Number
306
Name
Like, Comment, and Subscribe: A Systematic Review of Anatomy Learning using Youtube
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Jeswende Seedu, University of British Columbia
Angela Wang, University of Toronto
Nal-lah Futa, McMaster University
Ella Ying, McMaster University
Niket Sampalli, University of British Columbia
Ilana Bayer, McMaster University
Presentation Topic(s)
E-Learning
Description
PURPOSE
With the rise of online learning, Youtube has emerged as a readily
accessible resource for anatomy learning. However, there is little systematic
evidence on this subject. This review aims to synthesize existing studies
evaluating YouTube's use in anatomy education.
METHODS
OVID Medline, CINAHL, and Web of Science were systematically searched using
MeSH terms and keywords on October 10, 2026 to identify studies involving
university, medical, and allied health students using Youtube for anatomy
education. Two reviewers independently conducted title and abstract screening
and full-text review, with discrepancies resolved through discussion. Data
extraction and quality appraisal is ongoing. A narrative synthesis, including
thematic analysis of survey-based outcomes, is being used due to
heterogeneity in study designs and outcome measures.
RESULTS
Five studies were identified; all focused on medical students and
survey-based. A preliminary analysis revealed 3 main themes: usage/preferred
content, educational benefits, and disadvantages.
Students used Youtube for gross anatomy and content perceived as
challenging such as embryology and neuroanatomy. Preferred content included
dissection videos, tutorials/illustrations, PowerPoint explanations, and
faculty-curated channels.
Across studies, students consistently reported that YouTube improved understanding,
memorization, and recall of anatomical content. It was described as a helpful
and convenient platform for learning. One study reported that over 80% of
students surveyed felt YouTube enhanced their understanding of anatomy.
Disadvantages to YouTube were variable quality and reliability and incomplete
information.
CONCLUSION
Preliminary findings from systematic review indicate that YouTube is a
prevalent and positively perceived supplementary tool for anatomy education
among medical students, though current evidence consists mostly of
self-reported outcomes. Ongoing analysis and result synthesis will further
clarify the strengths of this evidence and inform future research evaluating
performance outcomes and content quality to support effective integration of
YouTube into anatomy curricula.
With the rise of online learning, Youtube has emerged as a readily
accessible resource for anatomy learning. However, there is little systematic
evidence on this subject. This review aims to synthesize existing studies
evaluating YouTube's use in anatomy education.
METHODS
OVID Medline, CINAHL, and Web of Science were systematically searched using
MeSH terms and keywords on October 10, 2026 to identify studies involving
university, medical, and allied health students using Youtube for anatomy
education. Two reviewers independently conducted title and abstract screening
and full-text review, with discrepancies resolved through discussion. Data
extraction and quality appraisal is ongoing. A narrative synthesis, including
thematic analysis of survey-based outcomes, is being used due to
heterogeneity in study designs and outcome measures.
RESULTS
Five studies were identified; all focused on medical students and
survey-based. A preliminary analysis revealed 3 main themes: usage/preferred
content, educational benefits, and disadvantages.
Students used Youtube for gross anatomy and content perceived as
challenging such as embryology and neuroanatomy. Preferred content included
dissection videos, tutorials/illustrations, PowerPoint explanations, and
faculty-curated channels.
Across studies, students consistently reported that YouTube improved understanding,
memorization, and recall of anatomical content. It was described as a helpful
and convenient platform for learning. One study reported that over 80% of
students surveyed felt YouTube enhanced their understanding of anatomy.
Disadvantages to YouTube were variable quality and reliability and incomplete
information.
CONCLUSION
Preliminary findings from systematic review indicate that YouTube is a
prevalent and positively perceived supplementary tool for anatomy education
among medical students, though current evidence consists mostly of
self-reported outcomes. Ongoing analysis and result synthesis will further
clarify the strengths of this evidence and inform future research evaluating
performance outcomes and content quality to support effective integration of
YouTube into anatomy curricula.
Presentation Tag(s)
International Presenter, Student Presentation