***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: PURPOSE The study assesses potential for improving residents ' evidence -based medicine search ing skills in MEDLINE through real-time librarian instruction . SUBJECTS Ten residents on a rotation in a neonatal intensive care unit participated . METHODOLOGY Residents were r and omized into an instruction and a non-instruction group .  Residents  generated questions from rounds and search ed MEDLINE for answers . Data were collected through observation , search strategy analysis , and surveys . Librarians observed search es and collected data on questions , search ing skills , search problems , and the test group 's instruction topics . Participants performed st and ardized search es before , after , and six-months after intervention and were scored using a search strategy analysis tool ( 1 representing highest score and 5 representing lowest score ) . Residents completed pre- and post-intervention surveys to measure opinions about MEDLINE and search satisfaction . RESULTS Post-intervention , the test group formulated better questions , used limits more effectively , and reported greater confidence in using MEDLINE . The control group expressed less satisfaction with retrieval and demonstrated more errors when limiting . The test and control groups had the following average search scores respectively : 3.0 and 3.5 ( pre-intervention ) , 3.3 and 3.4 ( post-intervention ) , and 2.0 and 3.8 ( six-month post-intervention ) . CONCLUSION Data suggest that measurable learning outcomes were achieved . Residents receiving instruction improved and retained search ing skills six-months after intervention BACKGROUND AND OBJECTIVES Medical education experts have called for improved training in evidence -based medicine ( EBM ) and the increased use of e-learning technologies in medical education . In response , we developed an interactive , Web-based curriculum on key aspects of EBM in family medicine . METHODS Students participating in a 6-week family medicine clerkship ( n=238 ) were r and omly assigned to intervention ( n=134 ) or control ( n=104 ) groups . Both groups participated in the traditional clerkship experience , but intervention group students received additional training via an on-line curriculum that included learning modules in MEDLINE search ing skills , EBM skills , and the calculation of the number needed to treat ( NNT ) statistic . The on-line curriculum was evaluated using a case-control design with a test case at the clerkship 's end . RESULTS Results suggested that the on-line curriculum was effective , with experimental group students outperforming control group participants on a variety of measures , including the number of MEDLINE search es conducted during the clerkship ( 13 search es versus 3 search es ) and the quality of literature search strategies on an evaluation patient case study ( 2.9 versus 2.1 on a 1=poor to 4=excellent scale ) . Intervention group students reported greater confidence and enjoyment in search ing the biomedical journal literature via MEDLINE and were more likely to identify the best articles ( r and omized controlled trials or meta-analyses ) for the evaluation case from among those retrieved ( 60 % versus 34 % ) . In addition , intervention group students ' abilities to correctly calculate the NNT were significantly higher than those of control group participants ( 73 % versus 27 % ) . Intervention group students were more likely than control subjects to report learning from other students during the clerkship . CONCLUSIONS This study demonstrates that an e-learning approach to educating medical students to effectively search MEDLINE for articles meeting the criteria for evidence -based practice can result in higher- quality literature search strategies , identification of higher- quality evidence , and improved confidence in information retrieval and analysis skills Background Evidence -based medicine ( EBM ) has been widely integrated into residency curricula , although results of r and omized controlled trials and long term outcomes of EBM educational interventions are lacking . We sought to determine if an EBM workshop improved internal medicine residents ' EBM knowledge and skills and use of secondary evidence re sources . Methods This r and omized controlled trial included 48 internal medicine residents at an academic medical center . Twenty-three residents were r and omized to attend a 4-hour interactive workshop in their PGY-2 year . All residents completed a 25-item EBM knowledge and skills test and a self-reported survey of literature search ing and re source usage in their PGY-1 , PGY-2 , and PGY-3 years . Results There was no difference in mean EBM test scores between the workshop and control groups at PGY-2 or PGY-3 . However , mean EBM test scores significantly increased over time for both groups in PGY-2 and PGY-3 . Literature search es , and re source usage also increased significantly in both groups after the PGY-1 year . Conclusions We were unable to detect a difference in EBM knowledge between residents who did and did not participate in our workshop . Significant improvement over time in EBM scores , however , suggests EBM skills were learned during residency . Future rigorous studies should determine the best methods for improving residents ' EBM skills as well as their ability to apply evidence during clinical practice BACKGROUND Librarians at the University of Alberta have been involved with teaching undergraduate medical and dental education for several years . After 1 year of increased librarian involvement at the problem-based learning ( PBL ) , small-group level , informal feedback from faculty and students suggested that librarians ' participation in PBL groups was beneficial . There was , however , no real evidence to support this cl aim or justify the high dem and on librarians ' time . OBJECTIVES The study aim ed to determine whether having a librarian present in the small-group , problem-based learning modules for first-year medical and dental students results in an improved underst and ing of evidence -based medicine concepts , the nature of medical literature , and information access skills . METHODS One hundred and sixty-four first-year medical and dental students participated in the study . There were a total of 18 PBL groups , each with approximately nine students and one faculty tutor . Six librarians participated and were assigned r and omly to the six intervention groups . Students were given pre- and post-tests at the outset and upon completion of the 6-week course . RESULTS Post-test scores showed that there was a small positive librarian impact , but final exam scores showed no impact . There was also no difference in attitudes or comfort levels between students who had a librarian in their group and those who did not . CONCLUSIONS Impact was not sufficient to warrant continued participation of librarians in PBL . In future instruction , librarians at the John W. Scott Health Sciences Library will continue to teach at the larger group level Purpose Many educational programs seek to develop skills in evidence -based medicine ( EBM ) . The authors examined the efficacy of teaching the EBM skill of efficiently search ing the research literature . They compared students who received brief training in EBM search ing skills with those who did not , and assessed the quality of literature search ing one month after that training . Method The authors used a nonr and omized control group study design to quantify the impact of a single , brief ( two-hour ) instructional intervention on EBM-based techniques for search ing Medline for evidence related to a clinical problem provided to the students . Ninety-two fourth-year medical students ( 34 intervention , 58 control ) at the University of Michigan participated in a four-week EBM elective between 2001 and 2003 . The authors conducted a preintervention assessment of search ing skills , followed by a repeat assessment one month after the intervention . Search quality was judged by medical librarians using a structured clinical scenario and scoring algorithm . Results Data for 30 intervention and 40 control students could be analyzed . Intervention students had fewer search errors and correspondingly higher quality search es than did control students . The educational intervention accounted for approximately 8 % of the variance in both of these outcomes . The most common search errors were a lack of Medical Subject Headings ( MeSH ) explosion , missing MeSH terms , lack of appropriate limits , failure to search for best evidence , and inappropriate combination of all search concepts . Conclusions This study provides evidence that a single , brief training session can have a marked beneficial effect on the quality of subsequent , short-term EBM literature search ing performance outcomes OBJECTIVES Constructing an answerable question and effectively search ing the medical literature are key steps in practicing evidence -based medicine ( EBM ) . This study aim ed to identify the effectiveness of delivering a single workshop in EBM literature search ing skills to medical students entering their first clinical years of study . METHODS A r and omized controlled trial was conducted with third-year undergraduate medical students . Participants were r and omized to participate in a formal workshop in EBM literature search ing skills , with EBM literature search ing skills and perceived competency in EBM measured at one-week post-intervention via the Fresno tool and Clinical Effectiveness and Evidence -Based Practice Question naire . RESULTS A total of 121 participants were enrolled in the study , with 97 followed-up post-intervention . There was no statistical mean difference in EBM literature search ing skills between the 2 groups ( mean difference = 0.007 ( P = 0.99 ) ) . Students attending the EBM workshop were significantly more confident in their ability to construct clinical questions and had greater perceived awareness of information re sources . CONCLUSIONS A single EBM workshop did not result in statistically significant changes in literature search ing skills . Teaching and reinforcing EBM literature search ing skills during both pre clinical and clinical years may result in increased student confidence , which may facilitate student use of EBM skills as future clinicians BACKGROUND Considerable barriers still prevent paediatricians from successfully using information retrieval technology . OBJECTIVES To verify whether the assistance of biomedical librarians significantly improves the outcomes of search es performed by paediatricians in biomedical data bases using real-life clinical scenarios . METHODS In a controlled trial at a paediatric teaching hospital , nine residents and interns were r and omly allocated to an assisted search group and nine to a non-assisted ( control ) group .  Each participant search ed PubMed and other online sources , performing pre-determined tasks including the formulation of a clinical question , retrieval and selection of bibliographic records . In the assisted group , participants were supported by a librarian with ≥5 years of experience . The primary outcome was the success of search sessions , scored against a specific assessment tool . RESULTS The median score of the assisted group was 73.6 points interquartile range ( IQR = 13.4 ) vs. 50.4 ( IQR = 17.1 ) of the control group . The difference between median values in the results was 23.2 points ( 95 % CI 4.8 - 33.2 ) , in favour of the assisted group ( P-value , Mann-Whitney U test : 0.013 ) . CONCLUSIONS The study has found quantitative evidence of a significant difference in search performance between paediatric residents or interns assisted by a librarian and those search ing the literature alone Background To practice Evidence -Based Medicine ( EBM ) , physicians must quickly retrieve evidence to inform medical decisions . Internal Medicine ( IM ) residents receive little formal education in electronic data base search ing , and have identified poor search ing skills as a barrier to practicing EBM . Objective To design and implement a data base search ing tutorial for IM residents on inpatient rotations and to evaluate its impact on residents ’ skill and comfort search ing MEDLINE and filtered EBM re sources . Design R and omized controlled trial . Residents r and omized to the search ing tutorial met for up to 6 1-hour small group sessions to search for answers to questions about current hospitalized patients . Participants Second- and 3rd-year IM residents . Measurements Residents in both groups completed an Objective Structured Search ing Evaluation ( OSSE ) , search ing for primary evidence to answer 5 clinical questions . OSSE outcomes were the number of successful search es , search times , and techniques utilized . Participants also completed self- assessment surveys measuring frequency and comfort using EBM data bases . Results During the OSSE , residents who participated in the intervention utilized more search ing techniques overall ( p < .01 ) and used PubMed ’s Clinical Queries more often ( p < .001 ) than control residents . Search ing “ success ” and time per completed search did not differ between groups . Compared with controls , intervention residents reported greater comfort using MEDLINE ( p < .05 ) and the Cochrane Library ( p < .05 ) on post-intervention surveys . The groups did not differ in comfort using ACP Journal Club , or in self-reported frequency of use of any data bases . Conclusions An inpatient EBM search ing tutorial improved search ing techniques of IM residents and result ed in increased comfort with MEDLINE and the Cochrane Library , but did not impact overall search ing success OBJECTIVE To examine the evidence that the teaching of critical appraisal ( evidence -based medicine ) skills to undergraduate medical students or residents will result in significant gains in knowledge and increased use of the literature in clinical decision-making . DATA SOURCES Articles published from 1966 to 1995 , retrieved through a MEDLINE search supplemented by manual search es ; review of bibliographies maintained by individuals involved in teaching critical appraisal skills ; and a previous method ological review . STUDY SELECTION Articles were selected if the study involved some form of control group , although strict r and omization was not required , and a measure of performance followed the intervention . Articles were excluded if they simply reported the process of teaching critical appraisal skills or used some form of " happiness index . " DATA SYNTHESIS There were 10 studies of the impact of teaching critical appraisal skills  , 6 involving medical students and 4 involving residents . Results from 3 of the studies were nearly uninterpretable and thus were excluded ; the remaining 7 were method ologically acceptable . Analysis showed that interventions implemented in undergraduate programs result ed in significant gains in knowledge , as assessed by a written test ( mean gain 17.0 % ; st and ard deviation [ SD ] 4.0 % ) . Conversely , studies at the residency level consistently showed a small change in knowledge ( mean gain 1.3 % ; SD 1.7 % ) . Two studies that examined residents ' use of the literature were unable to demonstrate any positive changes . CONCLUSIONS Studies of the effect of teaching critical appraisal skills on gains in knowledge at the undergraduate level showed consistent improvement . By contrast , changes in knowledge at the residency level were small . Several suggestions from the educational literature are offered to increase effectiveness 
    Output:
    
DISCUSSION Findings were weakly significant for positive change in search performance for most studies .