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Content evaluation of YouTube videos on immediate placement and loading of implant-supported complete arch
Pedro Molinero-Mourelle1, Álvaro Limones2, Seyed Ali Mosaddad3
1Senior Lecturer, Department of Reconstructive Dentistry and Gerodontology, School of Dental Medicine, University of Bern, Switzerland; and Senior Lecturer, Department of Conservative Dentistry and Prosthodontics, Faculty of Complutense University of Madrid, Ramon y Cajal Research Institute (IRYCIS), Madrid, Spain.
Statement Of Problem:
Patients seeking dental implants increasingly use YouTube to access information about such treatments. However, the educational quality and clinical reliability of such content remain inconsistent and largely unverified.
Purpose:
The purpose of this study was to evaluate the quality and usefulness of YouTube videos related to immediately placed and loaded implant-supported complete arch prostheses as a source of patient education.
Material And Methods:
An electronic search was conducted on YouTube for English-language videos using 4 predefined search terms and covering uploads between January 2019 and July 2024. Eligible videos were evaluated using the 5-point Global Quality Score (GQS) and a 10-point content score. ANOVA with Bonferroni post hoc tests, chi-squared tests, and Pearson correlation analysis were applied to evaluate differences and associations across video groups and metrics (α=.05).
Results:
A total of 94 videos met the inclusion criteria. Most were rated as low quality, with 76.3% receiving a GQS score of 1% and 93.8% classified as poorly useful. The ANOVA revealed significant differences in GQS and content score among video categories, with higher scores observed in videos retrieved under "implant" and "prosthesis" terms compared with "loading" (P<.05). GQS was strongly correlated with content score (r=0.84; P<.001) but not with viewer engagement. Videos mostly focused on the surgical phase (96.9%).
Conclusions:
YouTube videos on immediately placed and loaded implant-supported complete arch prostheses were generally of low educational quality, often with omitted critical patient-relevant information. Clinicians should guide patients toward accurate, evidence-based, resources to support informed decision-making.
