Educational Quality and Information Reliability of E‐FAST Training Videos: A Multi‐Rater Assessment Using an Overall Understandability and Actionability Composite

ABSTRACT Objective Extended Focused Assessment with Sonography for Trauma (E‐FAST) requires adequate operator training. We evaluated the educational quality, information reliability, and overall composite understandability and actionability of E‐FAST training videos on YouTube. Methods We conducted a cross‐sectional analysis of 74 videos identified using three predefined search terms. Two emergency physicians, one radiology specialist, and one radiology resident independently assessed videos using the Global Quality Scale (GQS), JAMA Benchmark Criteria, DISCERN, and the Patient Education Materials Assessment Tool for Audiovisual Materials (PEMAT‐A/V). The study‐specific PEMAT‐A/V composite equally weighted understandability and actionability; rounded reviewer‐level scores were averaged without further rounding. Adequacy was defined as ≥ 70%. Spearman correlations, logistic regression, and threshold‐based and continuous‐outcome sensitivity analyses were performed. Results Median GQS and DISCERN scores were 3.50 and 59.75, respectively. Overall, 33 videos (44.6%) met the composite PEMAT‐A/V adequacy threshold. Institutional videos had higher GQS, DISCERN, and composite PEMAT‐A/V scores than individual videos, whereas the JAMA difference was not significant. PEMAT‐A/V scores correlated positively with GQS ( r = 0.669), DISCERN ( r = 0.542), and JAMA ( r = 0.353). In the primary adjusted model, GQS (OR = 12.95, 95% CI: 1.80–93.31) and institutional uploader status (OR = 4.52, 95% CI: 1.14–18.18) were associated with adequate classification. The positive GQS association persisted in sensitivity analyses, whereas associations for uploader type and other scales varied across outcome definitions. Conclusion More than half of the videos did not meet the study‐specific composite PEMAT‐A/V adequacy threshold despite generally favourable quality and reliability ratings. GQS showed the most consistent adjusted association with the composite outcome. These ratings should not be interpreted as evidence of improved learning or clinical performance.