Research Information System
Academic Radiology, 2026 (SCI-Expanded, Scopus)
Rationale and Objectives YouTube™ is increasingly used as an educational resource for complex diagnostic skills in dentistry, including cone-beam computed tomography (CBCT) interpretation. However, the absence of scientific regulation raises concerns regarding content reliability. This study aimed to evaluate the educational quality and reliability of YouTube™ videos related to CBCT interpretation. Materials and Methods A systematic search was conducted on YouTube™ in January 2026 using keywords related to CBCT interpretation. Videos appearing on the first three pages of results were screened according to predefined inclusion and exclusion criteria. Sixty-six videos were included. Educational quality and reliability were assessed using the JAMA benchmark criteria, DISCERN instrument, Global Quality Score (GQS), and Video Information and Quality Index (VIQI). Interobserver agreement was evaluated using weighted Kappa and intraclass correlation coefficients. Correlation and regression analyses were performed to identify predictors of quality. Results The mean GQS score was 4.35 ± 0.62, with 81.8% of videos classified as high quality (GQS ≥ 4). The mean DISCERN score was 68.42 ± 6.84, and 75.8% of videos were rated good or excellent. Videos uploaded by academic institutions demonstrated significantly higher quality scores than those from individual creators (p < 0.001). Engagement metrics, including views and likes, were not associated with educational quality. Regression analysis identified production quality, structural organization, and institutional origin as significant predictors of composite quality. Conclusion YouTube™ contains educational content on CBCT interpretation with variable quality. Institutional origin and pedagogical structure are stronger indicators of reliability than popularity metrics. Careful source selection is essential when using YouTube™ as a supplementary educational resource in dental radiology.