***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 Background Research is an essential activity for improving quality and efficiency in healthcare . The objective of this study was to train nurses from the public Basque Health Service ( Osakidetza ) in critical appraisal , promoting continuous training and the use of research in clinical practice . Methods This was a prospect i ve pre-post test study . The InfoCritique course on critical appraisal was translated and adapted . A sample of 50 nurses and 3 tutors was recruited . Educational strategies and assessment instruments were established for the course . A course website was created that contained contact details of the teaching team and coordinator , as well as a course h and book and videos introducing the course . Assessment comprised the administration of question naires before and after the course , in order to explore the main intervention outcomes : knowledge acquired and self-learning readiness . Satisfaction was also measured at the end of the course . Results Of the 50 health professionals recruited , 3 did not complete the course for personal or work-related reasons . The mean score on the pre-course knowledge question naire was 70.5 out of 100 , with a st and ard deviation of 11.96 . In general , participants ’ performance on the knowledge question naire improved after the course , as reflected in the notable increase of the mean score , to 86.6 , with a st and ard deviation of 10.00 . Further , analyses confirmed statistically significant differences between pre- and post-course results ( p < 0.001 ) . With regard to self-learning readiness , after the course , participants reported a greater readiness and ability for self-directed learning . Lastly , in terms of level of satisfaction with the course , the mean score was 7 out of 10 . Conclusions Participants significantly improved their knowledge score and self-directed learning readiness after the educational intervention , and they were overall satisfied with the course . For the health system and nursing professionals , this type of course has the potential to provide method ological tools for research , promote a research culture , and encourage critical thinking for evidence -based decision making With the increase in the number of nurses wishing to up grade their professional qualification to diploma or degree level , there has been a corresponding increase in the number of research modules purchased by education purchasing consortia . One approach to deal with this increase in the number of students , and also to enable students to study at their own pace and in a location convenient to them , is to develop open learning material s. The data presentation and analysis session for the diploma level research module delivered by the Institute of Health Studies at the University of Plymouth has recently been design ed using text based material . An opportunity to evaluate this material has arisen during the author 's participation in a teaching and learning in higher education course . Twelve out of 25 post- registration students undertaking the diploma level module agreed to take part in the study ; six were r and omly allocated to the self- study group , and six to the taught session . Information was also collected from the students who did not wish to take part ( n = 11 ) . A question naire was design ed to evaluate knowledge , attitudes to presentation of the material and the method of teaching . Results revealed few differences between the two groups in terms of knowledge and attitudes to presentation of the material and the method of teaching . Of note is that there was an increase in knowledge scores between pre- and post-session assessment s for more of the taught session group than the others ; and the overall rating was higher for the teaching method than for the self- study material . Reasons given by the 11 who did not wish to take part in the study all related to a preference for a taught session . The implication s of these findings are discussed in the context of the limitations of the study , and the development of teaching material in general 
    Output:
    
The evidence on educational interventions , while not strong , is indicative of the types of interventions which are likely to be effective .
Online or face-to-face interventions using interactive teaching strategies , such as activities , role-play and discussion s , and which are underpinned by an appropriate behavioral or education theory , are likely to increase research literacy .