***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: Abstract Service-Learning can be a rewarding and challenging experience for students . One of the rewards for students can be the connection between their course work and real life experience . However , students interacting with population s with which they have limited prior experience face unique challenges . We developed a training program design ed to facilitate comfort with older adults who have dementia for service-learners in a gerontology course who were serving at an Adult Day Services ( ADS ) program . Students in the course completed pre- and post-surveys assessing level of contact with older adults and attitudes on aging .  Service-learners serving at the ADS comprised the treatment group ( n = 5 ) while those serving at other S-L sites  made up the control group ( n = 11 ) . Independent and paired sample t-tests indicated that the training program contributed to intra-individual and group differences in comfort working with older adults and with adults who are cognitively impaired . Differences in attitudes about older adults were also identified . Implication s for adult development courses involving S-L at dementia care programs are discussed Background Health-related fitness has been reported to be associated with improved quality of life ( QoL ) in the elderly . Health-related fitness is comprised of several dimensions that could be enhanced by specific training regimens . It has remained unclear how various dimensions of health-related fitness interact with QoL in postmenopausal women . Objective The purpose of the current study was to investigate the relationship between the dimensions of health-related fitness and QoL in elderly women . Methods A cohort of 408 postmenopausal women in a rural area of Taiwan was prospect ively collected . Dimensions of health-related fitness , consisting of muscular strength , balance , cardiorespiratory endurance , flexibility , muscle endurance , and agility , were assessed .  QoL  was determined using the Short Form Health Survey ( SF-36 ) . Differences between age groups ( stratified by decades ) were calculated using a one-way analysis of variance ( ANOVA ) and multiple comparisons using a Scheffé test . A Spearman ’s correlation analysis was performed to examine differences between QoL and each dimension of fitness . Multiple linear regression with forced-entry procedure was performed to evaluate the effects of health-related fitness . A P-value of < 0.05 was considered statistically significant . Results Age-related decreases in health-related fitness were shown for sit-ups , back strength , grip strength , side steps , trunk extension , and agility ( P<0.05 ) . An age-related decrease in QoL , specifically in physical functioning , role limitation due to physical problems , and physical component score , was also demonstrated ( P<0.05 ) . Multiple linear regression analyses demonstrated that back strength significantly contributed to the physical component of QoL ( adjusted beta of 0.268 [ P<0.05 ] ) . Conclusion Back strength was positively correlated with the physical component of QoL among the examined dimensions of health-related fitness . Health-related fitness , as well as the physical component of QoL , declined with increasing age ABSTRACT The major purpose of this study was to identify the knowledge , misconceptions , and bias regarding aging among graduate physical therapy students and to determine whether service-learning modified any of these variables . A cohort of 40 students in a graduate physical therapy program was r and omly divided into an experimental ( service-learning ) or control ( no service-learning ) group . General knowledge and attitudes about aging were measured by Palmore 's Facts on Aging Quiz I. The  Wilson Student Evaluation of Faculty tool measured student evaluations of a faculty member at the end of the semester . Two-way analyses of variance with repeated measures revealed that all students increased their knowledge about aging , p < .05 . However , students who initially had negative attitudes toward older adults significantly improved their attitudes only after the service-learning experience , p < .05 . A t-test revealed that teaching evaluation scores were significantly lower in the service-learning course , p < .05 . The results suggest that service-learning effectively enhanced both the knowledge and attitudes of physical therapy students toward the older adult . Although service-learning imparted better learning for the student , there was some risk to the faculty member as evidence d by lower teaching evaluations BACKGROUND As the population ages , the effects of Alzheimer 's disease will be felt by all nurses . Providing proper care for people with Alzheimer 's disease is difficult and requires specific skills , attitudes , and knowledge . Limited data exists regarding nursing students ' attitudes and knowledge toward people with Alzheimer 's disease , whether undergraduate education prepares students to care for this population , or the best methods to support students in learning in an innovative and interactive environment . OBJECTIVES The aim of this study was to determine the effect of different educational experiences on nursing students ' knowledge and attitudes toward people with Alzheimer 's disease and to explore nursing students ' knowledge and attitudes surrounding the care of people with Alzheimer 's disease . DESIGN A convergent mixed method design . A three group ( Alzheimer 's disease clinical experience , online learning module , and no dementia-specific intervention ) , pretest and posttest design served as the quantitative arm of the study . A focus group discussion with themes extracted served as the qualitative piece of the study . SETTING College of Nursing in North Texas . PARTICIPANTS Convenience sample of 94 senior level nursing students enrolled in the undergraduate nursing program 's Community Health course . METHOD Students completed pre and posttest surveys which included Alzheimer 's Disease Knowledge Scale , Dementia Attitudes Scale , and demographic question naire . Content analysis was conducted on focus group responses to qualitative interview questions . RESULTS The Alzheimer 's disease clinical group experienced increased knowledge and improved attitudes toward people with Alzheimer 's disease compared with students who completed the online module or had no dementia-specific intervention . Four themes emerged from focus group data : Basic Alzheimer 's disease knowledge , need for Alzheimer 's disease experiential learning , negative feelings related to behaviors , and appropriate responses to behavioral and psychological symptoms of dementia . CONCLUSION Experiential learning in the form of clinical placements increased knowledge and improved attitudes about Alzheimer 's disease compared with an online module and no dementia-specific intervention 
    Output:
    
The groups receiving most SL were healthy older adults and older adult population s with aging disabilities and illnesses .
The articles in the present review highlight that SL can have a positive effect on  older adults ' health promotion and can enhance their community participation