Analysis of the educational quality and reliability of Youtube videos on central venous catheter training

Central venous catheter (CVC) placement is a vital procedure in emergency medicine that requires technical expertise to reduce potentially serious complications. As YouTube has become an increasingly popular educational resource, concerns persist regarding the scientific accuracy and reliability of freely accessible procedural training videos. This study aimed to assess the educational quality and reliability of YouTube videos on central venous catheter training. A cross-sectional evaluation of YouTube videos was performed between November 22 and December 22, 2025, using the terms “subclavian,” “jugular,” and “femoral catheter.” After screening the first 60 videos per keyword, 72 eligible videos were included. Video metrics and uploader type were recorded. Educational quality was assessed using DISCERN instrument, Journal of the American Medical Association (JAMA) benchmark criteria, Global Quality Scale (GQS), and Central Venous Catheter-Objective Structured Assessment of Technical Skills (cvcOSATS). Three experts independently scored all videos, and inter-rater reliability was evaluated with Cronbach’s alpha and Intraclass Correlation Coefficient (ICC). Among the analyzed videos, 42 (58.3%) were uploaded by individuals and 30 (41.7%) by institutional sources. Median scores were GQS 3 (Interquartile Range [IQR] 3-4), JAMA 2 (IQR 2-3), DISCERN 44 (IQR 32-60), and cvcOSATS 3 (IQR 3-4), reflecting an overall moderate educational quality. Institutional videos achieved significantly higher scores across all evaluation tools (p < 0.05). Inter-rater agreement was good to excellent, with ICC values ranging from 0.690 to 0.939. Video duration correlated positively with quality scores, whereas popularity indicators such as views and likes did not consistently predict educational value. YouTube videos on CVC training demonstrate only moderate educational quality and should be considered supplementary resources rather than primary training tools. Institutional videos appear more reliable and comprehensive, highlighting the need for critical appraisal and guideline-based education in procedural training. Popularity indicators did not consistently predict educational value.