***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 Laparoscopic surgery challenges both the surgical novice and experienced open surgeon with unique psychomotor adaptations . Surgical skills assessment has historically relied on subjective opinion and case experience . Objective performance metrics have stimulated much interest in surgical education over the last decade and proficiency-based simulation has been proposed as a paradigm shift in surgical skills training . New assessment tools must be subjected to scientific validation . This study examined the construct validity of a hybrid laparoscopic simulator with in-built motion tracking technology . Methods Volunteers were recruited from four experience groups ( consultant surgeon , senior trainee , junior trainee , medical student ) . All subjects completed question naires and three tasks on the ProMIS laparoscopic simulator ( laparoscope orientation , object positioning , sharp dissection ) . Motion analysis data was obtained via optical tracking of instrument movements . Objective metrics included time , path length ( economy of movement ) , smoothness ( controlled h and ling ) and observer-recorded penalty scores . Results One hundred and sixty subjects completed at least one of the three tasks . Significant group differences were confirmed for number of years qualified , age and case experience . Significant differences were found between experts and novices in all three tasks . Sharp dissection was the strongest discriminator of four recognised laparoscopic skill groups : consultants outperformed students and juniors in all three performance metrics and objective penalty score ( p < 0.05 ) , and only accuracy of dissection did not distinguish them from senior trainees ( p = 0.261 ) . Seniors dissected faster , more efficiently and more accurately than juniors and students ( p < 0.05 ) . Conclusions ProMIS provides a construct valid laparoscopic simulator and is a feasible tool to assess skills in a cross-section of surgical experience groups . ProMIS has the potential to objective ly measure pre-theatre dexterity practice until an agreed proficiency level of dexterity is achieved . Future work should now examine whether training to expert criterion levels on ProMIS correlates with actual operative performance Background : To vali date the usefulness of virtual reality surgical simulators , we investigated the transfer of skills achieved by their use to real tasks . Methods : Thirty medical students underwent a pretest using a real laparoscopic trainer . They were then r and omized to the following three groups : group I received no training ; group II received training using the Minimal Invasive Surgical Trainer in Virtual Reality ( MIST-VR ) ; and group III received training using conventional training exercises . Each group then underwent a posttest . Using the Imperial College Surgical Assessment Device ( ICSAD ) , scores were generated for time taken , distance traveled , number of movements made , and speed of instrument movement . Results : Significant changes between the MIST-VR group ( group II ) and the conventionally trained group ( group III ) , were observed in the speed of movement of the left h and and the numbers of movements taken by each h and , when compared to the untrained group ( group I ) . Conclusion : The training of novices using MIST-VR yields quantifiable changes in skill that are transferable to a simple real task and are similar to the results achieved with conventional training Objective : To determine if prior training on the LapMentor ™ laparoscopic simulator leads to improved performance of basic laparoscopic skills in the animate operating room environment . Summary Background Data : Numerous influences have led to the development of computer-aided laparoscopic simulators : a need for greater efficiency in training , the unique and complex nature of laparoscopic surgery , and the increasing dem and that surgeons demonstrate competence before proceeding to the operating room . The LapMentor ™ simulator is expensive , however , and its use must be vali date d and justified prior to implementation into surgical training programs . Methods : Nineteen surgical interns were r and omized to training on the LapMentor ™ laparoscopic simulator ( n = 10 ) or to a control group ( no simulator training , n = 9 ) . Subjects r and omized to the LapMentor ™ trained to expert criterion levels 2 consecutive times on 6 design ated basic skills modules . All subjects then completed a series of laparoscopic exercises in a live porcine model , and performance was assessed independently by 2 blinded review ers . Time , accuracy rates , and global assessment s of performance were recorded with an interrater reliability between review ers of 0.99 . Results : LapMentor ™ trained interns completed the 30 ° camera navigation exercise in significantly less time than control interns ( 166 ± 52 vs. 220 ± 39 seconds , P < 0.05 ) ; they also achieved higher accuracy rates in identifying the required objects with the laparoscope ( 96 % ± 8 % vs. 82 % ± 15 % , P < 0.05 ) . Similarly , on the two-h and ed object transfer exercise , task completion time for LapMentor ™ trained versus control interns was 130 ± 23 versus 184 ± 43 seconds ( P < 0.01 ) with an accuracy rate of 98 % ± 5 % versus 80 % ± 13 % ( P < 0.001 ) . Additionally , LapMentor ™ trained interns outperformed control subjects with regard to camera navigation skills , efficiency of motion , optimal instrument h and ling , perceptual ability , and performance of safe electrocautery . Conclusions : This study demonstrates that prior training on the LapMentor ™ laparoscopic simulator leads to improved resident performance of basic skills in the animate operating room environment . This work marks the first prospect i ve , r and omized evaluation of the LapMentor ™ simulator , and provides evidence that LapMentor ™ training may lead to improved operating room performance OBJECTIVES To assess the face , content , and construct validity of the dV-Trainer . The dV-Trainer is a virtual reality simulator for the da Vinci Surgical System that is in beta development . METHODS Medical students , residents , and attending surgeons were enrolled in a prospect i ve , institutional review board-approved study . The subjects were prospect ively categorized as novice or experienced . Each subject completed 2 EndoWrist modules and 2 needle-driving modules . The performance was recorded using a built-in scoring algorithm . Each subject completed a question naire after finishing the modules . RESULTS The novice group ( n = 19 ) consisted of 3 students ( 16 % ) , 11 residents ( 58 % ) , and 5 attending surgeons ( 26 % ) . The novices had operated an average of 1.3 + /- 2.2 hours at the da Vinci console before using the simulator . The experienced subjects ( n = 7 ) had performed an average of 140 robotic cases ( range 30 - 320 ) . Experienced robotic surgeons outperformed novices in nearly all variables , including total score , total task time , total instrument motion , and number of instrument collisions ( P < .01 ) . All experienced surgeons ranked the simulator as useful for training and agreed with incorporating the simulator into a residency curriculum . The virtual reality and instrumentation achieved acceptability . The needle-driving modules did not exceed the acceptability threshold . CONCLUSIONS The results of the present study have shown that the dV-Trainer has face , content , and construct validity as a virtual reality simulator for the da Vinci Surgical System . The needle-driving modules need to be refined . Studies are underway to assess the concurrent and predictive criterion validity . The dV-Trainer could become a beneficial training simulator for robotic surgery OBJECTIVES : Computer-based colonoscopy simulation ( CBCS ) is being utilized in endoscopy training without supporting evidence that it improves patient-based colonoscopy performance . The goal of this pilot study was to determine if CBCS training improves gastroenterology ( GI ) fellows ' patient-based colonoscopy skills . METHODS : Competency at colonoscopy among 4 novice GI fellows who completed a 6-h CBCS curriculum was compared with 4 novice fellows who were not CBCS-trained .  Measurements of competency were rendered by supervising faculty by recording “ insertion time,”“depth of unassisted insertion,”“independent procedure completion,”“ability to identify endoscopic l and marks,”“inserts in a safe manner,”“adequately visualizes mucosa on withdrawal , ” and “ responds appropriately to patient discomfort ” with each colonoscopy . RESULTS : Simulator-trained fellows outperformed traditionally trained fellows during their initial 15 colonoscopies in all performance aspects except “ insertion time ” ( pp < 0.05 ) . Simulator-trained fellows inserted the endoscope significantly further and reached the cecum independently nearly twice as often during this early training period . Three parameters ( “ depth of insertion,”“independent completion , ” and “ ability to identify l and marks ” ) demonstrated a continued advantage out to 30 colonoscopies . Beyond 30 procedures , there was no difference in the performance of the two groups . CONCLUSION : In this pilot study , a 6-h CBCS curriculum provides an early training advantage by enhancing competency at the early stages of patient-based colonoscopy . These advantages are negligible after approximately 30 patient-based procedures . CBCS-enhanced training may allow faculty to be more efficient with their colonoscopy practice This research represents a r and omized blinded pilot study to evaluate the acceptability and validity of a da Vinci robotic virtual reality simulator platform tested during a pediatric robotic surgery post-graduate course during the annual American Urological Association meeting in June 2007 . Course enrollees performed robotic skills tasks on the da Vinci robot and on an offline dV-Trainer and course participant demographic and performance data were analyzed . The majority of learners believed that VR simulation is useful for teaching robotic skills , they believed that the offline trainer can teach robotic skills comparable to a dry lab robotics skills station , and the offline trainer was able to discriminate between experts and novices of robotic surgery , thereby meeting criteria for face , content , and construct validities . This is the first reported acceptability study of a VR robotic surgery simulator as compared to the da Vinci robot system 
    Output:
    
The Mimic dV-Trainer ( ® ) , ProMIS ( ® ) , SimSurgery Educational Platform ( ® ) ( SEP ) and Intuitive systems have shown face , content and construct validity .
The Robotic Surgical SimulatorTM system has only been face and content vali date d. All of the simulators except SEP have shown educational impact .
Virtual reality simulators were shown to be effective training tools for junior trainees .
Simulation training holds the greatest potential to be used as an adjunct to traditional training methods to equip the next generation of robotic surgeons with the skills required to operate safely .
There is no evidence to suggest one type of simulator provides more effective training than any other .