Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2020 Apr 3:2020:6861416.
doi: 10.1155/2020/6861416. eCollection 2020.

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Ayman G Mustafa  1 , Nour R Taha  2 , Othman A Alshboul  2 , Mohammad Alsalem  3 , Mohammed I Malki  1
Affiliations
Free PMC article

Using YouTube to Learn Anatomy: Perspectives of Jordanian Medical Students

Ayman G Mustafa et al. Biomed Res Int. .
Free PMC article

Abstract

Purpose: The study is aimed at exploring the popularity, impact, and usefulness of using YouTube in learning anatomy as perceived by Jordanian medical students studying at Jordan University of Science and Technology.

Methods: The present work is a cross-sectional questionnaire-based study. First-, second-, and third-year medical students were invited to complete an anonymous questionnaire. Students' responses were numerically coded, and the results were analyzed to reveal any statistically significant differences related to gender or level of study.

Results: The results showed that 96.4% of the students used YouTube in general, 91.2% used it as a source of information, and 83.9% used YouTube as a learning tool in medical school. Further, YouTube was used by 79.1% of the students as an anatomy-learning tool. Most of these students used this platform in learning gross anatomy. The study also revealed that dissection videos were the most viewed anatomy-related content. Regarding the perceived value of YouTube as an anatomy-learning tool, the majority of the students reported that YouTube offered them useful anatomical information and enhanced their understanding, memorization, and recall of anatomical information. In addition, most of them recommended using YouTube as an anatomy-learning tool. Statistical analysis of the results revealed the presence of gender-related significant differences in students' perspectives. Such differences were also found among students of different levels of study.

Conclusion: Medical students have positive attitudes toward using YouTube in augmenting their anatomy learning. For this, educators are encouraged to adopt YouTube as an educational tool in their anatomy instruction and to create new anatomy-related YouTube videos to enhance their students' learning.

PubMed Disclaimer

Conflict of interest statement

The authors declare that they have no conflicts of interest.

Similar articles

See all similar articles

Cited by

See all "Cited by" articles

References

    1. Arráez-Aybar L.-A., Sánchez-Montesinos I., Mirapeix R. M., Mompeo-Corredera B., Sañudo-Tejero J. R. Relevance of human anatomy in daily clinical practice. Annals of Anatomy - Anatomischer Anzeiger. 2010;192(6):341–348. doi: 10.1016/j.aanat.2010.05.002. - DOI - PubMed
    1. Mccuskey R. S., Carmichael S. W., Kirch D. G. The importance of anatomy in health professions education and the shortage of qualified educators. Academic Medicine. 2005;80(4):349–351. doi: 10.1097/00001888-200504000-00008. - DOI - PubMed
    1. Daeid N. N. Educating the next generation. Science and Justice. 2008;48(2):59–60. doi: 10.1016/j.scijus.2008.03.007. - DOI - PubMed
    1. Prensky M. Digital natives, digital immigrants. Horiz. 2001;9(5):1–6.
    1. Dilullo C., Mcgee P., Kriebel R. M. Demystifying the millennial student: a reassessment in measures of character and engagement in professional education. Anatomical Sciences Education. 2011;4(4):214–226. doi: 10.1002/ase.240. - DOI - PubMed