Introduction: The placement of subcutaneous chemotherapy port catheters is a technically demanding interventional procedure associated with serious complications including pneumothorax, arterial injury, and catheter-related infections. As trainees increasingly rely on YouTube for procedural guidance, evaluation of these resources becomes imperative. This study systematically evaluates the educational quality, reliability, and procedural content completeness of YouTube videos demonstrating subcutaneous chemotherapy port catheter insertion. Methods: A systematic YouTube search using the term "port catheter insertion" was conducted in March 2026 using Incognito mode. Following pre-defined inclusion/exclusion criteria, 58 procedural videos were included. Two radiologists evaluated all videos via a consensus scoring session using the Global Quality Scale (GQS, 1–5) and the Journal of the American Medical Association (JAMA) benchmark criteria (0–3 in this dataset). Additionally, each video was assessed for coverage of key procedural steps and safety elements. Results: Of 58 included videos, 87.9% (n=51) originated from professional sources and 12.1% (n=7) from commercial entities. The mean video duration was 6.81 ± 12.18 minutes. The overall mean GQS was 2.97 ± 1.06, indicating borderline moderate quality. Mean JAMA score was 1.86 ± 1.03 out of 3. No statistically significant differences were observed between professional and commercial uploaders (GQS: p = 0.99; JAMA: p = 0.15). Popularity metrics — views, likes, and duration — showed no significant correlation with quality scores (all p > 0.05). Procedural completeness was notably deficient: ultrasound guidance was demonstrated in only 24.1% of videos, fluoroscopy verification in 13.8%, and complication management in 20.7%. Conclusion: YouTube videos on port catheter insertion demonstrate only borderline moderate educational quality with marked deficiencies in procedural completeness and safety content. Uploader professional status and popularity metrics do not reliably predict video quality. These open-access resources must be viewed as supplementary to formal interventional training, not as primary educational tools.
Tasci et al. (Sun,) studied this question.