***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 Electronic Voting Systems have been used for education in a variety of disciplines . Outcomes from these studies have been mixed . Because results from these studies have been mixed , we examined whether an EVS system could enhance a lecture 's effect on educational outcomes . Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender , residency status and academic record then r and omised into 2 groups of 64 and 63 students . Each group received consecutive 40-minute lectures on two clinical topics . One group received the EVS for both topics . The other group received traditional teaching only . Evaluation was undertaken with two , 15- question multiple-choice question naires ( MCQ ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later . St and ardised institutional student question naires were completed for each lecture and independent observers assessed student behaviour during the lectures . Lecturer 's opinions were assessed by a question naire developed for this study . Results Two-thirds of students r and omised to EVS and 59 % of students r and omised to traditional lectures attended . One-half of the students in the EVS group and 41 % in the traditional group completed all question naires . There was no difference in MCQ scores between EVS and traditional lectures ( p = 0.785 ) . The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters . The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters ( p < 0.001 ) . The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other . Both lecturers felt that the EVS lectures were difficult to prepare , that they were able to keep to time in the traditional lectures , that the educational value of both lecture styles was similar , and that they were neutral-to-slightly favourably disposed to continue with the EVS technology . The 2 lecturers disagreed regarding the ease of preparation of the traditional lecture , their ability to keep to time in the EVS lecture , and personal satisfaction with the EVS lecture . The lecturers felt that EVS encouraged student participation and helped identify where students were having difficulty . Conclusion In this setting , EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format Background Electronic voting systems have been used in various educational setting s with little measurement of the educational impact on students . The goal of this study was to measure the effects of the inclusion of an electronic voting system within a small group tutorial . Method A prospect i ve r and omised controlled trial was run at the Royal Adelaide Hospital , a teaching hospital in Adelaide , Australia . 102 students in their first clinical year of medical school participated in the study where an electronic voting system was introduced as a teaching aid into a st and ard tutorial . Long-term retention of knowledge and underst and ing of the topics discussed in the tutorials was measured and student response to the introduction of the electronic voting system was assessed . Results Students using the electronic voting system had improved long-term retention of underst and ing of material taught in the tutorial . Students had a positive response to the use of this teaching aid . Conclusion Electronic voting systems can provide a stimulating learning environment for students and in a small group tutorial may improve educational outcomes Background : Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups . Aims : A prospect i ve observational controlled study was conducted to evaluate whether the use of an audience response system ( ARS ) would promote an active learning environment during case-based discussion s in large groups , have an impact on student motivation and improve long-term retention . Methods : Group A ( N = 83 ) participated in large group case discussion s where student participation was voluntary , while for group B ( N = 86 ) an ARS  was used . Data collection methods included student and teacher surveys , student focus group interviews , independent observations and 1-year post-course testing . Results : Results indicated that the use of an ARS provided an active learning environment during case-based discussion s in large groups by favouring engagement , observation and critical reflection and by increasing student and teacher motivation . Although final exam results were significantly improved in group B , long-term retention was not significantly different between groups . Conclusions : It was concluded that ARS use significantly improved the learning experience associated with case-based discussion s in a large group of undergraduate students Introduction : Continuing medical education ( CME ) for physicians and other health personnel is becoming increasingly important in light of recertification requirements . Interactive learning is more effective and may be useful in a continuing education setting . This study examines the use of an audience response system ( ARS ) as an interactive learning tool for health care providers . Method : We conducted a national r and omized controlled trial to evaluate the utility of an ARS to enhance attention and learning .  Speakers at 42 clinical round table ( CRT ) programs in five regions across the United States were r and omized to “ use ” or “ no use ” of an  ARS during their lectures . We surveyed participants to collect data regarding presentation and speaker quality , impressions of the ARS , and knowledge of the material presented . We collected information from speakers regarding ease of use and overall opinions of the ARS . Results : A total of 283 surveys were completed ( 164 from participants using the ARS and 119 from participants not using the ARS ) .  ARS participants rated the quality of the presentation , the quality of the speaker , and their level of attention more highly than non‐ARS participants ( p < .05 ) . Knowledge scores ( of material presented ) were not significantly different between the two groups . Both participants and speakers felt that the ARS was easy to use and preferred to use the system in future CRTs . Discussion : Participants in CRTs with the ARS rated presentation and speaker quality more favorably than those participants in CRTs without the tool . Participant knowledge scores , however , were not significantly different . ARSs may provide easy‐to‐use tools to enhance attention and enthusiasm in CME learners BACKGROUND AND OBJECTIVES The use of an electronic audience response system ( ARS ) that promotes active participation during lectures has been shown to improve retention rates of factual information in nonmedical setting s. This study ( 1 ) tested the hypothesis that the use of an ARS during didactic lectures can improve learning outcomes by family medicine residents and ( 2 ) identified factors influencing ARS-assisted learning outcomes in family medicine residents . METHODS We conducted a prospect i ve controlled crossover study of 24 family medicine residents , comparing quiz scores after didactic lectures delivered either as ordinary didactic lectures that contained no interactive component , lectures with an interactive component ( asking questions to participants ) , or lectures with ARS . RESULTS Post-lecture quiz scores ( maximum score 7 ) were 4.25 + /- 0.28 ( 61 % correct ) with non-interactive lectures , 6.50 + /- 0.13 ( n=22 , 93 % correct ) following interactive lectures without ARS , and 6.70 + /- 0.13 ( n=23 , 96 % correct ) following ARS lectures . The difference in scores following ARS or interactive lectures versus non-interactive lectures was significant ( P < .001 ) . Mean quiz scores declined over 1 month in all three of the lecture groups but remained highest in the ARS group . Neither lecture factors ( monthly sequence number ) nor resident factors ( crossover group , postgraduate training year , In-Training Examination score , or post-call status ) contributed to these differences , although postcall residents performed worse in all lecture groups . CONCLUSIONS Both audience interaction and ARS equipment were associated with improved learning outcomes following lectures to family medicine residents OBJECTIVE In an era of increasing clinical volume and longer workdays , the time devoted to education may be diminished in many medical centers . The goal of our study was to develop techniques for optimizing educational time . SUBJECTS AND METHODS Radiology residents in our program were r and omized into two groups stratified by level of training . The control group received a st and ard didactic midday lecture , and the experimental group received the identical lecture material with an audience response system integrated into the lecture delivery . RESULTS The group who used the interactive audience response software had significantly higher learning ( p = 0.02 ) and long-term retention ( p = 0.001 ) scores on postlecture quizzes administered to both groups of residents on the day of the lecture and 3 months later . CONCLUSION Use of appropriate interactive teaching techniques facilitates residents '  learning and retention of material . In our study , long-term retention was especially improved with use of an interactive lecture style Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint , a wireless audience response system ( ARS ) . The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a pre clinical operative dentistry course . Two r and omized groups alternated the two study lectures , one with ARS and the other without ARS .  Student knowledge retention was measured through written examination using immediate posttest , as well as questions on the unit and final examinations . Psychomotor skill tests were given on both lecture topics . Statistically significant differences indicating superiority of ARS  were identified for performance on the immediate posttest and psychomotor skill test only for the lecture " Principles of Dental Bonding . " The other examinations/skill testing showed no significant difference . These results indicate that ARS is a promising teaching tool for dental education OBJECTIVE The purpose of the study was to compare delivery methods of lecture material regarding contraceptive options by either traditional or interactive lecture style with the use of an audience response system with obstetrics and gynecology residents . STUDY DESIGN A prospect i ve , r and omized controlled trial that included 17 obstetrics and gynecology residents was conducted . Group differences and comparison of pre/posttest scores to evaluate efficacy of lecture styles were performed with the Student t test . Each participant completed an evaluation to assess usefulness of the audience response system . RESULTS Residents who received audience response system interactive lectures showed a 21 % improvement between pretest and posttest scores ; residents who received the st and ard lecture demonstrated a 2 % improvement ( P = .018 ) . The evaluation survey showed that 82 % of residents thought that the audience response system was a helpful learning aid . CONCLUSION The results of this r and omized controlled trial demonstrate the effectiveness of audience response system for knowledge retention , which suggests that it may be an efficient teaching tool for residency education 
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Also , the public display of the distribution of responses either reaffirms their underst and ing or can be used to help gauge the learner ’s own responses against the group norm .
However , a recent r and omized , controlled study in the continuingmedical education ( CME ) setting failed to show improved knowledge-gain from ARS versus the traditional didactic lecture environment ( 9 ) .