***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: Aim The aim of this study was to determine whether an educational intervention delivered by a computer aided learning package improved the sensitivity and specificity of dentists ' restorative treatment decisions Method The study was a r and omised controlled study using a Solomon three-group design . Ninety-five dentists were r and omly allocated to the three study groups . One group of dentists read the radiographs pre and post an educational intervention , a second group read the radiographs once , after the intervention , and a third group read the radiographs twice , but received no intervention . On each occasion the dentists read 24 surfaces on each of 15 radiographs and made 360 decisions on how certain they were about restoring the tooth surface . Comparisons of mean sensitivity , specificity and areas under ROC curves were made within and between the study groups . Kappa values were used to assess changes in the level of agreement between dentists . Results There were no significant changes in sensitivity , specificity or area under ROC curves caused by the intervention . There was no evidence that the level of agreement between the dentists improved after the intervention . Conclusion A computer aided learning package had no effect on dentists ' treatment decision-making behaviour The increasing number of geriatric dental patients and the development of treatment plans that require consideration of complex psychosocial , socioeconomic , and medical/medication factors necessitates a change in the traditional teaching of treatment planning . A computer-assisted instructional program was developed to simulate the dentist-geriatric patient interaction and to train students in clinical decision making for the geriatric patient . This study compared the effects of this program with a more traditional approach based on readings from the geriatric dentistry literature . Twenty third-year dental students were matched on grade point average and r and omly assigned to the computer or literature -based groups . They were pretested using a clinical analogue of a geriatric patient and then instructed to use either the computer or literature -based educational units . The students were then post-tested on a second clinical analogue . Students performed similarly at pretest . At post-test , both the computer and literature -based subjects were found to have acquired significantly greater evaluation points , to make fewer errors , and to design more involved treatment plans than at pretest . Comparison of computer and literature -based subjects ' performance revealed no significant main or interaction effects regarding type of educational unit used . Consistent nonsignificant trends were noted with the computer-based subjects out-performing literature -based subjects on each outcome variable . In addition , the computer-based subjects had more positive feelings about the educational unit than the literature -based subjects at a statistically significant level . These findings suggest that the computer program is an effective alternative method for developing clinical decision skills in students treating geriatric patients . ( ABSTRACT TRUNCATED AT 250 WORDS The purpose of this study was to test the hypothesis that CAI used at low cognitive levels is as effective and motivating as conventional teaching , while requiring fewer teacher re sources . Seventy-six chairside-assistant students were r and omly allocated to either a  CAI-group or a control group receiving conventional teaching .  The subject taught was the clinical armamentarium and its use . A performance and attitude test was given to both groups . Time used for constructing the CAI program and for conventional teaching was registered . The results confirmed the hypothesis PURPOSE Computer programs have been developed for removable partial denture ( RPD ) design , but their educational impact has never been investigated . This study measured the effectiveness of computer-based RPD design simulations  in a traditional RPD design course for second-year dental students . MATERIAL S AND METHODS Thirty-six students were r and omly assigned to four groups , two simulation and two control groups , at the beginning of the RPD design module . A cross-over design compared the two strategies during laboratory exercises . First , the simulation group worked with the simulation , while the control group met in small-group seminars with faculty . Post-test 1 was given , and then students switched teaching methods and post-test 2 was given . Each post-test had two parts . Part 1 involved design ing an RPD based on specific patient criteria . Part 2 involved choosing the more correct of the two design s. RESULTS Results showed a significant difference ( p = .0072 ) in two of four test groups . Although it was an initial evaluation , the computer simulation was shown to be equivalent to faculty-led small-group seminars . Students also responded positively to a question naire on their perceived effectiveness of the simulations . CONCLUSIONS The results suggest that RPD design can be taught as effectively with computer-based simulations as with faculty-led seminars New technology may create additional opportunities for learning in dental education . One of these new features is a multimedia approach , courseware combining sound , text , stills and video with interactive learning . A multimedia program was developed to train dental students and dental practitioners in decision making and problem solving in endodontics . This study compared the effects of the multimedia program with a more traditional approach consisting of written information , without interaction . 28 , 4th-year dental students at the University of Kentucky in Lexington , KY , USA were r and omly assigned to the multimedia or the text-based groups . They were given a written pre-test using 2 cases of dental pain and were instructed to study independently using either the multimedia program ( group A ) or the written information ( group B ) . No restrictions were imposed on the amount of time to be invested , and the total study time was recorded for each student . 3 weeks after the pre-test , the students completed the post-test .  A total of 18 students completed both the pre-test and the post-test and their scores were included in the final data . Statistical analysis of the average scores using paired t-tests revealed no significant difference between the performance of the students in either group , indicating that the multimedia approach to learning endodontic problem solving may successfully replace traditional learning strategies In a r and omized controlled trial , self-teaching booklets and computer media were evaluated for teaching diagnostic testing to dental students as a foundation for further development of clinical decision making skills . Effectiveness was assessed by pre- and post-tests . Reliability of these test instruments was examined by analyzing the pre- and post-test scores of 49 first year dental students who received no instruction . Forty-one second year dental students were exposed to clinical epidemiological principles applied to endodontic diagnosis through either self-teaching booklets or computer media . No statistically significant difference was found between the mean test scores of the students through self-teaching booklets and computer media . Although first and second year students showed a statistically significant improvement between the pre-test and post-test , the improvement in the second year class was greater . An addendum was later made to the main trial to compare the self-teaching booklet to the traditional lecture format in teaching endodontic diagnosis . Seventy-one third year dental students were exposed to these same material s through either a lecture or the self-teaching booklet and then similarly tested . There was no significant difference between the self-teaching booklet and traditional lecture for the third year students Hypertext is a non-linear method of text presentation . It necessitates the use of a computer to store data as a series of nodes that can be called up in any desired sequence and , as such , is a new form of discovery-based learning . This paper describes a Hypertext tutorial in cephalometrics and its subsequent testing on first-year clinical dental students . Students were divided into two groups : the first received a conventional lecture ; the second used the Hypertext tutorial . Testing was by means of conventional multiple choice questions . The results showed that there was no statistically significant difference between the two groups , although the computer tutor was shown more consistently to improve the knowledge of the students than did the conventional lecture . Most students who used the computer program found it enjoyable , but time consuming ; less than half found it easy to follow 
    Output:
    
Our study concluded that CAL is as effective as other methods of teaching and can be used as an adjunct to traditional education or as a means of self-instruction