***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 Evidence -based practice is important to . clinical health care professionals . Clinical nurses can make informed decisions by applying the best evidence to their care . However , st and ardized curricula on evidence -based medicine are lacking in nursing education programs . This study evaluated a critical appraisal education program and assessed its value in increasing nurses ' knowledge of critical appraisal and confidence in their critical appraisal skills . METHODS A controlled before- and -after study design was used . The education program integrated lectures , practice , and group discussion . A question naire was used to evaluate participants ' knowledge and confidence in critical appraisal pre- and postintervention . RESULTS  Participants ' knowledge and confidence in critical appraisal improved significantly postintervention(both p < .001 ) . CONCLUSION A 1-day , small group discussion education program can effectively improve  nurses ' knowledge and confidence in critical appraisal . Educators and administrators may replicate this education program to improve the quality of nursing Although evidence -based practice ( EBP ) improves health care quality , decreases costs , and empowers nurses , there is a paucity of intervention studies design ed to test models of how to enhance nurses '  use of EBP .  Therefore , the specific aim of this study was to determine the preliminary effects of implementing the Advancing Research and Clinical practice through close Collaboration ( ARCC ) model on nurses ' EBP beliefs , EBP implementation behaviors , group cohesion , productivity , job satisfaction , and attrition/turnover rates . A 2-group r and omized controlled pilot trial was used with 46 nurses from the Visiting Nurse Service of New York . The ARCC group versus an attention control group had stronger EBP beliefs , higher EBP implementation behaviors , more group cohesion , and less attrition/turnover . Implementation of the ARCC model in health care systems may be a promising strategy for enhancing EBP and improving nurse and cost outcomes Background This study evaluated the effectiveness of the context ualized EBP training program for Filipino physical therapists in terms of knowledge , skills , attitudes and behavior . Methods A r and omized controlled trial was design ed to assess the effectiveness of the EBP training program .  Fifty four physical therapists were r and omly allocated to the EBP group ( intervention ) and waitlist ( control ) group . The EBP group had a one day face-to-face training with an online support , whilst the control was waitlisted . There were three measurement points which were pre , post , and three months post intervention for knowledge , skills and attitudes . Activity diaries were used to measure behavior . The diaries were collected after three months . Data analysis was by intention to treat in EBP domains of knowledge , skills and attitudes . Results Fifty-four physical therapists were included in the study . Fifty two ( 52 ) completed the post training assessment and 26 completed the 3 months post training assessment for EBP knowledge , skills and attitudes . There were significant improvements in these domains in the EBP group from pre to post training and over a period of three months ( p < 0.05 ) compared with the waitlist control group . Thirty seven ( 37 ) physical therapists completed their activity diaries over three months . Behavior significantly improved in the EBP group in terms of EBP behaviors ( formulating PICO , search ing , appraising and applying the evidence ) when faced with both new/unique and usual case scenarios ( p < 0.05 ) . More physical therapists in the waitlist control group significantly performed non-EBP behaviors ( asking doctors and reading textbooks ) when faced with new/unique cases compared with the EBP group ( p < 0.05 ) . No differences were noted between groups regarding non-EBP behaviors ( asking colleagues and doctors and reading textbooks ) particularly when faced with usual cases . Conclusion The context ually design ed EBP training program for Filipino physical therapists was effective in improving knowledge , skills and attitudes to EBP from pre to post training . Improvements were also observed at three months post training in knowledge , skills , attitudes and behavior to EBP . This model of training can be modified as needed based on the needs of the local context . Findings need to be interpreted with caution due to study limitations .Current controlled trialsIS RCT N74485061 ( Registration date : February 9 , 2011 ) Background Presentation of results of diabetes prevention studies as relative risk reductions and the use of diagnostic categories instead of metabolic parameters leads to overestimation of effects on diabetes risk . This survey examines to what extent overestimation of diabetes prevention is related to overestimation of prevention of late complications . Methods Participants of two postgraduate courses in clinical diabetology in Austria ( n = 69 ) and Germany ( n = 31 ) were presented a question naire with 8 items at the beginning of the meetings . All 100 question naires were returned with 92 filled in completely . Participants were asked 1 ) to rate the importance of differently framed results of prevention studies and , for comparison , of the United Kingdom Prospect i ve Diabetes Study ( UKPDS ) , 2 ) to estimate to what extent late complications could be prevented by the achieved reductions in diabetes risk or HbA1c values , respectively . Results Prevention of diabetes by 60 % was considered important by 84 % of participants and 35 % thought that complications could be prevented by ≥ 55 % . However , if corresponding HbA1c values were presented ( 6.0 % versus 6.1 % ) only 19 % rated this effect important , and 12 % thought that late complications could be prevented by ≥ 55 % . The difference in HbA1c of 0.9 % over 10 years in the UKPDS was considered important by 75 % of participants and 16 % thought that complications ( ' any diabetes related endpoint ' ) were reduced by ≥ 55 % ( correct answer < 15 % by 20 % participants ) . Conclusion The novel key message of this study is that the misleading reporting of diabetes prevention studies results in overestimation of effects on late complications RATIONALE , AIMS AND OBJECTIVES Continuing health education is essential but challenged . In 2006 , the Brazilian Cochrane Center , in collaboration with the Ministry of Health , launched a mass teaching initiative in evidence -based health care ( EBH ) for public-sector professionals  via teleconferencing . This 152-hour , interactive EBH course has enrolled over 4500 professionals . This study aim ed to assess the acquisition EBH knowledge and skills , as well as the attitudes and perceptions of a sample of students enrolled in the 2009 course via teleconferencing .  METHODS This prospect i ve cohort study analyzed three aspects of this 152-hour EBH course that recruited 1040 volunteer participants , all public health sector employees working in 131 different hospitals or health agencies . Pre- and post-course tests using a modified version of the Berlin question naire with 20 multiple-choice questions were used to examine knowledge acquisition in a sample of 297 students . Tests were completed upon registration and at course completion . The research projects su bmi tted by 872 participants were evaluated to assess skill acquisition . Answers to an anonymous survey assessed the attitudes and perceptions of 914 participants . RESULTS There was a significant increase in knowledge from baseline to course completion ( mean scores 8.2 ± 3.3 versus 13.7 ± 3.0 , P < 0.001 ) . Over 90 % of the research projects were judged to be of adequate quality ( appropriate rationale for the study , well-formulated research question and feasible execution ) ; over 95 % of the participants were satisfied with the course . CONCLUSION The Brazilian EBH course via teleconference improved the knowledge and skills of public-sector health professionals and was approved by the vast majority of students BACKGROUND Evidence -based public health decision-making depends on high quality and transparent accounts of what interventions are effective , for whom , how and at what cost . Improving the quality of reporting of r and omized and non-r and omized study design s through the CONSORT and TREND statements has had a marked impact on the quality of study design s. However , public health users of systematic review s have been concerned with the paucity of synthesized information on context , development and rationale , implementation processes and sustainability factors . METHODS This paper examines the existing reporting frameworks for research against information sought by users of systematic review s of public health interventions and suggests additional items that should be considered in future recommendations on the reporting of public health interventions . RESULTS Intervention model , theoretical and ethical considerations , study design choice , integrity of intervention/process evaluation , context , differential effects and inequalities and sustainability are often overlooked in reports of public health interventions . CONCLUSION Population health policy makers need synthesized , detailed and high quality a priori accounts of effective interventions in order to make better progress in tackling population morbidities and inequalities . Adding simple criteria to reporting st and ards will significantly improve the quality and usefulness of published evidence and increase its impact on public health program planning Critical thinking is essential for professional nursing practice . Promoting critical thinking with teaching strategies has been a focus of nursing education and nursing research . Reading and writing assignments are teaching strategies for fostering critical thinking ability . We developed a course with the emphasis on critical reading and writing . The purpose s of this study were to explore the effect of the course and teaching strategies on promoting critical thinking and to underst and the learning experience and perception of nursing students as part of the course assessment plan . Quasi-experimental design and purposive sampling were used . 170 students of a two-year nursing program were grouped into an experimental and a control group depending on whether or not they took the course . The change in critical thinking ability was evaluated and determined based on performance in an article critique test before and after the course . Data was collected with an assessment tool developed for the purpose s of the research and was analyzed with descriptive statistics , paired t-test , and two-factor analysis of variance with repeated measures and content analysis . The findings were : ( 1 ) The scores on the critique test at the end of the course in both groups were significantly higher than before the course ( p<.001 ) . The improvement in score of the experimental group , however , was significantly higher than that of the control group ( p<.001 ) . ( 2 ) Changes in thinking pattern and learning attitude , as well as a feeling of growth and achievement , were found in content analysis of students ' self-evaluation of their learning experience and perception . Critical thinking skills were applied while learning the course . The results not only provide evidence to support the positive effect of reading and writing assignments on critical thinking ability but also confirm the teaching and learning activity design for the course Background and objectives Evidence -based health care requires clinicians to engage with use of evidence in decision-making at the workplace . A learner-centred , problem-based course that integrates e-learning in the clinical setting has been developed for application in obstetrics and gynaecology units . The course content uses the WHO reproductive health library ( RHL ) as the re source for systematic review s. This project aims to evaluate a clinical ly integrated teaching programme for incorporation of evidence provided through the WHO RHL . The hypothesis is that the RHL-EBM ( clinical ly integrated e-learning ) course will improve participants ' knowledge , skills and attitudes , as well as institutional practice and educational environment , as compared to the use of st and ard postgraduate educational re sources for EBM teaching that are not clinical ly integrated . Methods The study will be a multicentre , cluster r and omized controlled trial , carried out in seven countries ( Argentina , Brazil , Democratic Republic of Congo , India , Philippines , South Africa , Thail and ) , involving 50 - 60 obstetrics and gynaecology teaching units . The trial will be carried out on postgraduate trainees in the first two years of their training . In the intervention group , trainees will receive the RHL-EBM course .  The course consists of five modules , each comprising self-directed e-learning components and clinical ly related activities , assignments and assessment s , coordinated between the facilitator and the postgraduate trainee . The course will take about 12 weeks , with assessment s taking place pre-course and 4 weeks post-course . In the control group , trainees will receive electronic , self-directed EBM-teaching material s. All data collection will be online . The primary outcome measures are gain in EBM knowledge , change in attitudes towards EBM and competencies in EBM measured by multiple choice questions ( MCQs ) and a skills-assessing question niare administered eletronically . These questions have been developed by using questions from vali date d question naires and adapting them to the current course . Secondary outcome measure will be educational environment towards EBM which will be assessed by a specifically developed question naire . Expected outcomes The trial will determine whether the RHL EBM ( clinical ly integrated e-leraning ) course will increase knowledge , skills and attitudes towards EBM and improve the educational environment as compared to st and ard teaching that is not clinical ly integrated . If effective , the RHL-EBM course can be implemented in teaching institutions worldwide in both , low- and middle income countries as well as industrialized setting s. The results will have a broader impact than just EBM training because if the approach is successful then the same educational strategy can be used to target other priority clinical and method ological areas .Trial Registration BACKGROUND As course directors , we wished to incorporate small group learning into our Evidence -based Medicine course for students to get feedback on the development of a well constructed , research able clinical question . Scheduling of these groups was problematic . We sought to evaluate computer-mediated communication as an alternative to face-to-face small groups . METHODS Students were r and omly assigned to either face-to-face small groups or asynchronous , electronic , small groups . Final examination scores were analyzed with an analysis of variance to determine if there were differences in student performance based on group type . Student survey items were analyzed using Fisher 's Exact test to determine if there were differences in student attitudes based on group type . RESULTS There were no significant differences found in overall student performance . Significant differences in student attitudes were found to exist with respect to : ( 1 ) participation in discussion s , with face-to-face groups reporting greater participation ; ( 2 ) putting more thought into comments , with electronic groups reporting more thought put into 
    Output:
    
EbM training shows some impact on knowledge and skills , whereas the impact on practical EbM application remains unclear .
Conclusions EbM training has some positive effects on knowledge and skills of healthcare professionals .