Digital transformation in clinical biochemistry education: A comprehensive analysis through YouTube platform

INTRODUCTION: The proliferation of digital educational platforms has transformed medical education delivery, yet concerns regarding content quality persist. This study systematically evaluates clinical biochemistry educational content on YouTube and examines relationships between content characteristics and audience engagement.
METHODS: A systematic YouTube search was conducted August 1–15, 2025, using standardized clinical biochemistry education terms. Videos were evaluated using a validated 10-point quality assessment framework encompassing scientific accuracy, educational structure, producer credibility, and technical accessibility. Statistical analyses included descriptive statistics, correlation analysis, and linear regression modeling.
RESULTS: Of 152 identified videos, 69 met inclusion criteria (total views: 14,247,835; average of 206,491±167,420). Quality assessment revealed 65.2% (n=45) demonstrated high quality (8–10 points), 30.4% (n=21) moderate quality (5–7 points), and 4.4% (n=3) low quality (1–4 points). Pearson correlation identified robust positive association between quality scores and view counts (r=0.782, p<0.001), with quality accounting for 61.2% of viewership variance (r²=0.612). Corporate training channels (34.8%) demonstrated highest mean viewership (n=247,825).
DISCUSSION AND CONCLUSION: While YouTube is a valuable platform for clinical biochemistry education, quality standardization and accessibility improvements are needed. The analysis reveals the potential and diversity of digital educational tools in clinical biochemistry education.

Keywords: Biochemistry, biochemistry education, clinical chemistry, medical laboratory tests, laboratory