***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: Objective : The current study examined whether training simulators for the acquisition of procedural skills should emphasize physical fidelity or cognitive fidelity of the task . Background : Simulation-based training for acquiring and practicing procedural skills is becoming widely established . Generally speaking , these simulators offer technological sophistication but disregard theory-based design , leaving unanswered the question of what task features should be represented in the simulators . The authors compared real-world training and two alternative virtual trainers , one emphasizing physical fidelity and the other cognitive fidelity of the task . Method : Participants were r and omly assigned to one of four training groups in a LEGO ® assembly task : virtual-physical fidelity , cognitive fidelity , real world , and control . A posttraining test to assess the development of procedural skills was conducted . Results : Both the virtual-physical fidelity and cognitive fidelity training methods produced better performance time than no training at all , as did the real-world training . The cognitive fidelity training was inferior in terms of test time compared to the real-world training , whereas the virtual-physical fidelity training was not . In contrast , only the real-world and the cognitive fidelity groups , and not the virtual-physical fidelity group , required significantly less time than the control group for error correction . Conclusion : The two training methods have complementary advantages . Application : Combining physical fidelity and cognitive training methods can enhance procedural skills acquisition when real-world training is not practicable Objective To demonstrate that virtual reality ( VR ) training transfers technical skills to the operating room ( OR ) environment . Summary Background Data The use of VR surgical simulation to train skills and reduce error risk in the OR has never been demonstrated in a prospect i ve , r and omized , blinded study . Methods Sixteen surgical residents ( PGY 1–4 ) had baseline psychomotor abilities assessed , then were r and omized to either VR training ( MIST VR simulator diathermy task ) until expert criterion levels established by experienced laparoscopists were achieved ( n = 8) , or control non-VR-trained ( n = 8) . All subjects performed laparoscopic cholecystectomy with an attending surgeon blinded to training status . Videotapes of gallbladder dissection were review ed independently by two investigators blinded to subject identity and training , and scored for eight predefined errors for each procedure minute ( interrater reliability of error assessment r > 0.80 ) . Results No differences in baseline assessment s were found between groups . Gallbladder dissection was 29 % faster for VR-trained residents . Non-VR-trained residents were nine times more likely to transiently fail to make progress ( P < .007 , Mann-Whitney test ) and five times more likely to injure the gallbladder or burn nontarget tissue ( chi-square = 4.27 , P < .04 ) . Mean errors were six times less likely to occur in the VR-trained group ( 1.19 vs. 7.38 errors per case;P < .008 , Mann-Whitney test ) . Conclusions The use of VR surgical simulation to reach specific target criteria significantly improved the OR performance of residents during laparoscopic cholecystectomy . This validation of transfer of training skills from VR to OR sets the stage for more sophisticated uses of VR in assessment , training , error reduction , and certification of surgeons We assessed the effectiveness of two generalized visual training programmes in enhancing visual and motor performance for racquet sports . Forty young participants were assigned equally to groups undertaking visual training using Revien and Gabor ’s Sports Vision programme ( Group 1 ) , visual training using Revien ’s Eyerobics ( Group 2 ) , a placebo condition involving reading ( Group 3 ) and a control condition involving physical practice only ( Group 4 ) . Measures of basic visual function and of sport-specific motor performance were obtained from all participants before and immediately after a 4-week training period . Significant pre- to post-training differences were evident on some of the measures ; however , these were not group-dependent . Contrary to the cl aims made by proponents of generalized visual training , we found no evidence that the visual training programmes led to improvements in either vision or motor performance above and beyond those result ing simply from test familiarity 
    Output:
    
In a relatively new area of research , the findings from these 4 articles are encouraging and provide initial support for the notion that skills training in a VE can improve real-world performance in sports .