***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 Recently , medical education in surgery has experienced several modifications . We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness , applicability , and acceptance in surgical education . Methods In this prospect i ve study , the traditional face-to-face learning of our teaching curriculum for fourth-year medical students ( n = 116 ) was augmented by the Inmedea Simulator , a web-based E-learning system , with six virtual patient cases . Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases ( second and sixth case ) . The acceptance among the students was evaluated with a question naire . Results After using the Inmedea Simulator , correct diagnoses were found significantly ( P < 0.05 ) more often , while an incomplete diagnostic was seen significantly ( P < 0.05 ) less often . Significant overall improvement ( P < 0.05 ) was seen in sixth case ( 62.3 ± 5.6 % ) vs. second case ( 53.9 ± 5.6 % ) . The question naire revealed that our students enjoyed the surgical seminar ( score 2.1 ± 1.5 ) and preferred blended learning ( score 2.5 ± 1.2 ) to conventional teaching . Conclusion The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and result ed in a significant learning success . Blended learning appears to be a suitable tool to complement traditional teaching in surgery BACKGROUND Injuries to the shoulder joint commonly require the attention of an orthopedic surgeon . Shoulder arthroscopy plays an increasingly important role in the diagnosis and repair of shoulder pathology ; however , the most effective manner in which to teach orthopedic residents fundamental knowledge of diagnostic shoulder arthroscopy before entering the operating room is unclear . We aim ed to compare the existing cadaver-based teaching of diagnostic shoulder arthroscopy knowledge with a method that combines model- and video-based teaching to orthopedic surgery residents in a r and omized pilot trial . METHODS A composite ( model/video teaching ) method was design ed , using prepared teaching videos and the commercially available ALEX shoulder arthroscopy model .  First- and second-year orthopedic surgery residents from the University of Calgary were consented , surveyed for their arthroscopy experience and r and omized to either cadaver or composite teaching . Subjects wrote a pretest before their teaching session and a posttest afterwards to assess their knowledge of diagnostic arthroscopy . The tests were multiple choice , containing text and pictorial-based questions . The posttest was modified to minimize recall bias . Subjects were also surveyed for their comments regarding the teaching sessions . RESULTS Nine of 10 subjects increased their test scores after the teaching sessions , with 4 of 5 in the cadaver-based and 5 of 5 in the composite groups . There were no differences between the teaching groups on their mean pre- or posttest scores . The composite group , but not the cadaver-based group , had a statistically significant increase in posttest scores . When the text- and pictorial-based question sections were analyzed separately , both groups significantly improved their mean text-based score , whereas only the composite group increased their mean pictorial-based questions score . Surveying the residents elicited positive comments regarding both manners of teaching . CONCLUSION This pilot trial suggests that a composite teaching curriculum is at least as effective as a cadaver-based environment for teaching orthopedic surgery residents fundamental knowledge of diagnostic shoulder arthroscopy BACKGROUND Mannequin and computer-based simulators are useful for the practice of patient management , physical procedures , and competency . However , they are ineffective in teaching clinical medicine . StepStone Interactive Medical Software ( SS ) is a web-based medical learning modality that provides the user with a highly focused set of evaluative and interventional tasks to treat memorable virtual patients in a visual case-based format . OBJECTIVE To determine whether the SS learning modality is superior to traditional lecture format in medical student learning and retention . METHODS After Institutional Review Board ( IRB ) approval was obtained and the consents were signed , 30 third-year medical students were assigned r and omly to 2 groups of 15 students each : The control group received two 30-minute PowerPoint lectures ( Microsoft Corporation , Redmond , Washington ) about torsades de pointes ( TdP ) and pulseless electrical activity ( PEA ) , and the SS group was given 1 hour to review 2 SS cases teaching TdP and PEA . A preintervention test was given to assess their baseline knowledge . An immediate postintervention test was given to both groups . Twenty-two days later , a long-term retention test was administered . The results were analyzed using a Student t test for continuous variables . RESULTS The mean scores for the preintervention test in the control and SS groups were 44.9 ± 3 % and 44.1 ± 2 % , respectively ( p = 0.41 ) . The mean scores for the postintervention test in the control and SS groups were 61.7 ± 2 % and 86.7 ± 2 % , respectively ( p < 0.001 ) . Improvement from baseline knowledge was calculated , and the mean improvement was 16.8 ± 3 % in the control group and 42.5 ± 2 % in the SS group ( p < 0.001 ) . The long-term retention test revealed the mean scores of 55.8 ± 3 % in the control group and 70.1 ± 3 % in the SS group ( p < 0.001 ) . Long-term improvement from baseline knowledge was calculated and the control group improved by 10.9 ± 4 % , whereas the SS group improved by 26 ± 3 % ( p = 0.002 ) . CONCLUSIONS The SS learning modality demonstrated a significant improvement in student learning retention compared to traditional didactic lecture format . SS is an effective web-based medical education tool Introduction : Plastic surgery training has traditionally been modeled as an “ apprenticeship , ” where faculty teach surgical skills to residents on live patients . Although this is a well-established process , the dem and by the public and healthcare agencies for improved patient care , outcomes , and patient safety has led to the development of adjunct methods of teaching . The goal of this project is to assess the effectiveness of a web-based microsurgical curriculum . Methods : We developed an interactive Web site to teach essential microsurgical competencies . Residents were r and omly divided into 2 cohorts : one experimental group completed this online re source and the other control group did not . Pre- and post assessment s were administered , consisting of a written test and a recorded microsurgery skills session . Results : A total of 17 plastic surgery residents of various training levels participated in the study . Residents who completed the web-based curriculum showed dramatic improvement in their knowledge and skills , with a 17-percentage point increase in their test scores ( P = 0.01 ) compared with controls ( P = 0.80 ) . The experimental group was more likely to perform microanastomoses faster with an average of 4.5-minute improvement compared with 1.25-minute change among the control group . Residents performed self- assessment s , and those who rated themselves as “ very confident ” had higher overall test scores ( 85 % test score vs. 59 % , P = 0.004 ) , as well as shorter times to complete the microsurgical task ( 7.5 minutes vs. 13.6 minutes , P = 0.007 ) . Overall , 62 % of residents rated the online webpage as extremely valuable . The majority of residents reported the webpage improved their knowledge and markedly improved their microsurgical technique , which was confirmed by faculty experts . Conclusions : Our interactive Web-based curriculum is a novel re source , teaching microsurgery in an organized , competency-based manner , which we believe is the first Web site of this nature . An individualized , self-paced Web site is ideal for plastic surgery trainees of all levels . Overall , the widespread implementation of our proposed curriculum — online self-directed training combined with regular practice sessions — will establish a strong foundation of microsurgery knowledge and skills acquisition for all plastic surgery residents AIM The aim of this study was to evaluate the place of computer-aided learning in a basic science course in the undergraduate medical curriculum at the University of Adelaide . METHODS A software program was written which would allow students to study the anatomy and physiology of the liver and biliary tree in three different styles . Identical content was produced , matched for each style ( problem-based , didactic and free text response ) and students r and omly allocated to one of four groups ( three computer and one control ) . Students were tested before and after access to the program . RESULTS Ninety second-year students completed the study . Those students who had access to the material in the problem-based and free text response styles did no better in the post- study test than the controls , whilst the group who had studied the didactically presented computer material performed significantly better than the other three groups . All three computer groups accessed the material on a similar number of occasions , but the group who had access to the free text entry program spent significantly less time on computer study . CONCLUSIONS If computer material s are to be provided as a learning re source for the basic medical sciences , provision must be made for the style of teaching of the course and the style of learning of the students attending that course BACKGROUND There is a need to provide more efficient surgical training methods for orthopaedic residents .  E-learning could possibly increase  resident surgical preparedness , confidence , and comfort for surgery . Using closed reduction and pinning of pediatric supracondylar humeral fractures as the index case , we hypothesized that e-learning could increase resident knowledge acquisition for case preparation in the operating room . METHODS An e-learning surgical training module was created on the Computer Enhanced Visual Learning platform . The module provides a detailed and focused road map of the procedure utilizing a multimedia format . A multisite prospect i ve r and omized controlled study design compared residents who used a textbook for case preparation ( control group ) with residents who used the same textbook plus completed the e-learning module ( test group ) . All subjects completed a sixty- question test on the theory and methods of the case . After completion of the test , the control group then completed the module as well . All subjects were surveyed on their opinion regarding the effectiveness of the module after performing an actual surgical case . RESULTS Twenty-eight subjects with no previous experience in this surgery were enrolled at four academic centers . Subjects were r and omized into two equal groups . The test group scored significantly better ( p < 0.001 ) and demonstrated competence on the test compared with the control group ; the mean correct test score ( and st and ard deviation ) was 90.9 % ± 6.8 % for the test group and 73.5 % ± 6.4 % for the control group . All residents surveyed ( n = 27 ) agreed that the module is a useful supplement to traditional methods for case preparation and twenty-two of twenty-seven residents agreed that it reduced their anxiety during the case and improved their attention to surgical detail . CONCLUSIONS E-learning using the Computer Enhanced Visual Learning platform significantly improved preparedness , confidence , and comfort with percutaneous closed reduction and pinning of a pediatric supracondylar humeral fracture . We believe that adapting such methods into residency training programs will improve efficiency in surgical training The objective of this study was to develop and vali date a computer-based module for wrist arthroscopy to which a group of experts could consent . The need for such a module was assessed with members of the European Wrist Arthroscopy Society ( EWAS ) . The computer-based module was developed through several rounds of consulting experts on the content . The module 's learning enhancement was tested in a r and omized controlled trial with 28 medical students who were assigned to the computer-based module group or lecture group .  The design process led to a useful tool , which is supported by a panel of experts . Although the computer based module did not enhance learning , the participants did find the module more pleasant to use . Developing learning tools such as this computer-based module can improve the teaching of wrist arthroscopy skills 
    Output:
    
E-learning represents an effective supplement or even alternative to st and ard teaching techniques within orthopedic education for both medical students and residents .