***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: The efficacy of video recording in transmitting clinical knowledge and skills to medical students was tested by recording on videotape demonstrations of physical examinations given by five clinicians to a r and omly selected group of 12 students ( personal group ) from the first clinical year and then showing these recordings , under identical conditions , to 13 students from the same year ( video group ) . The efficacy of both the personal and video mediums in terms of whether content was retained was tested by a question naire completed by all students at the end of the sessions and by a structured clinical assessment in which students were asked to demonstrate some of the same clinical tasks three weeks after the demonstration . In answering the question naire the video group obtained a mean ( SD ) score of 20.8 ( 7.0 ) ( maximum possible score 40 ) , which was not significantly different from the score achieved by the personal group ( 17.4 ( 7.7 ) ) . The video group was able to reproduce 44 (10)% of the total clinical steps demonstrated and the personal group 45 (14)% . Videotaped demonstrations can be as effective as personal teaching of clinical methods , and video should be developed as a medium for first line clinical teaching In this study , we compared two teaching strategies : lecture notes combined with structured group discussion versus lecture only . We sought to help nurse educators identify the most effective teaching strategies for nursing students . We compared the examination scores of two groups of students who took a 3-credit medical-surgical nursing course . The control group ( N = 88 )  received lecture only as the teaching method , whereas the experimental group ( N = 81 )  received word-processed lecture notes along with structured group discussion . A one-tailed , independent sample t test was used to compare the mean examination scores of the two groups . The chi-square test was used to determine whether a significant difference existed between the course-passing rates of the two groups . The results showed a statistically significant difference between the means of the experimental and control groups . However , no statistically significant difference existed between the course-passing rate of students in the experimental group and that of students in the control group . These results provide strong support for the use of lecture notes in conjunction with structured group discussion as a teaching strategy . We recommend replicating this study using sample s from other courses , and conducting further studies that include students ' NCLEX-RN results as a third dependent variable Closed-circuit television ( CCTV ) provides medical departments with alternatives in instructional formats . Concern , however , has been voiced about teaching via TV because the medium itself might cause inattention . This study investigated whether TV will lower the test scores of medical students . Sixty-one students were r and omly divided into two groups . The lecture ( control ) group received the information via traditional lectures , including use of 2 " X 2 " transparencies . The video group received concurrently the same information via CCTV .  Multiple-choice examinations were given after each of the six sessions . The cumulative mean scores were similar : lecture group=87.56 % , video group=87.99 % , i.e. , no significant difference ( P=0.77 ) . To detect attitudinal differences toward the two formats , the students were surveyed at the end of the series and intragroup agreement on specific questions was calculated . The students rated the lecture format more highly . In response to the question ' Did the audiovisual material s used by the instructor aid your learning ? ' , the mean rating from the lecture group was 7.37 ( scale of 0 - 9 ) compared to a mean rating of 5.93 from the video group ( P < 0.0003 ) Group teaching in problem-based interviewing based on video and audiotape feedback of the doctor 's own consultations significantly improved the ability of experienced general practitioners to teach  psychiatric skills  to their trainees . When the GPs were r and omly allocated to one of three further training experiences -- video feedback of their tutorial sessions , discussion about how to teach and no further teaching , there were very few differences between the groups . The greatest impact on improving teaching skills was brought about by watching their own consultations in a group feedback setting OBJECTIVE This study evaluated a brief educational video design ed to enhance the informed consent process for people with serious mental and medical illnesses who are considering participating in treatment research . METHOD Individuals with schizophrenia who were being recruited for ongoing clinical trials , medical patients without self-reported psychiatric comorbidity , and university undergraduates were r and omly assigned to view either a highly structured instructional videotape about the consent process in treatment research or a control videotape that presented only general information about bioethical issues in human research .  Knowledge about informed consent was measured before and after viewing . RESULTS Viewing the experimental videotape result ed in larger gains in knowledge about informed consent . St and ardized effect sizes were large in all groups . CONCLUSIONS The videotape was thus an effective teaching tool across diverse population s , ranging from individuals with severe chronic mental illness to university undergraduates 
    Output:
    
Moreover , a wide variety of instruments were used to determine impact and outcomes of the teaching methods .
It was shown that both videotaped interviews and virtual simulations were superior to lectures .
In videotaped teaching , interactions between patients and learners performing mental state examination were shown for the learner ’s discussion while virtual simulations mimicked patient symptoms in computer applications .
Virtual simulation was notably a unique learning opportunity for the learners as it allowed learning to take place without the use of diminishing real life re sources .
However , in view of the high cost and learners ’ difficulty in negotiating the virtual environment , videotaped teaching remained as the more commonly used method of teaching mental state examination .
This systematic review study identified teaching strategies utilized in the teaching of mental state examination and their effectiveness .
Videotapes was the most widely used and effective approach , that is , until the issue of high cost and ease of maneuver in virtual simulation could be overcome .
There were also potential benefits of other teaching , such as reflection and use of st and ardized patients , and educators could consider these in the teaching of mental state examination .