***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: Abstract OBJECTIVE : To determine if a simple educational intervention can increase  resident physician literature search activity .  DESIGN : R and omized controlled trial . SETTING : University hospital-based internal medicine training program . PATIENTS / PARTICIPANTS : Forty-eight medical residents rotating on the general internal medicine service . INTERVENTIONS : One-hour didactic session , the use of well-built clinical question cards , and practical sessions in clinical question building . MEASUREMENTS AND MAIN RESULTS : Objective data from the library information system that included the number of log-ons to MEDLINE , search ing volume , abstract s viewed , full-text articles viewed , and time spent search ing . Median search activity as measured per person per week ( control vs intervention ) : number of log-ons to MEDLINE ( 2.1 vs 4.4 , P<.001 ) ; total number of search sets ( 24.0 vs 74.2 , P<.001 ) ; abstract s viewed ( 5.8 vs 17.7 , P=.001 ) ; articles viewed ( 1.0 vs 2.6 , P=.005 ) ; and hours spent search ing ( 0.8 vs 2.4 , P<.001 ) . CONCLUSIONS : A simple educational intervention can markedly increase resident search ing activity Background Supporting 21st century health care and the practice of evidence -based medicine ( EBM ) requires ubiquitous access to clinical information and to knowledge-based re sources to answer clinical questions . Many questions go unanswered , however , due to lack of skills in formulating questions , crafting effective search strategies , and accessing data bases to identify best levels of evidence . Methods This r and omized trial was design ed as a pilot study to measure the relevancy of search results using three different interfaces for the PubMed search system . Two of the search interfaces utilized a specific framework called PICO , which was design ed to focus clinical questions and to prompt for publication type or type of question asked . The third interface was the st and ard PubMed interface readily available on the Web . Study subjects were recruited from interns and residents on an inpatient general medicine rotation at an academic medical center in the US . Thirty-one subjects were r and omized to one of the three interfaces , given 3 clinical questions , and asked to search PubMed for a set of relevant articles that would provide an answer for each question . The success of the search results was determined by a precision score , which compared the number of relevant or gold st and ard articles retrieved in a result set to the total number of articles retrieved in that set . Results Participants using the PICO templates ( Protocol A or Protocol B ) had higher precision scores for each question than the participants who used Protocol C , the st and ard PubMed Web interface . ( Question 1 : A = 35 % , B = 28 % , C = 20 % ; Question 2 : A = 5 % , B = 6 % , C = 4 % ; Question 3 : A = 1 % , B = 0 % , C = 0 % ) 95 % confidence intervals were calculated for the precision for each question using a lower boundary of zero . However , the 95 % confidence limits were overlapping , suggesting no statistical difference between the groups . Conclusion Due to the small number of search es for each arm , this pilot study could not demonstrate a statistically significant difference between the search protocol s. However there was a trend towards higher precision that needs to be investigated in a larger study to determine if PICO can improve the relevancy of search results PURPOSE The study assesses potential for improving residents ' evidence -based medicine search ing skills in MEDLINE through real-time librarian instruction . SUBJECTS Ten residents on a rotation in a neonatal intensive care unit participated . METHODOLOGY Residents were r and omized into an instruction and a non-instruction group .  Residents  generated questions from rounds and search ed MEDLINE for answers . Data were collected through observation , search strategy analysis , and surveys . Librarians observed search es and collected data on questions , search ing skills , search problems , and the test group 's instruction topics . Participants performed st and ardized search es before , after , and six-months after intervention and were scored using a search strategy analysis tool ( 1 representing highest score and 5 representing lowest score ) . Residents completed pre- and post-intervention surveys to measure opinions about MEDLINE and search satisfaction . RESULTS Post-intervention , the test group formulated better questions , used limits more effectively , and reported greater confidence in using MEDLINE . The control group expressed less satisfaction with retrieval and demonstrated more errors when limiting . The test and control groups had the following average search scores respectively : 3.0 and 3.5 ( pre-intervention ) , 3.3 and 3.4 ( post-intervention ) , and 2.0 and 3.8 ( six-month post-intervention ) . CONCLUSION Data suggest that measurable learning outcomes were achieved . Residents receiving instruction improved and retained search ing skills six-months after intervention Background Previous studies have shown that Norwegian public health physicians do not systematic ally and explicitly use scientific evidence in their practice . They work in an environment that does not encourage the integration of this information in decision-making . In this study we investigate whether a theoretically grounded tailored intervention to diffuse evidence -based public health practice increases the physicians ' use of research information . Methods 148 self-selected public health physicians were r and omised to an intervention group ( n = 73 ) and a control group ( n = 75 ) . The intervention group received a multifaceted intervention while the control group received a letter declaring that they had access to library services . Baseline assessment s before the intervention and post-testing immediately at the end of a 1.5-year intervention period were conducted . The intervention was theoretically based and consisted of a workshop in evidence -based public health , a newsletter , access to a specially design ed information service , to relevant data bases , and to an electronic discussion list . The main outcome measure was behaviour as measured by the use of research in different documents . Results The intervention did not demonstrate any evidence of effects on the objective behaviour outcomes . We found , however , a statistical significant difference between the two groups for both knowledge scores : Mean difference of 0.4 ( 95 % CI : 0.2–0.6 ) in the score for knowledge about EBM-re sources and mean difference of 0.2 ( 95 % CI : 0.0–0.3 ) in the score for conceptual knowledge of importance for critical appraisal . There were no statistical significant differences in attitude- , self-efficacy- , decision-to-adopt- or job-satisfaction scales . There were no significant differences in Cochrane library search ing after controlling for baseline values and characteristics . Conclusion Though demonstrating effect on knowledge the study failed to provide support for the hypothesis that a theory-based multifaceted intervention targeted at identified barriers will change professional behaviour OBJECTIVE : To evaluate an educational intervention in evidence -based ethics ( emphasizing clinical knowledge , epidemiologic skills , and recognition of ethical issues ) administered to house staff before rotating through our neonatal intensive care unit . STUDY DESIGN : A controlled trial of 64 pediatric house staff assigned to alternating control and intervention rotations .  Question naires were administered at the end of the rotation . RESULTS : Some benefits of the intervention were observed . However , a large percentage of intervention and control house staff substantially overestimated ( > 1.25 correct value ) predischarge mortality ( 23 % vs. 55 % of house staff ; p<0.02 ) , mortality or major morbidity ( 74 % vs. 46 % of house staff ; p=0.04 ) , and cerebral palsy rates ( 70 % vs. 87 % ; p=0.12 ) . Neither group cited many method ological criteria for evaluating follow-up studies ( 3.3 vs. 2.4 criteria ; p=0.05 ) or ethical issues considered in treatment recommendations for extremely premature infants ( 3.1 vs. 2.8 issues ; p=0.35 ) . CONCLUSION : Improved house staff training in evidence -based ethics is needed Objective An intervention existing of an evidence -based medicine ( EBM ) course in combination with case method learning sessions ( CMLSs ) was design ed to enhance the professional performance , self-efficacy and job satisfaction of occupational physicians . Methods A cluster r and omized controlled trial was set up and data were collected through question naires at baseline ( T0 ) , directly after the intervention ( T1 ) and 7 months after baseline ( T2 ) . The data of the intervention group [ T0 ( n = 49 ) , T1 ( n = 31 ) , T2 ( n = 29 ) ] and control group [ T0 ( n = 49 ) , T1 ( n = 28 ) , T2 ( n = 28 ) ] were analysed in mixed model analyses . Mean scores of the perceived value of the CMLS were calculated in the intervention group . Results The overall effect of the intervention over time comparing the intervention with the control group was statistically significant for professional performance ( p < 0.001 ) . Job satisfaction and self-efficacy changes were small and not statistically significant between the groups . The perceived value of the CMLS to gain new insights and to improve the quality of their performance increased with the number of sessions followed . Conclusion An EBM course in combination with case method learning sessions is perceived as valuable and offers evidence to enhance the professional performance of occupational physicians . However , it does not seem to influence their self-efficacy and job satisfaction Background To evaluate the educational effects of a clinical ly integrated e-learning course for teaching basic evidence -based medicine ( EBM ) among postgraduates compared to a traditional lecture-based course of equivalent content . Methods We conducted a cluster r and omised controlled trial in the Netherl and s and the UK involving postgraduate trainees in six obstetrics and gynaecology departments . Outcomes ( knowledge gain and change in attitude towards EBM ) were compared between the clinical ly integrated e-learning course ( intervention ) and the traditional lecture based course ( control ) . We measured change from pre- to post-intervention scores using a vali date d question naire assessing knowledge ( primary outcome ) and attitudes ( secondary outcome ) . Results There were six clusters involving teaching of 61 postgraduate trainees ( 28 in the intervention and 33 in the control group ) . The intervention group achieved slightly higher scores for knowledge gain compared to the control , but these results were not statistically significant ( difference in knowledge gain : 3.5 points , 95 % CI -2.7 to 9.8 , p = 0.27 ) . The attitudinal changes were similar for both groups . Conclusion A clinical ly integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted . Being less costly than traditional teaching and allowing for more independent learning through material s that can be easily up date d , there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning . Trial registration Trial registration number : ACTRN12609000022268 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 Abstract Objective : To evaluate the READER model for critical reading by comparing it with a free appraisal , and to explore what factors influence different components of the model . Design : A r and omised controlled trial in which two groups of general practitioners assessed three papers from the general practice section of the BMJ . Setting : Northern Irel and . Subjects : 243 general practitioners . Main outcome measures : Scores given using the READER model ( Relevance , Education , Applicability , Discrimination , overall Evaluation ) and scores given using a free appraisal for scientific quality and an overall total .  Results : The hierarchical order for the three papers was different for the two groups , according to the total scores . Participants using  the READER method  ( intervention group ) gave a significantly lower total score ( P⩽0.01 ) and a lower score for the scientific quality ( P⩽0.0001 ) for all three papers . Overall more than one in five ( 22 % ) , and more men than women , read more than 5 articles a month ( P⩽0.05 ) . Those who were trainers tended to read more articles ( P⩽0.05 ) , and no trainers admitted to reading none . Overall , 58 % ( 135/234 ) ( 68 % ( 76/112 ) of the intervention group ) believed that taking part in the exercise would encourage them to be more critical of published articles in the future ( P⩽0.01 ) . Conclusion : Participants using the READER model gave a consistently lower overall score and applied a more appropriate appraisal to the methodology of the studies . The method was both accurate and repeatable . No intrinsic factors influenced the scores , so the model is appropriate for use by all general practitioners regardless of their seniority , location , 
    Output:
    
Conclusion This systematic review demonstrates inconsistencies in describing educational interventions for EBP in r and omised and non-r and omised trials .