Educational Quality and Reliability of YouTube Videos on Periodontal Regeneration: A Cross-Sectional Content Analysis

Background: Periodontal regeneration is a biologically and technically demanding treatment modality, and incomplete online information may influence patient expectations and self-directed learning. This study evaluated the educational quality and reliability of English-language YouTube videos on periodontal regeneration procedures. Materials and Methods: A cross-sectional content analysis was performed on YouTube on 10 May 2026 using five search terms: “Periodontal Regeneration Therapy”, “Guided Tissue Regeneration”, “Periodontal Regeneration Surgery”, “Periodontal Regeneration Procedures”, and “Intrabony Defect Treatment”. The first 100 videos for each term were screened. After exclusion of duplicate, irrelevant, non-English, promotional, financial advice, and non-dental videos, 89 videos were independently assessed by the four author-investigators. Video characteristics, upload source, uploader’s country, and periodontal regeneration-specific content domains were recorded. Educational quality was assessed using a content-based Global Score for Educational Value (GSEV), and reliability was evaluated using the Modified DISCERN instrument. Results: Interobserver agreement for Modified DISCERN total scores was high (mean pairwise weighted κ = 0.87; range: 0.84–0.90). Most videos were uploaded by periodontologists’ channels (n = 55, 61.8%). The mean GSEV and Modified DISCERN scores were 1.55 ± 1.06 and 1.31 ± 1.83, respectively. Most videos demonstrated very limited coverage of the predefined educational content domains (66.3%), while 73.0% were classified as having poor reliability according to the Modified DISCERN instrument. Procedural information was frequently presented (94.4%), whereas contraindications, complications, and cost were rarely addressed. Upload source was significantly associated with both GSEV (p = 0.025) and Modified DISCERN score (p < 0.001), with dentistry faculty channels showing the highest scores. Conclusions: YouTube videos on periodontal regeneration generally demonstrated limited educational content coverage and low information reliability. Although YouTube may support visual learning, it should not be used as a stand-alone educational source. Evidence-based, balanced, and patient-centered videos are needed to address indications, limitations, risks, prognosis, and cost-related considerations.