***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 In 2006 , a digitalised clinical portfolio was introduced into an undergraduate nursing program . The use of a tablet personal computer ( PC ) with wireless broadb and access could overcome issues around computer access in the clinical setting enhancing authenticity and timeliness of assessment . METHODS In July 2007 , a Hewlett-Packard TC 4400 tablet PC was issued to three participating students . A focus group utilising a semi-structured interview and a survey collected data from the students at the end of the trial to determine the effectiveness of the strategy . RESULTS Participants used tablet PCs to access their portfolios . However , lack of space , busy wards and concerns about the security of the PCs limited their use in the clinical setting . The majority of their journal entries were made at home and within similar time frames to those prior to access to tablet PCs . Participants also used the PCs to provide education to other students and staff but were reluctant to use them in front of patients . CONCLUSION Barriers limiting the use of tablet PCs in the clinical setting may be overcome with greater proficiency in their utility and increased portability of the technology . Tablet PCs offer advantages related to and beyond portfolio use in the clinical setting Background and Aims E-learning is developing fast because of the rapid increased use of smartphones , tablets and portable computers . We might not think of it as e-learning , but today many new e-books are in fact very complex electronic teaching platforms . It is generally accepted that e-learning is as effective as classroom teaching methods , but little is known about its value in relaying contents of different levels of complexity to students . We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching . Methods 63 nurses specializing in anesthesiology were evenly r and omized into three groups . They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology . The three groups was either an e-learning group with eBook teaching material , an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching . After the module the students were required to answer a post-test . Time spent and the number of logged into the system was also measured . Results For simple recall , all methods were equally effective . For problem-solving , the eCase group achieved a comparable knowledge level to classroom teaching , while textbook learning was inferior to both ( p<0.01 ) . The textbook group also spent the least amount of time on acquiring knowledge ( 33 minutes , p<0.001 ) , while the eCase group spent significantly more time on the subject ( 53 minutes , p<0.001 ) and logged into the system significantly more ( 2.8 vs 1.6 , p<0.001 ) . Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability , but future studies using higher-level e-learning are encouraged . Simple recall skills , however , do not require any particular learning method Objective . To evaluate the effectiveness of a student response system on short- and long-term learning in a required second-year pharmacy course . Method . Student volunteers enrolled in the course Drug Literature Evaluation were blinded and r and omized to 1 of 2 groups . Group 1 attended a lecture in which the instructor used a student response system . Group 2 attended the same lecture by the same instructor an hour later , but no student response system was used . A 16-point unannounced quiz on the lecture material was administered to both groups at the end of class . Approximately 1 month later , both groups were given another unannounced quiz on the same material to test long-term student learning . Results . One hundred seventy-nine ( 92.3 % ) students participated in both quizzes . Students who attended the class in which the student response system was used scored an average 1 point higher on quiz 1 than students who were assigned to the control group ( 10.7 vs. 9.7 ; p = 0.02 ) . No significant difference was seen between the quiz 2 scores of the 2 groups ( 9.5 vs. 9.5 ; p = 0.99 ) . Conclusions . The use of a student response system can positively impact  students  ' short-term learning ; however , that positive effect did not appear to last over time . Faculty members may want to consider the use of student response systems to enhance student learning in large lecture classes Aim . This pilot study sought to evaluate the effectiveness of academic podcasts in promoting knowledge retention and application in nursing students . Background . Nursing education no longer simply occurs in a fixed location or time . Computer‐enhanced mobile learning technologies , such as academic podcasts , must be grounded in pedagogically sound characteristics to ensure effective implementation and learning in nursing education . Method . A convenience sample of 35 female undergraduate nursing students was r and omized into three groups : a traditional face‐to‐face lecture group , an unsegmented ( non‐stop ) podcast lecture group , and a segmented podcast lecture group . Retention and application of information were measured through a multiple‐choice quiz and a case study based on lecture content . Results . Students in the segmented podcast lecture group demonstrated higher scores on multiple‐choice and case‐ study assessment s than those in the other two groups . Conclusion . Nurse educators should be aware of this finding when seeking to employ podcast lectures in nursing education The purpose of this study was to test whether an interactive , web-based training program is more effective than an existing , flat-text , e-learning program at improving  oral health students ' knowledge , motivation , and self-efficacy to address signs of disordered eating behaviors with patients . Eighteen oral health classes of dental and dental hygiene students were r and omized to either the Intervention ( interactive program ; n=259 ) or Alternative ( existing program ; n=58 ) conditions . Hierarchical linear modeling assessed for posttest differences between groups while controlling for baseline measures . Improvement among Intervention participants was superior to those who completed the Alternative program for three of the six outcomes : benefits /barriers , self-efficacy , and skills-based knowledge ( effect sizes ranging from 0.43 to 0.87 ) . This study thus suggests that interactive training programs may be better than flat-text e-learning programs for improving the skills-based knowledge and self-efficacy necessary for behavior change Background : Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups . Aims : A prospect i ve observational controlled study was conducted to evaluate whether the use of an audience response system ( ARS ) would promote an active learning environment during case-based discussion s in large groups , have an impact on student motivation and improve long-term retention . Methods : Group A ( N = 83 ) participated in large group case discussion s where student participation was voluntary , while for group B ( N = 86 ) an ARS  was used . Data collection methods included student and teacher surveys , student focus group interviews , independent observations and 1-year post-course testing . Results : Results indicated that the use of an ARS provided an active learning environment during case-based discussion s in large groups by favouring engagement , observation and critical reflection and by increasing student and teacher motivation . Although final exam results were significantly improved in group B , long-term retention was not significantly different between groups . Conclusions : It was concluded that ARS use significantly improved the learning experience associated with case-based discussion s in a large group of undergraduate students With the rapid development of the Internet , online testing is becoming more widely-used in education . The purpose of this study is to explore the learning effectiveness of nursing students using  online testing  as an assistant tool . The participants were 146 junior college nursing students aged 19 to 20 taking the community health nursing course . With a class as the unit , three classes were r and omized and allocated to one experimental group and two control groups . Two structured question naires were used to obtain the basic data , and the groups ' examination results were also collected . The results of this study showed that before the intervention , there were no significant differences between the experimental and two control groups . After the intervention and adjusting for potential confounders , the score of midterm test in the experimental group was significantly better than those of the control groups . Over half of the students felt that answering 21 to 30 questions in 31 to 60 min for one unit of testing were appropriate . The results of this study showed that online testing is feasible for use as an assistant tool for learning . However , the positive effects of this approach appeared to be short- rather than long-term , and thus more studies are required in future BACKGROUND The aim of nursing education is to prepare students with critical thinking , high interests in profession and high proficiency in patient care .  Cooperative learning promotes team work and encourages knowledge building upon discussion . It has been viewed as one of the most powerful learning methods . Technology has been considered an influential tool in teaching and learning . It assists students in gathering more information to solve the problems and master skills better . PURPOSE The purpose of this study was to compare the effect of technology-based cooperative learning with technology-based individual learning in nursing students ' critical thinking in catheterization knowledge gaining , error discovering , skill acquisitions , and overall scores . METHODS This study used a pretest-posttest experimental design . Ninety-eight students were assigned r and omly to one of two groups .  Question naires and tests were collected at baseline and after completion of intervention . RESULTS The results of this study showed that there was no significant difference in related catheterization skill performance . However , the remaining variables differed greatly between the two groups . CONCLUSIONS AND APPLICATIONS : This study 's findings guide the research ers and instructors to use technology-based cooperative learning more appropriately . Future research should address the design of the course module and the availability of mobile devices to reach student-centered and learn on the move goals Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint , a wireless audience response system ( ARS ) . The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a pre clinical operative dentistry course . Two r and omized groups alternated the two study lectures , one with ARS and the other without ARS .  Student knowledge retention was measured through written examination using immediate posttest , as well as questions on the unit and final examinations . Psychomotor skill tests were given on both lecture topics . Statistically significant differences indicating superiority of ARS  were identified for performance on the immediate posttest and psychomotor skill test only for the lecture " Principles of Dental Bonding . " The other examinations/skill testing showed no significant difference . These results indicate that ARS is a promising teaching tool for dental education BACKGROUND Online learning is growing rapidly worldwide , especially in the health related sectors such as medicine and nursing . Our trial wished to measure the objective ( i.e. final exam results , courseware usage patterns ) and subjective ( satisfaction ) efficiency of online vs. face-to-face learning in a prospect i ve , controlled trial , a first of its kind in Israel . MATERIAL S AND METHODS The trial tested a blended online course , teaching introduction to clinical nephrology . The course was filmed and edited into a learning platform to fit computer based learning . 90 nursing students , from 4 bachelor 's nursing programs in Israel participated in the study . The intervention group included 32 students who studied using the online course , accompanied by 3 frontal meetings dealing with technical and content issues . The reference group included 58 students from 3 nursing programs , study ing in a traditional face-to-face course .  RESULTS The final exam results were significantly higher in the intervention group compared with the reference group ( 9.6 ± 2.57 vs. 8.4 ± 2.72 ; p<0.05 ) . Student satisfaction was very high in the intervention group : 97 % thought the course was well organized , 100 % thought the teacher taught clearly and consistently , 90 % thought the teacher encouraged self-thinking,100 % thought the teacher used clarifying examples , 91 % thought the teaching aids helped the learning process and 97 % thought the teaching method contributed to the learning process . The average usage of the online course was 4:10h vs. 14 academic hours ( 10:30 h ) in the traditional course . The daily usage habits of the courseware were also followed , indicating that most learning took place between 12 PM and 1 AM , peaking between 5 PM and 7 PM , and dipping between 3 AM and 10 AM . CONCLUSIONS The online course had higher efficiency compared to the traditional face-to-face course . The subjective feedback of the intervention group proves high satisfaction with online learning 
    Output:
    
Educational ICT was found to be non-inferior to traditional teaching , while offering benefits to teaching and learning efficiency .
Where support is in place , ICT improves the learning environment for staff and students , but human and environmental barriers need to be addressed .
This review illuminates more advantages for ICT in nurse training than previously .
The key advantage of flexibility is supported , though with little evidence for effect on depth of learning