners in their effectiveness. As the landscape of medical education shifts towards digital integration, understanding the impact of these tools becomes critical.
YouTube, with its vast library of instructional videos, has transformed the way knowledge is shared in the medical community. The platform offers a plethora of surgical tutorials, demonstrations, and lectures created by professionals. The peer-review mechanism of academic publications often does not apply to YouTube, raising questions about the reliability of the information provided. Despite these concerns, the study indicates that many educators and students turn to YouTube for supplementary learning, citing ease of access and the visual nature of video content as significant advantages. The captivating visual demonstrations can help demystify complex surgical concepts, allowing learners to grasp procedures more effectively.
Conversely, ChatGPT, an advanced artificial intelligence language model, offers a different form of support in surgical training. As a text-based conversational tool, ChatGPT provides immediate responses to inquiries, offering explanations, clarifications, and guidance on a vast array of topics, including surgical techniques. This interaction can enhance understanding and retention of information, especially when combined with traditional learning methods. The study reveals that users appreciate the ability to engage in a dialogue with an AI, which can adapt its answers based on individual questions, making learning more personalized and interactive.
The research’s findings indicate that while there is a strong interest in utilizing YouTube and ChatGPT for surgical training, confidence in these resources varies significantly among users. The educators surveyed expressed concerns about the quality of content on YouTube, often preferring peer-reviewed sources for comprehensive and accurate information. This skepticism reflects a broader anxiety in the academic community about the potential pitfalls of relying on unverified online information, especially in a field as critical as surgery. Yet, many educators acknowledge the platform’s value as an adjunct to formal training, affirming that they do not dismiss its usefulness outright.
Students, on the other hand, have shown a higher level of confidence in using both YouTube and ChatGPT. This disparity can be attributed to the students’ comfort with technology and digital resources as primary learning tools. Young medical learners have grown up in a digital age, where online resources are readily available, making them more inclined to explore and engage with platforms like YouTube and ChatGPT. Their willingness to use these resources might signal a shift in educational methodologies, where traditional approaches are supplemented with innovative digital tools that cater to diverse learning styles.
Another interesting dimension highlighted in the study is the potential for YouTube and ChatGPT to bridge the gap in surgical education, especially in underserved regions. For medical students in remote areas or settings lacking robust educational infrastructure, these platforms can provide access to high-quality training materials and knowledge-sharing. The ability to learn from leading experts and view complex surgical procedures online may empower these students, offering them opportunities that were previously unattainable. The implication here is profound: surgery education could become more equitable, accessible to anyone with an internet connection.
Nonetheless, the study emphasizes the importance of fostering critical thinking and discernment when engaging with online resources. Medical educators are encouraged to guide students in evaluating the quality and credibility of the information found on platforms like YouTube. Strategies such as encouraging students to cross-reference information and engage in discussions about the content can cultivate a more discerning approach to digital learning. This educational approach not only bolsters students’ skills but also prepares them for the complexities of medical practice, where judgment and critical analysis are paramount.
Moreover, the findings underscore the necessity for content creators on platforms like YouTube to adhere to higher standards of quality and accuracy. Initiatives to certify reputable channels or provide vetting processes for surgical educational content could enhance trust among users. Establishing such measures may help alleviate concerns among educators while promoting the responsible use of digital tools in surgical training.
As educational institutions increasingly recognize the potential of integrated digital modalities, collaborations between traditional academic bodies and tech platforms may offer innovative solutions. Resources that merge the expertise of surgical educators with the reach of social media applications have the potential to enhance learning while ensuring the integrity of the information disseminated. This collaborative model can also inspire other fields within medical training to leverage digital tools effectively.
Indeed, the study by Tajsic et al. presents a compelling narrative on the integration of technology in surgical education. It calls for a nuanced understanding of how such tools can be used effectively while acknowledging the inherent challenges. As YouTube and ChatGPT continue to evolve, so too must the educational strategies that accompany them, ensuring that the next generation of surgeons is not only knowledgeable but also proficient in navigating the complexities of the digital age.
In summary, the exploration of YouTube and ChatGPT in surgical teaching and training reveals an exciting landscape filled with both possibilities and challenges. As these resources gain traction, it is essential to cultivate an environment that encourages responsible usage and critical evaluation. Ultimately, enhancing the quality of surgical education will require a concerted effort to harness the best of digital innovations while safeguarding the standards of medical learning.
As the study concludes, it sets the stage for future research that could explore qualitative outcomes of surgical education through these digital platforms. Insights gained from continued inquiries will be crucial in shaping policies that govern the use of technology in medical training, ensuring effective learning experiences for surgical students worldwide. With the end goal of improving surgical training and patient outcomes, the integration of these platforms appears to be a promising frontier in medical education.
Subject of Research: Usage and confidence in YouTube and ChatGPT in surgical teaching and training.
Article Title: Use of and confidence in YouTube and ChatGPT in surgical teaching and training.
Article References:
Tajsic, S., Stjern-Vik, I., Meknas, D. et al. Use of and confidence in YouTube and ChatGPT in surgical teaching and training.
BMC Med Educ 25, 1512 (2025). https://doi.org/10.1186/s12909-025-07992-0
Image Credits: AI Generated
DOI: 10.1186/s12909-025-07992-0
Keywords: surgical education, YouTube, ChatGPT, digital tools, medical training, online learning, educational resources, technology in education, surgical teaching, medical students, digital platforms, confidence in learning.
