***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: PURPOSE : To see whether fourth-year medical students can teach the physical examination to first-year students as effectively as can faculty preceptors . METHOD : Ninety-three first-year students study ing the physical examination were r and omly assigned to one of ten fourth-year student preceptors or one of 15 faculty preceptors .  Test results and course evaluations were compared by type of preceptor . Fourth-year student preceptors were surveyed regarding their experience . RESULTS : The mean test scores did not differ between the first-year students with fourth-year student preceptors and those with faculty preceptors . The first-year students rated the fourth-year student preceptors higher than they did the faculty preceptors . The fourth-year students rated their experience favorably . CONCLUSION : A select group of fourth-year medical students provides a successful alternative to faculty in the teaching of the physical examination to first-year students Aim : The aim of this study is to compare student teachers and clinical associate professors regarding the quality of procedural skills teaching in terms of participants ’ technical skills , knowledge and satisfaction with the teaching . Methods : This is an experimental , r and omized , controlled study comparing the teaching of student teachers and associate professors  regarding participants ’ learning outcome and satisfaction with the teaching . Two skills are chosen for the experiment , IV-access and bladder catheterization . Learning outcome is assessed by a pre- and post testing of the participants ’ knowledge and skills . Participants evaluate satisfaction with teaching on nine statements immediately after the teaching . Results : In total 59 first year medical students are included as participants in the experiment . The students taught by student teachers perform just as well as the students taught by associate professors and in one skill – catheterization – they perform even better , mean post- minus pre-test scores 65.5 ( SD 12.9 ) vs. 35.0 ( SD 23.3 ) , One-way ANOVA , p < 0.0001 , effect size 1.62 . Student teachers receive significantly more positive evaluations than associate professors on several statements . Conclusion : Trained student teachers can be as good as associate professors in teaching clinical skills Peer tutoring is a potentially valuable re source in higher education . There are few published accounts of the impact of peer tutoring in medical education . College-wide experience of peer tutoring together with difficulties recruiting medical teachers for a communication programme led to the development of a peer-tutoring project . This paper reports the impact on first-year medical students of peer tutoring in patient-centred  interviewing  . After attending a preparatory workshop , third-year medical students co-facilitated their first-year colleagues in a session : Interviewing a Simulated Patient .  First-year students completed written evaluations immediately after the session and two months later r and omly selected students were assessed in patient-centred interviews . The impact of the peer-tutoring experience was evaluated by comparing these outcomes for students in groups co-facilitated by peer tutors with those who worked in groups facilitated by medical teachers . The eight learning objectives were completely met by more than 56 % of students . However , there were statistically significant differences for four objectives with more students in groups facilitated by medical teachers completely meeting these objectives . Although the seven educational techniques used in the session were rated favourably by all students , two were rated as more effective in achieving the learning objectives by students in groups facilitated by medical teachers . Free-text comments revealed no differences between groups . Two months after the session , there were no differences between students in terms of interviewing skills as rated by trained observers and simulated patients , whilst simulated patients were more satisfied with interviews from students facilitated by peer tutors ( p < 0.02 ) . Peer tutors can support the acquisition of basic patient-centred interviewing skills in first-year medical students when contributing to one session of a structured programme . First-year students were receptive and willing to learn from their senior colleagues Abstract . Limited access to  expert tutors  is a problem that can be addressed by using tutors from different stages of medical or non-medical ( under- , post- ) graduate education . To address whether such differences in qualification affect the results of process evaluation by participants or their learning outcome ( exam results ) , we analysed the data of a 4-year prospect i ve study performed with 787 3rd-year medical students ( 111 groups of 5–10 participants ) taking an obligatory problem-based learning (PbL)-course of basic pharmacology . We compared  peer tutors ( undergraduate medical students , ≥4th year ) , non-expert ( junior ) staff tutors ( physicians , pharmacists , veterinarians , biologists , or chemists during postgraduate education ) , and expert ( senior ) staff tutors ( completed postgraduate education ) .  Evaluation scores related to PbL gave the highest values for senior staff-led groups . The tutor 's performance score of peer-led groups did not differ from those of staff-led groups , but the score obtained from groups tutored by junior staff was lower than that obtained with senior staff tutors . Students ' weekly preparation time tended to be lower in peer-led groups , while learning time spent specifically on exam preparation seemed to be increased compared to PbL-groups of staff tutors . As a putative confounding variable , tutors ' experience in coaching PbL-groups was also investigated . Groups led by experienced tutors , defined as tutors with at least one term of previous PbL tutoring , were found to have significantly higher evaluation scores . Interestingly , neither tutors ' subject-matter expertise ( peer students , junior staff , or senior staff ) nor their teaching- method expertise showed any influence on PbL-groups ' mean test scores in a written exam . This indicates that the effect of tutor expertise on the learning process is not associated with a difference in learning outcome when just factual knowledge is assessed by traditional methods OBJECTIVES Bedside sonography is a growing field of medicine , but there is little evidence about how to teach it to medical students . A peer-mentoring system may help pre clinical medical students learn bedside sonography . METHODS In 2008 and 2009 , participating first-year medical students completed an  image recognition test  at 0 , 2 , and 4 months and were r and omized to an early or a late intervention group . In h and s-on sessions , senior medical students taught the early intervention group how to perform a Trinity hypotensive ultrasound protocol between months 0 and 2 and then taught the late intervention group the Trinity protocol between months 2 and 4 . Participants completed a practical examination at month 4 . We measured the improvement in knowledge after the intervention and retention of knowledge and skills in the early intervention group at month 4 . First-year medical students completed precourse and postcourse surveys about comfort and skills with sonography . RESULTS Eighty-six first-year medical students enrolled ; 79 completed the precourse survey ; 54 completed all knowledge tests ; 52 completed the practical examination ; and 49 completed the postcourse survey . Of the 125 non participants , 109 completed the precourse survey , and 25 completed the postcourse survey . Participants ' knowledge scores increased by 30 % after the intervention . The early intervention group retained 92 % of the knowledge gained . Thirty-six percent of participants were able to complete the Trinity protocol in 15 minutes during the practical examination , with no significant difference between the early and late intervention groups . Participants responded positively about the experience and indicated that h and s-on sessions were helpful . CONCLUSIONS Peer mentoring is a useful method for teaching sonography to pre clinical medical students 
    Output:
    
Although some studies demonstrated effective learning outcomes result ing from near-peer teaching , others were inconclusive .
The studies review ed focused on cognitive and psychomotor abilities of learners .