***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: Enhanced podcasts increase learning , but evidence is lacking on how they should be design ed to optimize their effectiveness . This study assessed the impact two learning instructional design methods ( mental practice and modeling ) , either on their own or in combination , for teaching complex cognitive medical content when incorporated into enhanced podcasts . Sixty-three medical students were r and omised to one of four versions of an  airway management enhanced podcast : ( 1 ) control : narrated presentation ; ( 2 ) modeling : narration with video demonstration of skills ; ( 3 ) mental practice : narrated presentation with guided mental practice ; ( 4 ) combined : modeling and mental practice . One week later , students managed a manikin-based simulated airway crisis . Knowledge acquisition was assessed by baseline and retention multiple-choice quizzes . Two blinded raters assessed all videos obtained from simulated crises to measure the students ’ skills using a key-elements scale , critical error checklist , and the Ottawa global rating scale ( GRS ) . Baseline knowledge was not different between all four groups ( p = 0.65 ) . One week later , knowledge retention was significantly higher for ( 1 ) both the mental practice and modeling group than the control group ( p = 0.01 ; p = 0.01 , respectively ) and ( 2 ) the combined mental practice and modeling group compared to all other groups ( all ps = 0.01 ) . Regarding skills acquisition , the control group significantly under-performed in comparison to all other groups on the key-events scale ( all ps ≤ 0.05 ) , the critical error checklist ( all ps ≤ 0.05 ) , and the Ottawa GRS ( all ps ≤ 0.05 ) . The combination of mental practice and modeling led to greater improvement on the key events checklist ( p = 0.01 ) compared to either strategy alone . However , the combination of the two strategies did not result in any further learning gains on the two other measures of clinical performance ( all ps > 0.05 ) . The effectiveness of enhanced podcasts for knowledge retention and clinical skill acquisition is increased with either mental practice or modeling . The combination of mental practice and modeling had synergistic effects on knowledge retention , but conveyed less clear advantages in its application through clinical skills Background Smartphones are popular technologies that combine telephone communications and informatics in portable devices . Limited evidence exists regarding their effectiveness in improving academic performance among medical students . This study aims to assess whether a smartphone application could improve academic performance in multiple-choice tests . Methods A double-masked r and omised trial was held among interns at the School of Medicine of the Universidad de Valparaiso . Participants were r and omised to receive an  application design ed to review key concepts in Internal Medicine and its subspecialties using clinical vignettes . Contents were selected and provided in a format akin to a m and atory national examination required for practising medicine in Chile . Analyses were undertaken under the intention to treat principle and missing data were h and led using multiple imputation techniques . Results Eighty interns volunteered to participate in this trial , most were female ( 48 students , 60 % ) and had a mean age of 25.3 ± 2.2 years . Participants showed significant experience with smartphones  , with a median use of 4 years ( IQR 3–6 years ) and 67 ( 83.7 % ) reporting routine use in clinical practice . Intention-to-treat analyses showed significant improvements in performance amongst students allocated to the smartphone application ( mean increase of 14.5 ± 8.9 vs 9.4 ± 11.6points , p = 0.03 ) . A reduction in total time and mean time per question was also found , which was significant in complete-case analyses ( p = 0.04 ) . Discussion Smartphones were popular among medical trainees . Academic performance was significantly improved by the use of our application , although the overall effect was smaller than expected from previous trials . This study provides evidence that smartphone-based interventions can assist in teaching internal medicine . Trial registration Clinical Trials NCT02723136 The purpose of this pilot study was to examine if tablet technology with accompanying instructional videos enhanced the teaching and learning outcomes in a pre clinical dental laboratory setting . Two procedures deemed most challenging in Operative Dentistry II were chosen for the development of instructional videos . A r and om sample of thirty students was chosen to participate in the pilot . Comparison of faculty evaluations of the procedures between the experimental ( tablet ) and control ( no tablet ) groups result ed in no significant differences ; however , there was a trend toward fewer failures in the experimental group . Examination of the ability to accurately self-assess was compared by exploring correlations between faculty and student evaluations . While correlations were stronger in the experimental group , the control group had significant correlations for all three procedures , while the experimental group had significant correlations on only two of the procedures . Students strongly perceived that the tablets and videos helped them perform better and more accurately self-assess their work products . Students did not support requiring that they purchase/obtain a specific br and of technology . As a result of this pilot study , further development of ideal and non-ideal videos are in progress , and the school will be implementing a " Bring Your Own Device " policy with incoming students Background Design ing and delivering evidence -based medical practice for students requires careful consideration from medical science educators . Social Web ( Web 2.0 ) applications are a part of today ’s educational technology milieu ; however , empirical research is lacking to support the impact of interactive Web 2.0 mobile applications on medical educational outcomes . Objectives The aim of our study was to determine whether instructional videos provided by iPod regarding female and male urinary catheter insertion would increase students ’ confidence levels and enhance skill competencies . Methods We conducted a prospect i ve study with medical trainee intern ( TI ) participants : 10 control participants ( no technological intervention ) and 11 intervention participants ( video iPods ) . Before taking part in a skills course , they completed a question naire regarding previous exposure to male and female urinary catheterization and their level of confidence in performing the skills . Directly following the question naire , medical faculty provided a 40-minute skills demonstration in the Advanced Clinical Skills Centre ( ACSC ) laboratory at the University of Auckl and , New Zeal and . All participants practice d the skills following the demonstrations and were immediately evaluated by the same faculty using an assessment rubric . Following the clinical skill evaluation , participants completed a postcourse question naire regarding skill confidence levels . At the end of the skills course , the intervention group were provided video iPods and viewed a male and a female urinary catheterization video during the next 3 consecutive months . The control group did not receive educational technology interventions during the 3-month period . At the end of 3 months , participants completed a follow-up question naire and a clinical assessment of urinary catheterization skills at the ACSC lab . Results The results indicate a decline in skill competency over time among the control group for both male and female catheterizations , whereas the competency level was stable among the experimental group for both procedures . Interaction results for competency scores indicate a significant level by group and time ( P = .03 ) and procedure and group ( P = .02 ) . The experimental group ’s confidence level for performing the female catheterization procedure differed significantly over time ( P < .001 ) . Furthermore , confidence scores in performing female catheterizations increased for both groups over time . However , the confidence levels for both groups in performing the male catheterization decreased over time . Conclusions Video iPods offer a novel pedagogical approach to enhance medical students ’  medical skill competencies and self-confidence levels . The outcomes illustrate a need for further investigation in order to generalize to the medical school population Introduction : Studies of physicians at all levels of training demonstrate significant deficiencies in cardiac auscultation skills . The best instructional methods to augment these skills are not known . Methods : This study was a r and omized , controlled trial of 83 noncardiologist volunteers exposed to a 12‐week lower cognitive load self‐ study group using MP3 players containing heart sound audio files compared to a group receiving a 1‐time 1‐hour higher cognitive load multimedia lecture using the same audio files . The primary outcome measure was change in 15‐ question posttest score at 4 and 12 weeks as compared to pretest on recognition of identical audio files introduced during training . In the self‐ study group , the association of total exposure and deliberate practice effort ( estimated by st and ard deviation of files played/mean ) to improvement in test score was measured as a secondary end point . Results : Self‐ study group participants improved as compared to pretest by 4.42 ± 3.41 answers correct at 12 weeks ( 5.09–9.51 correct , p < .001 ) , while those exposed to the multimedia lecture improved by an average of 1.13 ± 3.2 answers correct ( 4.48–5.61 correct , p = .03 ) . In the self‐ study arm , improvement in the posttest was positively associated with both total exposure ( & bgr ; = 0.55 , p < .001 ) and deliberate practice score ( & bgr ; = 0.31 , p = .02 ) . Discussion : A lower cognitive load self‐ study of audio files improved recognition of cardiac sounds , as compared to multimedia lecture , and deliberate practice strategies improved study efficiency . More investigation is needed to assess transfer of learning to a wider range of cardiac sounds in both simulated and clinical environments This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone . The study setting s were the nursing departments of two universities in South Korea . This study was a quasi-experimental one using a nonequivalent control group pre-posttest design . The experimental and control groups consisted of second-year nursing students who had taken a communication course . The experimental group included 45 students , and the control group included 42 students . The experimental group improved more significantly than the control group in communication competence and emotional intelligence . Using a video clip on a smart phone is helpful for communication teaching method We developed a virtual reality software application ( iLarynx ) using built‐in accelerometer properties of the iPhone ® or iPad ® ( Apple Inc. , Cupertino , CA , USA ) that mimics h and movements for the performance of fibreoptic skills . Twenty novice medical students were r and omly assigned to virtual airway training with the iLarynx software or no additional training . Eight out of the 10 subjects in the st and ard training group had at least one failed ( > 120 s ) attempt compared with two out of the 10 participants in the iLarynx group ( p = 0.01 ) . There were a total of 24 failed attempts in the st and ard training group and four in the iLarynx group ( p < 0.005 ) . Cusum analysis demonstrated continued group improvement in the iLarynx , but not in the st and ard training group . Virtual airway simulation using freely available software on a smartphone/tablet device improves dexterity among novices performing upper airway endoscopy Background Mobile learning ( m-learning ) has becoming very popular in education due to the rapidly advancing technology in our society . The potentials of the mobile applications should be used to enhance the education process . Few mobile applications have been design ed to complement the study of physical therapy skills for physiotherapy students . The aim of this study was to investigate whether a mobile application , as a supplement to traditional learning , is useful for physiotherapy students in the acquisition of palpation and ultrasound skills in the shoulder area . Methods Forty-nine students participated in this single-blinded , r and omized controlled study . They were r and omly distributed into two groups : experimental , with free access to the mobile application ; and control , with access to traditional learning material s on the topic . Objective structured clinical evaluation ( OSCE ) and multiple-choice question naire ( MCQ ) were used to assess the educational intervention . Then , we also assessed the time taken to get a reliable ultrasound image and to localize a specific shoulder structure by palpation . Results There was no significant intergroup difference in the acquisition of theoretical knowledge ( p = .089 ) . Scores were significantly higher in the experimental group than in the control group for the majority items in the ultrasound assessment ; positioning of patient ( p < .001 ) , positioning of ultrasound probe ( p = 0.007 ) , h and ling of ultrasound probe ( p = .013 ) and global OSCE ( p < .001 ) and skills in palpation of the shoulder ; position of patient ( p = .009 ) , direction of palpation contact ( p = .021 ) and global OSCE ( p = .034 ) . There were no significant differences in the time required to perform the examination between groups in ultrasound ( p = .944 ) and palpation ( p = .393 ) . The results from the post-program survey assessing the global satisfaction with the mobile application were high ( 8.200 ± .767 ) , on an 11 numeric point rating scale . Conclusion These results suggest the effectiveness of an m-learning program as a complement to traditional education for developing skills in ultrasound and palpation of the shoulder region in undergraduate physiotherapy students Background Traditional teaching concepts in medical education do not take full advantage of current information technology . We aim ed to objective ly determine the impact of Tablet PC enhanced training on learning experience and MKSAP ® ( medical knowledge self- assessment program ) exam performance . Methods In this single center , prospect i ve , controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test ( Tablet PC with custom multimedia education software package ) or traditional education ( control ) group , respectively . All completed an extensive question naire to collect their socio-demographic data , evaluate educational status , computer affinity and skills , problem solving , eLearning knowledge and self-rated medical knowledge . Both groups were MKSAP ® tested at the beginning and the end of their rotation . The MKSAP ® score at the final exam was the primary endpoint . Results Data of 55 ( tablet n = 24 , controls n = 31 ) male 36.4 % , median age 28 years , 65.5 % students , were evaluable . The mean MKSAP ® score improved in the tablet PC ( score Δ + 8 SD : 11 ) , but not the control group ( score Δ- 7 , SD : 11 ) , respectively . After adjustment for baseline score and confounders the Tablet PC group showed on average 11 % better MKSAP ® test results compared to 
    Output:
    
Conclusions The evidence base suggests that mLearning is as effective as traditional learning or possibly more so .