***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 Despite the widespread use and advancements of mobile technology that facilitate rich communication modes , there is little evidence demonstrating the value of smartphones for effective interclinician communication and knowledge processes . Objective The objective of this study was to determine the effects of different synchronous smartphone-based modes of communication , such as ( 1 ) speech only , ( 2 ) speech and images , and ( 3 ) speech , images , and image annotation ( guided noticing ) on the recall and transfer of visually and verbally represented medical knowledge . Methods The experiment was conducted from November 2011 to May 2012 at the University Hospital Basel ( Switzerl and ) with 42 medical students in a master ’s program . All participants analyzed a st and ardized case ( a patient with a subcapital fracture of the fifth metacarpal bone ) based on a radiological image , photographs of the h and , and textual descriptions , and were asked to consult a remote surgical specialist via a smartphone . Participants were r and omly assigned to 3 experimental conditions/groups . In group 1 , the specialist provided verbal explanations ( speech only ) . In group 2 , the specialist provided verbal explanations and displayed the radiological image and the photographs to the participants ( speech and images ) . In group 3 , the specialist provided verbal explanations , displayed the radiological image and the photographs , and annotated the radiological image by drawing structures/angle elements ( speech , images , and image annotation ) . To assess knowledge recall , participants were asked to write brief summaries of the case ( verbally represented knowledge ) after the consultation and to re-analyze the diagnostic images ( visually represented knowledge ) . To assess knowledge transfer , participants analyzed a similar case without specialist support . Results Data analysis by ANOVA found that participants in groups 2 and 3 ( images used ) evaluated the support provided by the specialist as significantly more positive than group 1 , the speech-only group ( group 1 : mean 4.08 , SD 0.90 ; group 2 : mean 4.73 , SD 0.59 ; group 3 : mean 4.93 , SD 0.25 ; F 2,39=6.76 , P=.003 ; partial η2=0.26 , 1–β=.90 ) . However , significant positive effects on the recall and transfer of visually represented medical knowledge were only observed when the smartphone-based communication involved the combination of speech , images , and image annotation ( group 3 ) . There were no significant positive effects on the recall and transfer of visually represented knowledge between group 1 ( speech only ) and group 2 ( speech and images ) . No significant differences were observed between the groups regarding verbally represented medical knowledge . Conclusions The results show ( 1 ) the value of annotation functions for digital and mobile technology for interclinician communication and medical informatics , and ( 2 ) the use of guided noticing ( the integration of speech , images , and image annotation ) leads to significantly improved knowledge gains for visually represented knowledge . This is particularly valuable in situations involving complex visual subject matters , typical in clinical practice Background By adding new levels of experience , mobile Augmented Reality ( mAR ) can significantly increase the attractiveness of mobile learning applications in medical education . Objective To compare the impact of the heightened realism of a self-developed mAR blended learning environment ( mARble ) on learners to textbook material , especially for ethically sensitive subjects such as forensic medicine , while taking into account basic psychological aspects ( usability and higher level of emotional involvement ) as well as learning outcomes ( increased learning efficiency ) . Methods A pre study was conducted based on a convenience sample of 10 third-year medical students . The initial emotional status was captured using the “ Profile of Mood States ” question naire ( POMS , German variation ) ; previous knowledge about forensic medicine was determined using a 10-item single-choice ( SC ) test . During the 30-minute learning period , the students were r and omized into two groups : the first group consisted of pairs of students , each equipped with one iPhone with a preinstalled copy of mARble , while the second group was provided with textbook material . Subsequently , both groups were asked to once again complete the POMS question naire and SC test to measure changes in emotional state and knowledge gain . Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 question naires . Data evaluation was conducted anonymously . Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention . The scores of both groups were tested against each other using paired and unpaired signed-rank tests . An item analysis was performed for the SC test to objectify difficulty and selectivity . Results Statistically significant , the mARble group ( 6/10 ) showed greater knowledge gain than the control group ( 4/10 ) ( Wilcoxon z=2.232 , P=.03 ) . The item analysis of the SC test showed a difficulty of P=0.768 ( s=0.09 ) and a selectivity of RPB=0.2 . For mARble , fatigue ( z=2.214 , P=.03 ) and numbness ( z=2.07 , P=.04 ) decreased with statistical significance when comparing pre- and post-tests . Vigor rose slightly , while irritability did not increase significantly . Changes in the control group were insignificant . Regarding hedonic quality ( identification , stimulation , attractiveness ) , there were significant differences between mARble ( mean 1.179 , CI −0.440 to 0.440 ) and the book chapter ( mean −0.982 , CI −0.959 to 0.959 ) ; the pragmatic quality mean only differed slightly . Conclusions The mARble group performed considerably better regarding learning efficiency ; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class . While the small sample size reduces our study ’s conclusiveness , its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions , learning efficiency , and hedonic and pragmatic qualities using a larger group . Trial Registration German Clinical Trial Register ( DRKS ) , DRKS-ID : DRKS00004685 ; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685 Background Design ing and delivering evidence -based medical practice for students requires careful consideration from medical science educators . Social Web ( Web 2.0 ) applications are a part of today ’s educational technology milieu ; however , empirical research is lacking to support the impact of interactive Web 2.0 mobile applications on medical educational outcomes . Objectives The aim of our study was to determine whether instructional videos provided by iPod regarding female and male urinary catheter insertion would increase students ’ confidence levels and enhance skill competencies . Methods We conducted a prospect i ve study with medical trainee intern ( TI ) participants : 10 control participants ( no technological intervention ) and 11 intervention participants ( video iPods ) . Before taking part in a skills course , they completed a question naire regarding previous exposure to male and female urinary catheterization and their level of confidence in performing the skills . Directly following the question naire , medical faculty provided a 40-minute skills demonstration in the Advanced Clinical Skills Centre ( ACSC ) laboratory at the University of Auckl and , New Zeal and . All participants practice d the skills following the demonstrations and were immediately evaluated by the same faculty using an assessment rubric . Following the clinical skill evaluation , participants completed a postcourse question naire regarding skill confidence levels . At the end of the skills course , the intervention group were provided video iPods and viewed a male and a female urinary catheterization video during the next 3 consecutive months . The control group did not receive educational technology interventions during the 3-month period . At the end of 3 months , participants completed a follow-up question naire and a clinical assessment of urinary catheterization skills at the ACSC lab . Results The results indicate a decline in skill competency over time among the control group for both male and female catheterizations , whereas the competency level was stable among the experimental group for both procedures . Interaction results for competency scores indicate a significant level by group and time ( P = .03 ) and procedure and group ( P = .02 ) . The experimental group ’s confidence level for performing the female catheterization procedure differed significantly over time ( P < .001 ) . Furthermore , confidence scores in performing female catheterizations increased for both groups over time . However , the confidence levels for both groups in performing the male catheterization decreased over time . Conclusions Video iPods offer a novel pedagogical approach to enhance medical students ’  medical skill competencies and self-confidence levels . The outcomes illustrate a need for further investigation in order to generalize to the medical school population The purpose of this study was to develop and vali date a multimedia software application for mobile platforms to assist in the teaching and learning process of design and construction of a skin flap . Traditional training in surgery is based on learning by doing . Initially , the use of cadavers and animal models appeared to be a valid alternative for training . However , many conflicts with these training models prompted progression to synthetic and virtual reality models . Fifty volunteer fifth- and sixth-year medical students completed a pretest and were r and omly allocated into two groups of 25 students each . The control group was exposed for 5 minutes to a st and ard text-based print article , while the test group used multimedia software describing how to fashion a rhomboid flap . Each group then performed a cutaneous flap on a training bench model while being evaluated by three blinded BSPS ( Brazilian Society of Plastic Surgery ) board-certified surgeons using the OSATS ( Objective Structured Assessment of Technical Skill ) protocol and answered a post-test . The text-based group was then tested again using the software . The computer-assisted learning ( CAL ) group had superior performance as confirmed by checklist scores ( p<0.002 ) , overall global assessment ( p = 0.017 ) and post-test results ( p<0.001 ) . All participants ranked the  multimedia  method as the best study tool . CAL learners exhibited better subjective and objective performance when fashioning rhomboid flaps as compared to those taught with st and ard print material . These findings indicate that students preferred to learn using the multimedia method This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone . The study setting s were the nursing departments of two universities in South Korea . This study was a quasi-experimental one using a nonequivalent control group pre-posttest design . The experimental and control groups consisted of second-year nursing students who had taken a communication course . The experimental group included 45 students , and the control group included 42 students . The experimental group improved more significantly than the control group in communication competence and emotional intelligence . Using a video clip on a smart phone is helpful for communication teaching method Background Mobile learning ( m-learning ) has becoming very popular in education due to the rapidly advancing technology in our society . The potentials of the mobile applications should be used to enhance the education process . Few mobile applications have been design ed to complement the study of physical therapy skills for physiotherapy students . The aim of this study was to investigate whether a mobile application , as a supplement to traditional learning , is useful for physiotherapy students in the acquisition of palpation and ultrasound skills in the shoulder area . Methods Forty-nine students participated in this single-blinded , r and omized controlled study . They were r and omly distributed into two groups : experimental , with free access to the mobile application ; and control , with access to traditional learning material s on the topic . Objective structured clinical evaluation ( OSCE ) and multiple-choice question naire ( MCQ ) were used to assess the educational intervention . Then , we also assessed the time taken to get a reliable ultrasound image and to localize a specific shoulder structure by palpation . Results There was no significant intergroup difference in the acquisition of theoretical knowledge ( p = .089 ) . Scores were significantly higher in the experimental group than in the control group for the majority items in the ultrasound assessment ; positioning of patient ( p < .001 ) , positioning of ultrasound probe ( p = 0.007 ) , h and ling of ultrasound probe ( p = .013 ) and global OSCE ( p < .001 ) and skills in palpation of the shoulder ; position of patient ( p = .009 ) , direction of palpation contact ( p = .021 ) and global OSCE ( p = .034 ) . There were no significant differences in the time required to perform the examination between groups in ultrasound ( p = .944 ) and palpation ( p = .393 ) . The results from the post-program survey assessing the global satisfaction with the mobile application were high ( 8.200 ± .767 ) , on an 11 numeric point rating scale . Conclusion These results suggest the effectiveness of an m-learning program as a complement to traditional education for developing skills in ultrasound and palpation of the shoulder region in undergraduate physiotherapy students CONTEXT The evaluation of the method ologic quality of r and omized controlled trials ( RCTs ) is central to evidence -based health care . Important method ologic detail may , however , be omitted from published reports , and the quality of reporting is therefore often used as a proxy measure for method ologic quality . We examined the relationship between reporting quality and method ologic quality of published RCTs . METHODS Study of 60 reports of placebo-controlled trials published in English- language journals from 1985 to 1997 .  Reporting quality was measured using a 25-item scale based on the 1996 issue of the Consoli date d St and ards of Reporting Trials ( CONSORT ) . Concealment of allocation , appropriate blinding , and analysis according to the intention-to-treat principle were indicators of method ologic quality . Method ologic quality was compared between groups of trials defined by reporting quality scores of low , intermediate , and high . Reporting quality scores were compared between groups defined by high and low method ologic quality . RESULTS Among 23 trials of low reporting quality ( median score , 9 [ range , 3.5 - 10.5 ] ) , allocation concealment was unclear for all but 1 trial , but there were 16 trials ( 70 % ) with adequate blinding and 9 trials ( 39 % ) that had been analyzed according to the intention-to-treat principle . Among 18 trials of high 
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Conclusion Our review showed that the students of medical sciences had positive response and attitudes to mobile learning .
Moreover , implementation of mobile learning in medical sciences program might lead to valuable educational benefits and improve clinical competence and confidence along with theoretical knowledge , attitudes , and perception of mobile learning .
The results indicated that mobile learning strategy in medical education can positively affect learning in all three domains of Bloom 's Taxonomy