RESEARCH REPORT

YouTube: An Emerging Tool in Anatomy Education

Akram Abood Jaffar*
Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah,
United Arab Emirates

The use of online social networks in medical education can remodel and enhance anat-
omy teaching and learning; one such network is the video-sharing site YouTube. Limited
research in the literature exists on the use of YouTube as a platform for anatomy educa-
tion. The aim of this study is to assess student’s perceptions and patterns of usage of this
resource, as well as the effectiveness of YouTube videos within a problem-based learning
(PBL) curriculum. The study was conducted on 91 second-year medical students for
whom video links were suggested throughout the academic year. In addition, the Human
Anatomy Education (HAE) Channel was launched on YouTube to support classroom
teaching with videos that emphasized applied aspects of anatomy. The results demon-
strated that 98% of the students used YouTube as an online information resource, albeit
in different frequencies. Out of the 86% who have been to the HAE Channel, 92%
agreed/strongly agreed that the channel helped them learn anatomy. The study also
reports the popularity of and awareness about using YouTube as a social network as well
as in learning. Based on these findings, YouTube can be considered as an effective tool to
enhance anatomy instruction if the videos are scrutinized, diversified, and aimed toward
course objectives. Faculty of average computer literacy should be enabled to produce vid-
eos on their own YouTube channels to support independent learning and integration in a
PBL curriculum. The methods described for capturing and editing the videos can be used
as a prototype. Anat Sci Educ 5: 158–164. © 2012 American Association of Anatomists.

Key words: gross anatomy education; e-learning; web-based learning; computer-assisted

learning; medical education; problem-based learning; PBL tutorials; Internet portals;
anatomy video; Millennial generation

INTRODUCTION DiLullo et al., 2011). This environment is decidedly different

Internet resources have become an integral component of
everyday life, and such media undoubtedly influences the way
students learn and teachers teach (Lowerison et al., 2005–
2006). Members of the next generation of medical professio-
nals, those who grew up in an environment enriched by infor-
mation technology, have been termed ‘‘digital natives’’
(Prensky, 2001). This ‘‘Net’’ or ‘‘Millennial’’ generation has
aptitudes, attitudes, expectations, and learning styles reflective
of the environment in which they were raised (Roberts, 2005;
*Correspondence to: Dr. Akram Abood Jaffar, Department of Basic
Medical Sciences, College of Medicine, University of Sharjah, PO Box
45521, Sharjah, United Arab Emirates. E-mail: akramjfr@gmail.com
Received 27 September 2011; Revised 27 January 2012; Accepted 3
February 2012.
Published online 1 March 2012 in Wiley Online Library
(wileyonlinelibrary.com). DOI 10.1002/ase.1268
© 2012 American Association of Anatomists
from that which existed during the formative years of current
medical faculty. Thus, medical educators in the 21st Century
must accommodate this learning style (DiLullo et al., 2011;
McKenna and D’Alessandro, 2011).
The popularity of the Internet as an information resource
for biomedical students is manifested in a five-year study of
on-campus use of the Internet. The vast majority of students
relies heavily on the Internet, particularly on Google (Google
1
Inc., Mountain View, CA) and Wikipedia (Wikimedia Foun-
dation, Inc., Washington, DC) for finding information,
whereas the use of the library remains low (Judd and Ken-
nedy, 2010).
Students demonstrate increased interest in the subject at
hand and learning is enhanced when instruction is integrated
with multimedia tools (Schacter, 1999; Ruiz et al., 2006).
The use of educational technologies in anatomy teaching
encompasses computer-assisted learning, which relies on soft-
ware development. Digital resources are often distributed to
students using course management systems to support course-
work and study. The more recent use of web applications

Anat Sci Educ 5:158–164 (2012) MAY/JUNE 2012 Anatomical Sciences Education
facilitates sharing through social networks such as YouTube
(YouTube, LLC., San Bruno, CA), Facebook C (Facebook.
TM
Palo Alto, CA), and Twitter (Twitter, Inc., San Francisco,
CA), (Bacro et al., 2010).
The use of social networks in an educationally relevant
context can change the way students learn and communicate,
as well as improve interactions between faculty and students
(Boulos et al., 2006; Wilen-Daugenti, 2007). The growth of
such online resources and the advances in Web 2.0 technol-
ogy are changing the information landscape and impacting
teaching and learning.
YouTube is a video-sharing website on which users can
upload, share, and view videos. Searching for or watching a
video on YouTube does not require logging in. However,
YouTube users can enjoy the benefits of creating a channel by
signing up for an account. Logging in allows YouTube to sug-
gest related videos to its users based on the previous viewing
history. YouTube users can upload an unlimited number of
videos to their channel. If the account is in good standing, as
determined by the YouTube Community, then the user can
attain the ability to upload long-length videos. After upload,
the user can add video description details and use the video
editor and annotations editor. The video description is a key
piece of information used to identify the content of the video.
The more accurate the information provided by the channel
owner in this section, the easier it is for users to find the
video. The video editor tool allows the user to trim videos,
add transitions, and overlay a soundtrack from an audio
library. Annotations allow the addition of text links to other
videos, channels, and playlists. The video manager can be
used to organize uploads and playlists. The channel’s activity
feed provides channel viewers with a summary of recent ac-
tivity. Subscribers can be updated on any channel activity on
YouTube. YouTube users may also customize and control per-
sonal privacy settings. Additionally, the channel owner can
communicate with subscribers by posting a bulletin which is
shared with all subscribers. Although implementing strict
copyright verification tools, YouTube provides users the abil-
ity to view its videos on web pages outside of the site. This
functionality is often used to embed YouTube videos in social
networking pages and blogs (YouTube, 2011).
Officially launched in May 2005, YouTube eventually
exceeded 2 billion views a day, doubling that as of October
2009. In March 2010, 24 hours of videos were uploaded per
minute in comparison to 20 hours of videos uploaded per
minute in May 2009 (YouTube, 2011). YouTube, now owned
by Google Inc. (Mountain View, CA), provides an easy-to-use
interface and the largest collection of a wide range of user-
generated video content, including many videos with educa-
tional value. Considering its popularity and ease of access,
YouTube should be regarded as an important platform for
education (Simo et al., 2010; Sood et al., 2011).
In view of the fewer hours allocated to gross anatomy
teaching in problem-based learning (PBL) curricula (Drake at
al., 2009; Louw et al., 2009), it has become necessary to rely
on alternative instructional tools to support anatomy instruc-
tion and facilitate the understanding of complex topographi-
cal structures outside of the classroom (Saxena et al., 2008).
In a PBL curriculum, the correlation between clinical presen-
tation, cross-sections, and imaging in anatomy instruction is
important for student understanding (Prince et al., 2003).
Limited research in the literature exists on the use of You-
Tube as a tool for education in a college setting in general
(Skiba, 2007; Farnan et al., 2008; Burke et al., 2009; Clifton
Anatomical Sciences Education MAY/JUNE 2012
and Manna, 2011), and in human anatomy education in par-
ticular. The University of Sharjah College of Medicine has
begun using YouTube as an educational platform for anat-
omy. The aim of this study is to evaluate student’s percep-
tions and patterns of usage of YouTube videos, as well as the
effectiveness of this modality to learn anatomy within a PBL
curriculum.
METHODS
The study was conducted on 91 students who were enrolled
in the second-year Bachelor of Medicine and Bachelor of Sur-
gery program during the academic year 2010/2011 in the
College of Medicine at the University of Sharjah. Students
studied anatomy in a PBL curriculum that is body-system ori-
ented and characterized by a considerable degree of integra-
tion. During the first term, students studied the cardiovascu-
lar, respiratory, and hemopoietic systems. During the second
term, they studied the gastrointestinal, renal, endocrine, and
reproductive systems.
In the PBL curriculum employed, most of anatomy
instruction was given in the form of a prelaboratory resource
session that was followed immediately by a practical exami-
nation. Anatomy sessions were combined with histology and
embryology when necessary. Students studied practical anat-
omy using cadaveric prosections prepared by faculty, as well
as plastinated specimens and sections, plastic models, and ra-
diographs. Students received objectives, suggested resources,
and PowerPoint presentations (Microsoft Corp., Redmond,
WA) for each session beforehand. Teaching material was
made available through the Blackboard curriculum manage-
ment system (Blackboard Inc., Washington, DC) of the uni-
versity 1 day before each session.Throughout the academic
year, students were verbally encouraged to use YouTube to
support their learning. They were supplied with relevant You-
Tube links as a suggested resource during each anatomy ses-
sion. The videos were carefully selected by the tutor to show
as much of the required objectives as possible and to match
students’ level of knowledge. The suggested links included
multiple themes: surgical operations, procedures, animations,
physical examinations, and dissections. Descriptive notes
were sometimes added to direct students to specific parts of
each video for particular focus. Recommended YouTube links
were also included in the Unit Study Guide. Occasionally, stu-
dents were given self-assessment questions which could be
answered after watching specific video links.
The Human Anatomy Education (HAE, 2011) Channel
was launched on YouTube to help students better achieve
their anatomy learning goals. Videos were uploaded on a
weekly basis to the Channel by the beginning of the second
term, eventually reaching a total of about four hours of video
playing time. A list of HAE Channel videos that were rele-
vant to anatomy objectives of the second term are provided
in Table 1. The videos were captured from cadaveric dissec-
tion, plastinated specimens and sections, plastic models,
bones, radiographs, PowerPoint presentations, histology
photomicrographs, and surgical operations, both open and
laparoscopic. The videos emphasized applied aspects of anat-
omy including surgical, radiographic, cross-sectional, surface,
and clinical anatomy.
Some videos were captured by cameras, whereas others
were recorded using Camtasia Studio software (TechSmith
Corp., Okemos, MI), which is a computer screen capturing
159

Table 1.
HAE Channel Videos Uploaded During the Second Terma
Title of the video
(min: sec)
Trunk wall—gross anatomy
Transverse section of the abdomen at L4
Applied anatomy of appendectomy
Sectional anatomy of the abdomen and
pelvis—coronal section 1
Sectional anatomy of the abdomen and
pelvis—coronal section 2
Gross anatomy of the liver
Laparoscopic cholecystectomy—surgical
anatomy
Sectional anatomy of the abdomen and
pelvis—coronal section 3
Sectional anatomy of the abdomen and
pelvis—coronal section 4
Gross anatomy of upper abdominal viscera
Kidney and posterior abdominal wall—
dissection
Sectional anatomy of the abdomen and
pelvis—sagittal sections
Sagittal section in a male pelvis—dissection
Urinary bladder, prostate, and male
urethra—dissection
Male pelvis and perineum—plastic model
Applied anatomy of the thyroid gland—
presentation-1
Applied anatomy of the thyroid gland—
presentation-2
Applied anatomy of the thyroid gland—
presentation-3
Applied anatomy of subtotal thyroidectomy
Morphology of the adrenal gland
Inguinal region—dissection of a female
body
Testis – dissection
Female bony pelvis 1—relevant osteology
Female bony pelvis 2—sex differences
Female bony pelvis 3—pelvimetry
a
Total time of downloaded videos: 3 hr 58 min 34 sec.
160
program through which it is also possible to record audio. A
drawing pad with a stylus was used while capturing Power-
Point presentations to write, draw, or trace certain features.
The captured videos were edited using Windows Live Movie
Maker (Microsoft Corporation, Redmond, WA), Camtasia
Studio, and YouTube.
During the first week of the term, a link to one of the ear-
Duration
lier HAE Channel videos was listed within the suggested
links. This was done without special emphasis to better detect
4:57 students’ reactions. During the second week, some students
discovered the Channel. Videos continued to be uploaded
5:32 without special announcement. One week before the end of
the term, students were verbally informed about the availabil-
9:03 ity of the HAE Channel during a classroom interaction. The
aim was to prepare students for a survey which was pro-
7:39
grammed for the end of the term.
In the survey, students were asked to respond to items in
8:08 an anonymous form developed by the author. The items were
discussed with a focus group of peers and students who
refined them to meet the objectives of the study. The form
6:21
included 18 items that addressed four main issues. First, it
10:30 assessed the use of YouTube as a source of medical knowl-
edge, both through frequency and duration of viewing. Sec-
ond, it assessed student’s experiences with the HAE Channel,
6:05
including how students discovered it, how they rated the
Channel, whether the Channel helped them in learning, and
3:42 which video category they would like to see emphasized in
the future. Aspects in which HAE Channel videos helped in
anatomy learning were tailored to this study after Berk
14:26
(2009), who suggested potential outcomes of using video clips
11:02 as instructional tools. The third group of items assessed stu-
dent’s usage of YouTube in learning and social networking.
Students were asked whether they owned a channel, sub-
14:50 scribed to channels, ‘‘friended’’ others, asked for email alerts,
commented, rated, or shared on YouTube in general and on
12:13 the HAE Channel in particular. Finally, the frequency of
usage and preferences for the suggested links (apart from the
9:58 HAE Channel) were considered.
Some of the survey items were framed as Likert-type rat-
14:52 ing scales. Other items were phrased as multiple-choice ques-
tions. In yet other items, respondents were asked to choose
11:57 ‘‘Yes,’’ ‘‘No,’’ or ‘‘Unfamiliar.’’ The latter choice was used to
indicate lack of knowledge in the item being tested. Finally, a
‘‘Comments and Suggestions’’ section was included.
12:59
Data were analyzed using Microsoft Excel spreadsheets
(Microsoft Corp, Redmond, WA). For Likert-type items, the
8:57 mean and standard deviation (SD) were calculated for each item.
8:42
14:59
RESULTS
13:27 The Use of YouTube as an Online Source in
Acquiring Medical Knowledge
4:12
Of the 91 students who participated in the survey, 6% (n 5
5:52 5) always used YouTube as an online source in medical stud-
ies. The others identified the frequency of usage as frequently
10:07 (37%, n 5 34), occasionally (55%, n 5 50), and never (2%,
n 5 2).
8:04 Regarding the duration, 64% of students (n 5 58) started
using YouTube since the previous academic year and 20% (n
5 18) during the current. Apart from the 2% (n 5 2) who
never used YouTube, the remaining students (14%, n 5 13)
Jaffar
Table 2. Regarding students’ rating of the aspects in which the HAE
Channel helped in learning anatomy, the highest percentages
Students’ Rating of HAE Channel Video Categories They Would of students who agreed/strongly agreed were for increasing
Like to See Emphasized in the Future understanding (98%, n 5 75), creating memorable visual
images (96%, n 5 73), and ‘‘round-the-clock availability’’
(94%, n 5 64). In the overall rating, students rated the HAE
HAE Channel video Number of Mean Channel as excellent (51%, n 5 40), very good (48%, n 5
category students (6SD) 37), average (1%, n 5 1), below average (0%), and poor
(0%).
Cross-sectional 78 4.4 (60.70)
anatomy
Awareness About Using YouTube as a Social
Surface anatomy 77 4.4 (60.76) Network and in Learning
Plastic models 78 4.3 (60.78) Results regarding familiarity with using YouTube as a social
network and medical educational tool are summarized in
Plastinated specimens 78 4.3 (60.80) Table 3.
Radiographic anatomy 78 4.3 (60.93) Utilization of Suggested Links apart from HAE
Dissected cadaveric 78 4.2 (60.83) Channel Videos
specimens
The frequency by which students used suggested links was
Surgical operations 62 4.2 (60.89) identified as always (15%, n 5 14), frequently (21%, n 5
with explanations 19), occasionally (56%, n 5 51), and never (8%, n 5 7). In
the 84 students who used the suggested links, animated vid-
Dissection procedures 78 4.1 (60.92)
eos were most appreciated, as 85% (n 5 71) agreed/strongly
Anatomical variations 77 4.0 (60.78) agreed on their posting. The percentages of students who
agreed/strongly agreed on continuing to suggest other video
Narrated PowerPoint 78 4.0 (60.94) categories were physical examination (83%, n 5 70), surgical
slide shows operations (82%, n 5 69), dissection (82%, n 5 69), and
procedures (79%, n 5 66).
Histology slides 78 3.9 (61.00)

began usage during the second term when HAE Channel
videos were uploaded.
Regarding channel ownership, out of the students who
used YouTube (n 5 89), 29% (n 5 26) were channel owners,
whereas 53% (n 5 47) were not. The remaining 18% (n 5
16) not only did not own a channel, but also were unfamiliar
with what a YouTube channel was.
HAE Channel Experience
The majority of students (86%, n 5 78) visited the HAE
Channel. The remaining 14% (n 5 13) who did not visit the
Channel included the 2% (n 5 2) who never used YouTube
as a learning resource. Students who never used YouTube
were dismissed from computations requiring judgment of
actual usage.
Regarding the method by which students came to know
about the HAE Channel, 36% (n 5 28) were informed by
classmates, 32% (n 5 25) from anatomy session-suggested
links, 18% (n 5 14) found the Channel, whereas regularly
browsing on a search engine or within YouTube, and the
remaining 14% (n 5 11) were told by the tutor.
Regarding students’ preferences for which video category
shown in the HAE Channel should continue to be empha-
sized, the highest-ranking preferences were model explana-
tions and surface anatomy (Table 2). Some students suggested
examination-oriented videos in the comments and suggestions
section of the survey.
Most of the students (92%, n 5 72) who used the HAE
Channel agreed/strongly agreed that its style helped them
learn anatomy. The remaining 8% (n 5 6) were neutral.
DISCUSSION
The results of the current study consolidate the significance
of using technology resources in teaching the Net Generation.
Most of the students (92%) who used the HAE Channel
agreed/strongly agreed that the Channel helped them learn
anatomy with a 99% overall rating of the Channel as very
good or excellent. Moreover, most of the students agreed/
strongly agreed that all the video categories shown in the
HAE Channel should continue to be emphasized (Table 2).
This supports the supposition that technology-integrated
teaching positively influences students’ learning outcomes
(Schacter, 1999; Woodrow et al., 2000). The 8% of students
who were neutral on the benefit of the Channel were among
the 14% who first came to know about the HAE Channel
only a few days before the survey.
The popularity of YouTube not only as a social network
but also as a learning resource was reflected in the current
study by the 86% of students who have been to the HAE
Channel. This popularity was also reflected by the 98% of
students who used YouTube, though in different frequencies,
as a source of acquiring medical knowledge. In a retrospec-
tive study on the lecture recording system (LRS) adopted in a
medical curriculum, it is indicated that 30% of the students
did not use the LRS at all, with 41% of the students using it
very little (Bacro et al., 2010).
Searching for appropriate clips on YouTube’s large collec-
tion may prove challenging and time-consuming for students.
Providing suggested links can encourage more students to go
on YouTube. In this study, 65% of students were already
using YouTube to study by the beginning of the academic
year, but posting suggested links seems to have encouraged a
further 19% to begin using it. The 32% of students who first
came to know about the HAE Channel from the suggested

Anatomical Sciences Education MAY/JUNE 2012 161

Table 3.
Students’ Awareness About Using YouTube as a Social Network and in the Medical Education

N Yes No Unfamiliar
N (%) N (%) N (%)

Subscription to

HAE Channela 78 18 (23) 48 (62) 12 (15)

Other YouTube educational channels 91 14 (15) 61 (67) 16 (18)

Any other YouTube channel 91 26 (29) 49 (62) 16 (18)

Asking to become a friend or to receive e-mail alerts from

HAE Channela 78 6 (8) 58 (74) 14 (18)

Other YouTube educational channels 90 3 (3) 66 (74) 21 (23)

Any other YouTube channel 91 11 (12) 60 (65) 20 (23)

Commenting or providing suggestions on

HAE Channela 78 10 (13) 68 (87) 0 (0)

Other YouTube educational videos 90 8 (9) 81 (90) 1 (1)

Any other YouTube video 90 19 (21) 70 (78) 1 (1)

Rating (like/dislike)

HAE Channela 78 22 (28) 55 (71) 1 (1)

Other YouTube educational videos 90 22 (24) 67 (75) 1 (1)

Any other YouTube video 90 24 (27) 65 (72) 1 (1)

Sharing through e-mail or social networks (Facebook, Twitter, etc.)

HAE Channel videosa 78 20 (26) 56 (72) 2 (2)

Other YouTube educational videos 90 32 (36) 56 (62) 2 (2)

Any other YouTube video 90 41 (46) 47 (52) 2 (2)

a
HAE Channel viewers only.

resources is another indicator that students were keen to fol-
low the links. Launching the HAE Channel, continuing to
post suggested links, and relating some self-assessment ques-
tions to videos could have contributed to pushing the remain-
ing 14% to use YouTube.
Posting reference links can overcome credibility challenges
as one of the major limitations of using YouTube for learning
(Keelan et al., 2007; Pandey et al., 2010; Steinberg et al.,
2010). This constraint to using internet resources for learning
is not unique to YouTube, but may be found likewise among
any user-generated content with no quality regulation, render-
ing such content a source of misinformation (Clifton and
Manna, 2011). The suggested links should be scrutinized for
appropriateness by the faculty. Apart from credibility issues,
the links should match student levels of anatomy knowledge.
Students can be directed to specific portions of videos by add-
ing descriptive notes if necessary. Finally, the links should be
checked regularly to ensure availability before recommending
them. Students will need to develop a critical approach to
using Web resources for learning. Training to search more
efficiently by entering relevant key terms is also needed.
Moreover, students should be aware of social media’s security
issues and the potential for unprofessional content.
In a pilot study performed as an online survey, it was
found that faculties who use YouTube as a resource in their
courses consider it an effective teaching tool for enhancing
course material. The nonuser faculty expressed interest in
learning more about it (Burke et al., 2009). Educators who
are currently faced with rapidly evolving Internet-capable
devices, for example iPad (Apple Inc., Cupertino, CA) and
web-based tools (e.g., YouTube, Facebook), should be encour-
aged to adopt such new technologies and integrate them into

162 Jaffar
official curricula. The results of the current study emphasized
the positive impact of faculty using a YouTube channel in
enhancing anatomy instruction. This should encourage the
organization of staff development workshops or training
sessions to improve awareness about using YouTube in medi-
cal education. Training faculty on basic methods of producing
educational videos is recommended.
The design and creation of videos requires extra time and
effort by the faculty; however, the methods described in the
current study in capturing and editing the videos can be used
as a user-friendly prototype. Cost-wise, YouTube is a readily
available, free resource; the software and hardware described
are not expensive. Simoa et al. (2010) have pointed out that
today’s rapid development of new technologies allows for the
individual development of audiovisual material through
decreased economic costs, similar to those required for slide
show presentations (e.g., PowerPoint).
Technological tools cannot completely replace classroom
interactive teaching (Debevec et al., 2006). The use of You-
Tube will not render teachers obsolete, but rather will release
them by reducing lecture load in a PBL curriculum. More-
over, it has been suggested that lecture quality is improved by
faculty recording (Young, 2008). Establishing a YouTube
Channel can offer a new forum for scholars to communicate;
an article might be read by only a small number of scholars,
whereas putting the same ideas in video format online can
draw many viewers (Young, 2008). Faculty can benefit fur-
ther because YouTube videos can be used in different contexts
in other courses. This teaching material may also be used by
others in multiple applications without losing authorship
rights. This will increase the visibility of many teachers, a
consequence that may allow the forging of new synergies
between different departments or institutes (Simo et al.,
2010).
YouTube could represent a modern breakdown in the dis-
tinction between two categories of communication channels:
mass media and interpersonal (Lillie, 2008). The use of You-
Tube can encourage learners to reflect on the material pre-
sented in a medical curriculum. Students can comment and
start on-line discussions on videos in an environment with
which they are familiar. Popularity and awareness of You-
Tube among students in the present study were reflected by
attributes related to YouTube interaction features (Table 3).
The least popular features were subscription and requests to
receive alerts. It can be presumed that the familiarity of other
features such as commenting, rating, and sharing is a similar-
ity shared with the widely used Facebook.
From a feedback point of view, the ‘‘insight’’ analytical
tool on YouTube provides useful statistical data on the usage
of Channel videos. These statistics are related to the fre-
quency of views during a specified period of time, regional
popularity, demographics of viewers, and how people dis-
cover videos, to mention but a few. Such statistics are effec-
tive in making future video plans and providing a retrospec-
tive insight to evaluating videos.
A relatively low percentage (18%) of students discovered
the HAE Channel through regular browsing; however, by
using today’s terms of social network sharing, students can be
made aware of newly uploaded videos through multiple ven-
ues. Publishing a video on YouTube can be made public by
sharing on other social networks of widespread reputation,
such as Facebook, Twitter, and Google1; this feature is avail-
able in YouTube by using the ‘‘Share’’ button. Sharing can
increase the size of audiences, in which case the faculty can
Anatomical Sciences Education MAY/JUNE 2012
ensure that most of his or her students are alerted to new
feeds. In this study, a considerable percentage of students
shared HAE or other YouTube videos on their social net-
working accounts (Table 3). Some students indicated in the
comments section that they were more familiar with using
Facebook and would prefer that alerts be posted to the Wall
of a Facebook page.
In terms of students’ interactions, Kellner and Kim (2009)
confirm that YouTube users who responded to a video
showed higher motivation to study. In this study, it can be
presumed that the 13% of HAE Channel viewers who com-
mented on, the 28% who rated, and the 26% who shared
HAE Channel videos are among the most highly motivated
students (Table 3).
It is well known that the anatomy curriculum has under-
gone changes in response to the re-engineering process in the
medical curriculum, particularly in a PBL one. Anatomy can
be diminished and fragmented by PBL tutorials if it is not
reinvented as a discipline. As a result of these evolutions and
adaptations, anatomy education is now more integrated with
other disciplines than ever (Louw et al., 2009). The variety of
resources utilized in producing YouTube videos can increase
their benefit in teaching when applied together with topo-
graphic anatomy within an integrated PBL curriculum. In this
study, 92% of HAE Channel viewers agreed/strongly agreed
that the Channel benefited them in learning anatomy, in con-
trast to the 74% who agreed/strongly agreed that the record-
ings of a LRS were useful (Bacro et al., 2010).
It seems that the mere recording of lectures is less popular
among students in a PBL curriculum. This was indicated in
this study by the lower rating of histology and narrated
PowerPoint slides among HAE Channel video categories that
students would like to see emphasized in the future (Table 2).
Surveys of medical student perceptions indicated that while
77% of students in a discipline-based curriculum used online
lecture files, only 53% used the lectures in a modified PBL
curriculum (Lovell and Plantegenest, 2009). It can be pre-
sumed that students who are familiar with a PBL curriculum
can only be attracted by videos containing a wealth of
themes.
HAE Channel videos were helpful in supporting independ-
ent learning and in enhancing student motivation. Godwin
(2007) reports that group discussions stimulated by using
YouTube can lead to deep learning. In this study, students
have indicated in survey comments that they benefited from
using videos in group discussions. This group interaction was
reflected in finding that the highest percentage of students
(36%) who have been to the HAE Channel were informed of
this resource by their classmates. The videos provided stu-
dents with the opportunity to learn outside the classroom
because YouTube has the advantage of being a widely avail-
able tool. For this purpose, it is recommended that faculty
should use appropriate tags while uploading videos. Objec-
tives should be added to the content in text form to provide
a clear idea of what is expected from the students after
watching the video.
Although a recent study showed that supplementing
instruction by dissection videos did not improve final exami-
nation scores, students favored their use (Mahmud et al.,
2011). Similarly, other studies showed that there is no corre-
lation between the final grades and the usage of LRS (Solo-
mon et al., 2004; Bridge et al., 2009; Bacro et al., 2010). On
the other hand, Saxena and coworkers (2008) found that af-
ter controlling for age and Medical College Admission Test
163
scores, viewing anatomy videos improved performance. The
present study did not tackle the effect of the HAE Channel
on examination performance; however, the videos were not
confined to dissection or to lecture recording. Could this
variety improve examination performance? This question
lends itself to future research. It was clear that students
preferred resources based on the expected benefits in
examinations. Students were particularly appreciative of
video content that was more popular in objective struc-
tured practical examinations (OSPE) (Table 2). Surface
anatomy videos were among the highest-ranked as they
were useful in both objective-structured clinical examina-
tions and OSPE. Owing to the lesser emphasis on prosec-
tions during OSPE, students might have believed that there
was a lower examination score benefit from using dissec-
tion videos. According to the student’s suggestions, exami-
nation-oriented videos were added to the Channel prior to
the final examination; however, further analysis is needed
to validate their effectiveness.
In conclusion, YouTube represents a significant opportu-
nity in teaching the Net Generation. Its popularity among
students and the positive impact of faculty using YouTube
channels in enhancing anatomy instruction should encourage
anatomy educators to use and contribute to its content.
ACKNOWLEDGMENTS
The author thanks Prof. Hossam Hamdi, Dr.Ayad Al-Mosleh,
and Mrs. Amal Hussein from University of Sharjah for their
valuable advice in improving the manuscript.
NOTES ON CONTRIBUTOR
AKRAM JAFFAR, Ph.D., is an assistant professor in the
Department of Basic Medical Sciences at the University of
Sharjah College of Medicine, Sharjah, United Arab Emirates.
He teaches anatomy, histology, and embryology to medical
students, and his research interests are histochemistry, mor-
phometry, and e-learning.
CONFLICT OF INTEREST DISCLOSURE Dr. Akram
Abood Jaffar, the author of this report, has established the
Human Anatomy Education (HAE) Channel on YouTube. All
videos in this channel were produced, edited, and all dissec-
tions were performed by the author himself. He is also re-
sponsible for the content and writing of the paper.
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