***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: Background Advantages of mobile Augmented Reality ( mAR ) application-based learning versus textbook-based learning were already shown in a previous study . However , it was unclear whether the augmented reality ( AR ) component was responsible for the success of the self-developed app or whether this was attributable to the novelty of using mobile technology for learning . Objective The study ’s aim was to test the hypothesis whether there is no difference in learning success between learners who employed the mobile AR component  and those who learned without it to determine possible effects of mAR . Also , we were interested in potential emotional effects of using this technology . Methods Forty-four medical students ( male : 25 , female : 19 , mean age : 22.25 years , st and ard deviation [ SD ] : 3.33 years ) participated in this study . Baseline emotional status was evaluated using the Profile of Mood States ( POMS ) question naire . Dermatological knowledge was ascertained using a single choice ( SC ) test ( 10 questions ) . The students were r and omly assigned to learn 45 min with either a mobile learning method with mAR ( group A ) or without AR ( group B ) . Afterwards , both groups were again asked to complete the previous question naires . AttrakDiff 2 question naires were used to evaluate the perceived usability as well as pragmatic and hedonic qualities . For capturing longer term effects , after 14 days , all participants were again asked to complete the SC question naire . All evaluations were anonymous , and descriptive statistics were calculated . For hypothesis testing , an unpaired signed-rank test was applied . Results For the SC tests , there were only minor differences , with both groups gaining knowledge ( average improvement group A : 3.59 [ SD 1.48 ] ; group B : 3.86 [ SD 1.51 ] ) . Differences between both groups were statistically insignificant ( exact Mann Whitney U , U=173.5 ; P=.10 ; r=.247 ) . However , in the follow-up SC test after 14 days , group A had retained more knowledge ( average decrease of the number of correct answers group A : 0.33 [ SD 1.62 ] ; group B : 1.14 [ SD 1.30 ] ) . For both groups , descriptively , there were only small variations regarding emotional involvement , and learning experiences also differed little , with both groups rating the app similar for its stimulating effect . Conclusions We were unable to show significant effects for mAR on the immediate learning success of the mobile learning setting . However , the similar level of stimulation being noted for both groups is inconsistent with the previous assumption of the success of mAR-based approach being solely attributable to the excitement of using mobile technology , independent of mAR ; the mAR group showed some indications for a better long-term retention of knowledge . Further studies are needed to examine this aspect . Trial Registration German Clinical Trials Register ( DRKS ) : 00012980 ; http://www.drks.de/drks_web/navigate.do ? navigationId = trial . HTML&TRIAL_ID = DRKS00012980 ( Archived by WebCite at http://www.webcitation.org/ 6tCWoM2Jb ) Background By adding new levels of experience , mobile Augmented Reality ( mAR ) can significantly increase the attractiveness of mobile learning applications in medical education . Objective To compare the impact of the heightened realism of a self-developed mAR blended learning environment ( mARble ) on learners to textbook material , especially for ethically sensitive subjects such as forensic medicine , while taking into account basic psychological aspects ( usability and higher level of emotional involvement ) as well as learning outcomes ( increased learning efficiency ) . Methods A pre study was conducted based on a convenience sample of 10 third-year medical students . The initial emotional status was captured using the “ Profile of Mood States ” question naire ( POMS , German variation ) ; previous knowledge about forensic medicine was determined using a 10-item single-choice ( SC ) test . During the 30-minute learning period , the students were r and omized into two groups : the first group consisted of pairs of students , each equipped with one iPhone with a preinstalled copy of mARble , while the second group was provided with textbook material . Subsequently , both groups were asked to once again complete the POMS question naire and SC test to measure changes in emotional state and knowledge gain . Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 question naires . Data evaluation was conducted anonymously . Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention . The scores of both groups were tested against each other using paired and unpaired signed-rank tests . An item analysis was performed for the SC test to objectify difficulty and selectivity . Results Statistically significant , the mARble group ( 6/10 ) showed greater knowledge gain than the control group ( 4/10 ) ( Wilcoxon z=2.232 , P=.03 ) . The item analysis of the SC test showed a difficulty of P=0.768 ( s=0.09 ) and a selectivity of RPB=0.2 . For mARble , fatigue ( z=2.214 , P=.03 ) and numbness ( z=2.07 , P=.04 ) decreased with statistical significance when comparing pre- and post-tests . Vigor rose slightly , while irritability did not increase significantly . Changes in the control group were insignificant . Regarding hedonic quality ( identification , stimulation , attractiveness ) , there were significant differences between mARble ( mean 1.179 , CI −0.440 to 0.440 ) and the book chapter ( mean −0.982 , CI −0.959 to 0.959 ) ; the pragmatic quality mean only differed slightly . Conclusions The mARble group performed considerably better regarding learning efficiency ; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class . While the small sample size reduces our study ’s conclusiveness , its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions , learning efficiency , and hedonic and pragmatic qualities using a larger group . Trial Registration German Clinical Trial Register ( DRKS ) , DRKS-ID : DRKS00004685 ; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685 Abstract Background Laparoscopic skills training has evolved over recent years . However , conveying a mentor ’s directions using conventional methods , without realistic on-screen visual cues , can be difficult and confusing . To facilitate laparoscopic skill transference , an augmented reality telementoring ( ART ) platform was design ed to overlay the instruments of a mentor onto the trainee ’s laparoscopic monitor . The aim of this study was to compare the effectiveness of this new teaching modality to traditional methods in novices performing an intracorporeal suturing task . Methods Nineteen pre-medical and medical students were r and omized into traditional mentoring ( n = 9 ) and ART ( n = 10 ) groups for a laparoscopic suturing and knot-tying task . Subjects received either traditional mentoring or ART for 1 h on the vali date d fundamentals of laparoscopic surgery intracorporeal suturing task . Tasks for suturing were recorded and scored for time and errors . Results were analyzed using means , st and ard deviation , power regression analysis , correlation coefficient , analysis of variance , and student ’s t test . Results Using Wright ’s cumulative average model ( Y = aXb ) the learning curve slope was significantly steeper , demonstrating faster skill acquisition , for the ART group ( b = −0.567 , r2 = 0.92 ) than the control group ( b = −0.453 , r2 = 0.74 ) . At the end of 10 repetitions or 1 h of practice , the ART group was faster versus traditional ( mean 167.4 vs. 242.4 s , p = 0.014 ) . The ART group also had fewer fails ( 8) than the traditional group ( 13 ) . Conclusion The ART Platform may be a more effective training technique in teaching laparoscopic skills to novices compared to traditional methods . ART conferred a shorter learning curve , which was more pronounced in the first 4 trials . ART reduced the number of failed attempts and result ed in faster suture times by the end of the training session . ART may be a more effective training tool in laparoscopic surgical training for complex tasks than traditional methods INTRODUCTION The use of computer-generated 3-dimensional ( 3-D ) anatomical models to teach anatomy has proliferated . However , there is little evidence that these models are educationally effective . The purpose of this study was to test the educational effectiveness of a computer-generated 3-D model of the middle and inner ear . METHODS We reconstructed a fully interactive model of the middle and inner ear from a magnetic resonance imaging scan of a human cadaver ear . To test the model 's educational usefulness , we conducted a r and omised controlled study in which 28 medical students completed a Web-based tutorial on ear anatomy that included the interactive model , while a control group of 29 students took the tutorial without exposure to the model .  At the end of the tutorials , both groups were asked a series of 15 quiz questions to evaluate their knowledge of 3-D relationships within the ear . RESULTS The intervention group 's mean score on the quiz was 83 % , while that of the control group was 65 % . This difference in means was highly significant ( P < 0.001 ) . DISCUSSION Our findings st and in contrast to the h and ful of previous r and omised controlled trials that evaluated the effects of computer-generated 3-D anatomical models on learning . The equivocal and negative results of these previous studies may be due to the limitations of these studies ( such as small sample size ) as well as the limitations of the models that were studied ( such as a lack of full interactivity ) . Given our positive results , we believe that further research is warranted concerning the educational effectiveness of computer-generated anatomical models Augmented reality ( AR ) , a new generation of technology , has attracted the attention of educators in recent years . In this study , a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality ( mAR ) technology . This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices . The purpose of this study was to determine the effects of learning anatomy via mAR on  medical students ' academic achievement and cognitive load . The mixed method was applied in the study . The r and om sample consisted of 70 second‐year undergraduate medical students : 34 in an experimental group and 36 in a control group . Academic achievement test and cognitive load scale were used as data collection tool . A one‐way MANOVA test was used for analysis . The experimental group , which used mAR applications , reported higher achievement and lower cognitive load . The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment . Student cognitive load decreased as abstract information became concrete in printed books via multimedia material s in mAR applications . Additionally , students were able to access the material s in the MagicBook anytime and anywhere they wanted . The mobile learning approach helped students learn better by exerting less cognitive effort . Moreover , the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks . Anat Sci Educ 9 : 411–421 . © 2016 American Association of Anatomists Although cadavers constitute the gold st and ard for teaching anatomy to medical and health science students , there are substantial financial , ethical , and supervisory constraints on their use . In addition , although anatomy remains one of the fundamental areas of medical education , universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work . The release of virtual ( VR ) and augmented reality ( AR ) devices allows learning to occur through h and s‐on immersive experiences . The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet‐based ( TB ) applications , and whether these modes allowed enhanced student learning , engagement and performance . Participants ( n = 59 ) were r and omly allocated to one of the three learning modes : VR , AR , or TB and completed a lesson on skull anatomy , after which they completed an anatomical knowledge assessment . Student perceptions of each learning mode and any adverse effects experienced were recorded . No significant differences were found between mean assessment scores in VR , AR , or TB . During the lessons however , VR participants were more likely to exhibit adverse effects such as headaches ( 25 % in VR P < 0.05 ) , dizziness ( 40 % in VR , P < 0.001 ) , or blurred vision ( 35 % in VR , P < 0.01 ) . Both VR and AR are as valuable for teaching anatomy as tablet devices , but also promote intrinsic benefits such as increased learner immersion and engagement . These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education . Anat Sci Educ 10 : 549–559 . © 2017 American Association of Anatomists BACKGROUND This study examines whether technical skills learned on a bench model are transferable to the human cadaver model . METHODS Twenty-three first-year residents were r and omly assigned to three groups receiving teaching on six procedures . For each procedure , one group received training on a cadaver model , one received training on a bench model , and one learned independently from a prepared text . Following training , all residents were assessed on their ability to perform the six procedures . RESULTS Repeated measures analysis of variance revealed a significant effect of training modality for both checklist scores ( F(2,44 ) = 3.49 , P < 0.05 ) and global scores ( F(2,44 ) = 7.48 , P < 0.01 ) . Post-hoc tests indicated that both bench and cadaver training were superior to text learning and that bench and cadaver training were equivalent . CONCLUSIONS Training on a bench model transfers 
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Our analytical model evaluates the importance of research quality , application content , outcomes , and feasibility of an ARA to gauge its readiness for implementation .
Conclusion While AR technology is growing at a rapid rate , the current quality and breadth of AR research in medical training is insufficient to recommend the adoption into educational curricula .