***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: & NA ; The purpose of this study was multifaceted : to initiate an interdisciplinary collaborative relationship between nursing and medical students ; to determine the usefulness of an interdisciplinary approach using simulations as an educational strategy ; and to analyze students ' perceptions of collaboration . A pre/posttest design was used to assess students ' perceptions of  interdisciplinary collaboration  with a mock code experience using a high‐fidelity simulator . Open‐ended questions provided another perspective of interdisciplinary collaboration . A convenience sample of fourth‐year nursing students and third‐year medical students from a large urban university participated in the study . Statistically significant differences ( p < 0.05 ) were seen in medical students ' posttest scores for two factors , collaboration and nursing autonomy . The narrative responses revealed that nursing students ' perceptions of the nurse‐physician relationship became more collaborative after the simulation experience . Both medical and nursing students described the experience as one that should be continued Abstract The Institute of Medicine has called for more interprofessional collaboration between physicians and nurses . The purpose of this research was to compare the outcomes in affective and communication domains using a traditional ( roundtable ) model versus simulation in nursing and medical students . A prospect i ve , descriptive survey design was used to collect data on 41 senior bachelor of science in nursing students , and 19 second‐year medical students . The simulation strategy result ed in statistically higher levels of stress as identified by participants . In addition , nearly all participants reported having a better sense of the clinical role , and with 55 percent of participants stating that the experience changed their view of the role of the clinical team . This initial study indicates that interprofessional communication may be enhanced using simulation Objectives The authors conducted a r and omised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of  student teamwork knowledge , skills , and attitudes . Methods The authors recruited 203 senior nursing students and 235 fourth-year medical students ( total N=438 ) from two major universities for a 1-day interdisciplinary teamwork training course . All participants received a didactic lecture and then were r and omly assigned to one of four educational methods : didactic ( control ) , audience response didactic , role play and human patient simulation . Student performance was assessed for teamwork attitudes , knowledge and skills using : ( a ) a 36-item teamwork attitudes instrument ( CHIRP ) , ( b ) a 12-item teamwork knowledge test , ( c ) a 10-item st and ardised patient ( SP ) evaluation of student teamwork skills performance and ( d ) a 20-item modification of items from the Mayo High Performance Teamwork Scale ( MHPTS ) . Results All four cohorts demonstrated an improvement in attitudes ( F1,370=48.7 , p=0.001 ) and knowledge ( F1,353=87.3 , p=0.001 ) pre- to post-test . No educational modality appeared superior for attitude ( F3,370=0.325 , p=0.808 ) or knowledge ( F3,353=0.382 , p=0.766 ) acquisition . No modality demonstrated a significant change in teamwork skills ( F3,18=2.12 , p=0.134 ) . Conclusions Each of the four modalities demonstrated significantly improved teamwork knowledge and attitudes , but no modality was demonstrated to be superior . Institutions should feel free to utilise educational modalities , which are best supported by their re sources to deliver interdisciplinary teamwork training 
    Output:
    
Instructor modeling was related to achievement of interprofessional competencies when compared to no modeling .