***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 AND OBJECTIVES Medical education experts have called for improved training in evidence -based medicine ( EBM ) and the increased use of e-learning technologies in medical education . In response , we developed an interactive , Web-based curriculum on key aspects of EBM in family medicine . METHODS Students participating in a 6-week family medicine clerkship ( n=238 ) were r and omly assigned to intervention ( n=134 ) or control ( n=104 ) groups . Both groups participated in the traditional clerkship experience , but intervention group students received additional training via an on-line curriculum that included learning modules in MEDLINE search ing skills , EBM skills , and the calculation of the number needed to treat ( NNT ) statistic . The on-line curriculum was evaluated using a case-control design with a test case at the clerkship 's end . RESULTS Results suggested that the on-line curriculum was effective , with experimental group students outperforming control group participants on a variety of measures , including the number of MEDLINE search es conducted during the clerkship ( 13 search es versus 3 search es ) and the quality of literature search strategies on an evaluation patient case study ( 2.9 versus 2.1 on a 1=poor to 4=excellent scale ) . Intervention group students reported greater confidence and enjoyment in search ing the biomedical journal literature via MEDLINE and were more likely to identify the best articles ( r and omized controlled trials or meta-analyses ) for the evaluation case from among those retrieved ( 60 % versus 34 % ) . In addition , intervention group students ' abilities to correctly calculate the NNT were significantly higher than those of control group participants ( 73 % versus 27 % ) . Intervention group students were more likely than control subjects to report learning from other students during the clerkship . CONCLUSIONS This study demonstrates that an e-learning approach to educating medical students to effectively search MEDLINE for articles meeting the criteria for evidence -based practice can result in higher- quality literature search strategies , identification of higher- quality evidence , and improved confidence in information retrieval and analysis skills Summary Aim To evaluate the educational effectiveness of a clinical ly integrated e-learning course for teaching basic evidence -based medicine ( EBM ) among postgraduate medical trainees compared to a traditional lecture-based course of equivalent content . Methods We conducted a cluster r and omized controlled trial to compare a clinical ly integrated e-learning EBM course ( intervention ) to a lecture-based course ( control ) among postgraduate trainees at foundation or internship level in seven teaching hospitals in the UK West Midl and s region .  Knowledge gain among participants was measured with a vali date d instrument using multiple choice questions . Change in knowledge was compared between groups taking into account the cluster design and adjusted for covariates at baseline using generalized estimating equations ( GEE ) model . Results There were seven clusters involving teaching of 237 trainees ( 122 in the intervention and 115 in the control group ) . The total number of postgraduate trainees who completed the course was 88 in the intervention group and 72 in the control group . After adjusting for baseline knowledge , there was no difference in the amount of improvement in knowledge of EBM between the two groups . The adjusted post course difference between the intervention group and the control group was only 0.1 scoring points ( 95 % CI −1.2–1.4 ) . Conclusion An e-learning course in EBM was as effective in improving knowledge as a st and ard lecture-based course . The benefits of an e-learning approach need to be considered when planning EBM curricula as it allows st and ardization of teaching material s and is a potential cost-effective alternative to st and ard lecture-based teaching PURPOSE : To see whether fourth-year medical students can teach the physical examination to first-year students as effectively as can faculty preceptors . METHOD : Ninety-three first-year students study ing the physical examination were r and omly assigned to one of ten fourth-year student preceptors or one of 15 faculty preceptors .  Test results and course evaluations were compared by type of preceptor . Fourth-year student preceptors were surveyed regarding their experience . RESULTS : The mean test scores did not differ between the first-year students with fourth-year student preceptors and those with faculty preceptors . The first-year students rated the fourth-year student preceptors higher than they did the faculty preceptors . The fourth-year students rated their experience favorably . CONCLUSION : A select group of fourth-year medical students provides a successful alternative to faculty in the teaching of the physical examination to first-year students Background At postgraduate level evidence based medicine ( EBM ) is currently taught through tutor based lectures . Computer based sessions fit around doctors ' workloads , and st and ardise the quality of educational provision . There have been no r and omized controlled trials comparing computer based sessions with traditional lectures at postgraduate level within medicine . Methods This was a r and omised controlled trial involving six postgraduate education centres in the West Midl and s , U.K. Fifty five newly qualified foundation year one doctors ( U.S internship equivalent ) were r and omised to either computer based sessions or an equivalent lecture in EBM and systematic review s. The change from pre to post-intervention score was measured using a vali date d question naire assessing knowledge ( primary outcome ) and attitudes ( secondary outcome ) . Results Both groups were similar at baseline . Participants ' improvement in knowledge in the computer based group was equivalent to the lecture based group ( gain in score : 2.1 [ S.D = 2.0 ] versus 1.9 [ S.D = 2.4 ] ; ANCOVA p = 0.078 ) . Attitudinal gains were similar in both groups . Conclusion On the basis of our findings we feel computer based teaching and learning is as effective as typical lecture based teaching sessions for educating postgraduates in EBM and systematic review Objective : To determine whether an interactive seminar could affect medical student  knowledge of research design , basic critical appraisal skills , and attitudes toward and clinical use of the medical literature . Design : Controlled , nonr and omized clinical trial Participants : Third-year clinical clerks ( n=146 ) during their core medicine clerkship . Interventions : Two 90 minute interactive seminars . Measurements and main results : Pre- and post question naires were used to assess knowledge and attitudes regarding the use of the medical literature among 65 study and 81 control students . Blinded review of write-ups assessed actual use of the medical literature . Overall , 80 % of the students subscribed to one or more journals and reported reading three or more journal articles per month . After the intervention , the study students were more likely than the control students to consider : 1 ) study design important in article selection and 2 ) use of medical literature critical to patient care decisions . Knowledge scores were significantly improved in the study group ( p=0.0001 ) . The intervention yielded no increase in the actual use of medical literature in patient write-ups over that encouraged by usual clerkship goals . 51 % of the study and 48 % of the control students cited literature at baseline , and 53 % of all the students did so after the intervention . Of these citations , 50 % were for journal articles and the remainder were for textbooks . The students infrequently mentioned the quality of the cited literature . Conclusions : An interactive seminar design ed to introduce medical students to critical appraisal improved student knowledge and attitudes but did not increase the actual use of literature in patient writeups A four-hour integrated teaching session on clinical decision analysis has been developed and introduced as part of the Life Long Learning Skills course for medical students at The Chinese University of Hong Kong . The feasibility and effectiveness of teaching the principles and practice of clinical decision analysis to final-year undergraduate medical students was evaluated . One hundred and thirty-two students were r and omly assigned to medical ( intervention ) and surgical rotations ( control ) and were assessed two weeks before and three weeks following a teaching session . The students ’ performance was assessed in response to 10 A-type multiple choice question items that incorporated various clinical scenarios requiring decision making and interpreting cost-effectiveness ratios and sensitivity analysis graphs . More students in the intervention group improved their overall performance scores compared with those in the control group ( 23.4 % vs. 7.4 % ; 16.1 % difference ; 95 % confidence interval [ CI ] , 3.8–28.5 % ; p = 0.01 ) . Improvements were in interpretation of decision making ( 22.2 % difference ; 95 % CI , 10.1–34.4 % ; p < 0.001 ) . No improvements were seen for calculating cost-effectiveness ratios or interpreting sensitivity analysis graphs . The overall educational intervention was well received by students and effective in improving students ’ clinical decision analysis skills under simulated conditions . Practice points Clinical decision-making skill is an important aspect of evidence -based medicine . A r and omized controlled trial assessed the effect of teaching clinical decision analysis to undergraduate medical students . An integrated teaching session consisting of three 40-minute lectures on the principles and practice of clinical decision analysis , followed by two 1-hour workshops is effective in undergraduate final-year medical students OBJECTIVE To evaluate the effect of a three-hour training session in formulating questions and search ing data bases . DESIGN A r and omised controlled trial and before and after study , with blinded outcome assessment . SETTING Oxford University Medical School , first clinical year . SUBJECTS Altogether 108 medical students were r and omly assigned to an experimental group ( 54 ) or a control group ( 54 ) , and all were given the task of search ing for evidence around an ulcer related problem or a cardiac problem . Students in the experimental group were r and omly allocated to research one of the two problems before training and the remaining problem afterwards . Control students received no training and were r and omly allocated to search for evidence around either of these problems . MAIN OUTCOME MEASURES Search ing performance ; the quality of evidence retrieved ; student satisfaction . RESULTS Training improved the  students ' search performance and the quality of evidence retrieved . Students ' satisfaction with the training was high . CONCLUSIONS A three-hour interactive training session improved the students ' ability to search data bases and retrieve evidence and was well received by the students Purpose Many educational programs seek to develop skills in evidence -based medicine ( EBM ) . The authors examined the efficacy of teaching the EBM skill of efficiently search ing the research literature . They compared students who received brief training in EBM search ing skills with those who did not , and assessed the quality of literature search ing one month after that training . Method The authors used a nonr and omized control group study design to quantify the impact of a single , brief ( two-hour ) instructional intervention on EBM-based techniques for search ing Medline for evidence related to a clinical problem provided to the students . Ninety-two fourth-year medical students ( 34 intervention , 58 control ) at the University of Michigan participated in a four-week EBM elective between 2001 and 2003 . The authors conducted a preintervention assessment of search ing skills , followed by a repeat assessment one month after the intervention . Search quality was judged by medical librarians using a structured clinical scenario and scoring algorithm . Results Data for 30 intervention and 40 control students could be analyzed . Intervention students had fewer search errors and correspondingly higher quality search es than did control students . The educational intervention accounted for approximately 8 % of the variance in both of these outcomes . The most common search errors were a lack of Medical Subject Headings ( MeSH ) explosion , missing MeSH terms , lack of appropriate limits , failure to search for best evidence , and inappropriate combination of all search concepts . Conclusions This study provides evidence that a single , brief training session can have a marked beneficial effect on the quality of subsequent , short-term EBM literature search ing performance outcomes Aim : The aim of this study is to compare student teachers and clinical associate professors regarding the quality of procedural skills teaching in terms of participants ’ technical skills , knowledge and satisfaction with the teaching . Methods : This is an experimental , r and omized , controlled study comparing the teaching of student teachers and associate professors  regarding participants ’ learning outcome and satisfaction with the teaching . Two skills are chosen for the experiment , IV-access and bladder catheterization . Learning outcome is assessed by a pre- and post testing of the participants ’ knowledge and skills . Participants evaluate satisfaction with teaching on nine statements immediately after the teaching . Results : In total 59 first year medical students are included as participants in the experiment . The students taught by student teachers perform just as well as the students taught by associate professors and in one skill – catheterization – they perform even better , mean post- minus pre-test scores 65.5 ( SD 12.9 ) vs. 35.0 ( SD 23.3 ) , One-way ANOVA , p < 0.0001 , effect size 1.62 . Student teachers receive significantly more positive evaluations than associate professors on several statements . Conclusion : Trained student teachers can be as good as associate professors in teaching clinical skills PURPOSE Clinicians need evidence in a format that rapidly answers their questions . DynaMed is a data base of synthesized evidence . We investigated whether primary care clinicians would answer more clinical questions , change clinical decision making , and alter search time using DynaMed in addition to their usual information sources . METHODS Fifty-two primary care clinicians naïve to DynaMed search ed for answers to 698 of their own clinical questions  using the Internet . On a per- question basis , participants were r and omized to have access to DynaMed ( A ) or not ( N ) in addition to their usual information sources . Outcomes included proportions of questions answered , proportions of questions with answers that changed clinical decision making , and median search times . The statistical approach of per-participant analyses of clinicians who asked questions in both A and N states was decided before data collection . RESULTS Among 46 clinicians in per-participant analyses , 23 ( 50 % ) answered a greater proportion of questions during A than N , and 13 ( 28.3 % ) answered more questions during N than A ( P = .05 ) . Finding answers that changed clinical decision making occurred more often during A ( 25 clinicians , 54.3 % ) than during N ( 13 clinicians , 28.3 % ) ( P = .01 ) . Search times did not differ significantly . Overall , participants found answers for 263 ( 75.8 % ) of 347 A questions and 250 ( 71.2 % ) of 35 
    Output:
    
CONCLUSIONS Our findings indicated that some EBM teaching strategies have the potential to improve knowledge , attitudes and skills in undergraduate medical students , but the evidence d base does not demonstrate superiority of one method .
There is no evidence demonstrating transfer to clinical practice