***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: Introduction Virtual environments offer a variety of benefits and may be a powerful medium with which to provide nursing education . The objective of this study was to compare the achievement of learning outcomes of undergraduate nursing students when a virtual patient trainer or a traditional lecture was used to teach pediatric respiratory content . Methods This was a r and omized , controlled , posttest design . A virtual pediatric hospital unit was populated with four virtual pediatric patients having different respiratory diseases that were design ed to meet the same learning objectives as a traditional lecture . The study began in Spring 2010 with 93 Senior I , baccalaureate nursing students . Students were r and omized to receive either a traditional lecture or an experience with a virtual patient trainer .  Students ’ knowledge acquisition was evaluated using multiple-choice questions , and knowledge application was measured as timeliness of care in two simulated clinical scenarios using high-fidelity mannequins and st and ardized patients . Results Ninety-three students participated in the study , of which 46 were in the experimental group that received content using the virtual patient trainer . After the intervention , students in the experimental group had significantly higher knowledge acquisition ( P = 0.004 ) and better knowledge application ( P = 0.001 ) for each of the two scenarios than students in the control group . Conclusions The purpose of this project was to compare a virtual patient trainer to a traditional lecture for the achievement of learning outcomes for pediatric respiratory content . Although the virtual patient trainer experience produced statistically better outcomes , the differences may not be clinical ly significant . The results suggest that a virtual patient trainer may be an effective substitute for the achievement of learning outcomes that are typically met using a traditional lecture format . Further research is needed to underst and how best to integrate a virtual patient trainer into undergraduate nursing education Background / aim : Owing to the complex topographical aspects of ophthalmic surgery , teaching with conventional surgical videos has led to a poor underst and ing among medical students . A novel multimedia three dimensional ( 3D ) computer animated program , called “ Ophthalmic Operation Vienna ” has been developed , where surgical videos are accompanied by 3D animated sequences of all surgical steps for five operations . The aim of the study was to assess the effect of 3D animations on the underst and ing of cataract and glaucoma surgery among medical students . Method : Set in the Medical University of Vienna , Department of Ophthalmology , 172 students were r and omised into two groups : a  3D group ( n = 90 ) , that saw the 3D animations and video sequences , and a  control group ( n = 82 ) , that saw only the surgical videos . The narrated text was identical for both groups . After the presentation , students were question ed and tested using multiple choice questions . Results : Students in the 3D group found the interactive multimedia teaching methods to be a valuable supplement to the conventional surgical videos . The 3D group outperformed the control group not only in topographical underst and ing by 16 % ( p<0.0001 ) , but also in theoretical underst and ing by 7 % ( p<0.003 ) . Women in the 3D group gained most by 19 % over the control group ( p<0.0001 ) . Conclusions : The use of 3D animations lead to a better underst and ing of difficult surgical topics among medical students , especially for female users . Gender related benefits of using multimedia should be further explored The use of personal protective equipment is one of the basic infection control pre caution s in health care . The effectiveness of personal protective equipment is highly dependent on adequate staff training . In this project , a computer simulation program , as a supplement to conventional training approaches , was developed to facilitate the learning of the proper use of personal protective equipment . The simulation program was a Web-based interactive software with user-friendly graphical interface for users to practice the use of personal protective equipment usage via drag- and -drop metaphors and respond to questions online . The effectiveness of the computer simulation software was investigated by a controlled study . Fifty healthcare workers were r and omly assigned into two groups : one received conventional personal protective equipment training only ( control group ) , whereas the other also received the same conventional training but followed by using the developed simulation program for self-learning ( experimental group ) . Their performance was assessed by personal protective equipment donning and doffing evaluation before and after the training . The results showed that the computer simulation program is able to improve the healthcare workers ’ underst and ing and competence in using personal protective equipment OBJECTIVES To determine the long-term retention of a 3-dimentional ( 3-D ) educational computer model of the larynx to teach laryngeal anatomy and to compare it with st and ard written instruction ( SWI ) . DESIGN Prospect i ve r and omized controlled trial . SETTING University education program . PARTICIPANTS One hundred health care students . INTERVENTIONS For short-term assessment , 50 students were r and omized to the 3-D model and 50 to SWI  and were tested using a 20- question laryngeal test . Six months later , the same students were invited to retake the laryngeal anatomy test to examine long-term retention . MAIN OUTCOME MEASURE The score on a 20-item Web-based test that assessed the students ' level of knowledge of laryngeal anatomy approximately 6 months after their initial exposure to the laryngeal anatomy teaching intervention . RESULTS Sixty-two students retook the test : 3-D ( n = 30 ) and SWI ( n = 32 ) . No significant difference was noted in mean scores ( P = .54 ) and change in scores ( P = .59 ) between short- and long-term retention on the laryngeal anatomy test . There was a trend toward an increase in 3-D scores in both groups ( P = .07 ) and a significant increase in 3-D scores in the 3-D group only ( P = .049 ) . CONCLUSIONS A low-fidelity model ( SWI ) is just as effective as a high-fidelity model ( 3-D ) in teaching laryngeal anatomy . The acquired knowledge from either educational intervention may last up to 6 months for long-term retention . This study is one of the few in medical education to examine long-term retention This study was design ed to determine whether an interactive three‐dimensional presentation depicting liver and biliary anatomy is more effective for teaching medical students than a traditional textbook format presentation of the same material . Forty‐six medical students volunteered for participation in this study .  Baseline demographic information , spatial ability , and knowledge of relevant anatomy were measured . Participants were r and omized into two groups and presented with a computer‐based interactive learning module comprised of animations and still images to highlight various anatomical structures ( 3D group ) , or a computer‐based text document containing the same images and text without animation or interactive features ( 2D group ) . Following each teaching module , students completed a satisfaction survey and nine‐item anatomic knowledge post‐test . The 3D group scored higher on the post‐test than the 2D group , with a mean score of 74 % and 64 % , respectively ; however , when baseline differences in pretest scores were accounted for , this difference was not statistically significant ( P = 0.33 ) . Spatial ability did not statistically significantly correlate with post‐test scores for the 3D group or the 2D group . In the post‐test satisfaction survey the 3D group expressed a statistically significantly higher overall satisfaction rating compared to students in the 2D control group ( 4.5 versus 3.7 out of 5 , P = 0.02 ) . While the interactive 3D multimedia module received higher satisfaction ratings from students , it neither enhanced nor inhibited learning of complex hepatobiliary anatomy compared to an informationally equivalent traditional textbook style approach . Anat Sci Educ 4 : 84–91 , 2011 . © 2011 American Association of Anatomists OBJECTIVES To assess advanced communication skills among second-year medical students exposed either to a computer simulation ( MPathic-VR ) featuring virtual humans , or to a multimedia computer-based learning module  , and to underst and each group 's experiences and learning preferences . METHODS A single-blinded , mixed methods , r and omized , multisite trial compared  MPathic-VR ( N=210 ) to computer-based learning ( N=211 ) . Primary outcomes : communication scores during repeat interactions with MPathic-VR 's  intercultural and interprofessional communication scenarios and scores on a subsequent advanced communication skills objective structured clinical examination ( OSCE ) . Multivariate analysis of variance was used to compare outcomes . SECONDARY OUTCOMES student attitude surveys and qualitative assessment s of their experiences with MPathic-VR or computer-based learning . RESULTS MPathic-VR-trained students improved their intercultural and interprofessional communication performance between their first and second interactions with each scenario . They also achieved significantly higher composite scores on the OSCE than computer-based learning-trained students . Attitudes and experiences were more positive among students trained with MPathic-VR , who valued its providing immediate feedback , teaching nonverbal communication skills , and preparing them for emotion-charged patient encounters . CONCLUSIONS MPathic-VR was effective in training advanced communication skills and in enabling knowledge transfer into a more realistic clinical situation . PRACTICE IMPLICATION S MPathic-VR 's virtual human simulation offers an effective and engaging means of advanced communication training BACKGROUND This study assessed the implementation of a theater induction curriculum through a didactic lecture , an online Second Life operating room , and a simulated operating suite . METHODS Sixty operating room novices were r and omized into 4 groups : control ( n = 15 ) , didactic lecture ( n = 15 ) , Second Life ( n = 15 ) , and simulated operating suite ( n = 15 ) . The study followed a pretest and posttest design with a training intervention between operating room attendances . Outcome measures were knowledge , skills , and attitudes , measured using observed behavior and a self-report scale , with knowledge further assessed using multiple-choice question naires . RESULTS The lecture , Second Life , and simulated operating suite groups demonstrated significant improvements in all outcome measures . After the intervention , these 3 groups had significantly higher behavior ( P < .001 ) , self-report ( P < .05 ) , and knowledge ( P < .05 ) scores than the control group . CONCLUSIONS This study demonstrates the value of delivering a theater induction curriculum for operating room preparation OBJECTIVES The objective of this study was to compare the relative impact of two simulation-based methods for training emergency medicine ( EM ) residents in disaster triage using the Simple Triage and Rapid Treatment ( START ) algorithm , full-immersion virtual reality ( VR ) , and st and ardized patient ( SP ) drill . Specifically , are there differences between the triage performances and posttest results of the two groups , and do both methods differentiate between learners of variable experience levels ? METHODS Fifteen Postgraduate Year 1 ( PGY1 ) to PGY4 EM residents were r and omly assigned to two groups : VR or SP . In the VR group , the learners were effectively surrounded by a virtual mass disaster environment projected on four walls , ceiling , and floor and performed triage by interacting with virtual patients in avatar form . The second group performed likewise in a live disaster drill using SP victims . Setting and patient presentations were identical between the two modalities . Resident performance of triage during the drills and knowledge of the START triage algorithm pre/post drill completion were assessed . Analyses included descriptive statistics and measures of association ( effect size ) . RESULTS The mean pretest scores were similar between the SP and VR groups . There were no significant differences between the triage performances of the VR and SP groups , but the data showed an effect in favor of the SP group performance on the posttest . CONCLUSIONS Virtual reality can provide a feasible alternative for training EM personnel in mass disaster triage , comparing favorably to SP drills . Virtual reality provides flexible , consistent , on-dem and training options , using a stable , repeatable platform essential for the development of assessment protocol s and performance st and ards The purpose of this study was to examine the effects of virtual reality simulation ( VRS ) on learning outcomes and retention of disaster training .  The study used a longitudinal experimental design using two groups and repeated measures . A convenience sample of associate degree nursing students enrolled in a disaster course was r and omized into two groups ; both groups completed web-based modules ; the treatment group also completed a virtually simulated disaster experience .  Learning was measured using a 20- question multiple-choice knowledge assessment pre/post and at 2 months following training . Results were analyzed using the generalized linear model . Independent and paired t tests were used to examine the between- and within-participant differences . The main effect of the virtual simulation  was strongly significant ( p < .0001 ) . The VRS effect demonstrated stability over time . In this preliminary examination , VRS is an instructional method that reinforces learning and improves learning retention Aim The Virtual Ophthalmology Clinic ( VOC ) is an interactive web-based teaching module , with special emphasis on history taking and clinical reasoning skills . The purpose of this study was to determine the impact of VOC on medical students ’ learning . Methods A r and omised controlled trial ( RCT ) was conducted with medical students from the University of Sydney ( n=188 ) who were r and omly assigned into either an experimental ( n=93 ) or a control group ( n=95 ) . A pre- and post-test and student satisfaction question naire were administered . Twelve months later a follow-up test was conducted to determine the long-term retention rate of graduates . Results There was a statistically significant ( P<0.001 ) within-subject improvement pre- to post rotation in the number of correctly answered questions for both the control and experimental groups ( mean improvement for control 10 % , 95 % CI 1.3–2.6 , and for experimental 17.5 % , 95 % CI 3.0–4.0 ) . The improvement was significantly greater in the experimental group ( mean difference in improvement between groups 7.5 % , 95 % CI 0.8–2.3 , P<0.001 ) . At 12 months follow-up testing , the experimental group scored on average 1.6 ( 8 % ) ( 95%CI 0.4 to 2.7 , P=0.007 ) higher than the controls . Conclusion On the basis of 
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None of the studies reported any patient-related outcomes , behavior change , as well as unintended or adverse effects of VR .
Conclusions We found evidence suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education .