***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: OBJECTIVE : To study the feasibility and acceptability of using video Internet communication to teach and evaluate surgical skills in a low-re source setting . METHODS : This case-controlled study used video Internet communication for surgical skills teaching and evaluation . We r and omized intern physicians rotating in the Obstetrics and Gynecology Department at Mulago Hospital at Makerere University in Kampala , Ug and a , to the control arm ( usual practice ) or intervention arm ( three video teaching sessions with University of California , San Francisco faculty ) . We made preintervention and postintervention videos of all interns tying knots using a small video camera and uploaded the files to a file hosting service that offers cloud storage . A blinded faculty member grade d all of the videos . Both groups completed a survey at the end of the study . RESULTS : We r and omized 18 interns with complete data for eight in the intervention group and seven in the control group . We found score improvement of 50 % or more in six of eight ( 75 % ) interns in the intervention group compared with one of seven ( 14 % ) in the control group ( P=.04 ) . Scores declined in five of the seven ( 71 % ) controls but in none in the intervention group . Both intervention and control groups used  attendings , colleagues , and the Internet as sources for learning about knot-tying . The control group was less likely to practice knot-tying than the intervention group . The trainees and the instructors felt this method of training was enjoyable and helpful . CONCLUSION : Remote teaching in low-re source setting s , where faculty time is limited and access to visiting faculty is sporadic , is feasible , effective , and well-accepted by both learner and teacher . LEVEL OF EVIDENCE : BACKGROUND As surgical training is evolving and operative exposure is decreasing , new , effective , and experiential learning methods are needed to ensure surgical competency and patient safety . Video coaching is an emerging concept in surgery that needs further investigation . DESIGN In this r and omized controlled trial conducted at a single teaching hospital , participating residents were filmed performing a  side-to-side intestinal anastomosis  on cadaveric dog bowel for baseline assessment . The Surgical Video Coaching ( SVC ) group then participated in a one-on-one video playback coaching and debriefing session with a surgeon , during which constructive feedback was given . The control group went on with their normal clinical duties without coaching or debriefing . All participants were filmed making a second intestinal anastomosis . This was compared to their first anastomosis using a 7-category-vali date d technical skill global rating scale , the Objective Structured Assessment of Technical Skills . A single independent surgeon who did not participate in coaching or debriefing to the SVC group review ed all videos . A satisfaction survey was then sent to the residents in the coaching group . SETTING Department of Surgery , HôpitalMaisonneuve-Rosemont , tertiary teaching hospital affiliated to the University of Montreal , Canada . PARTICIPANTS General surgery residents from University of Montreal were recruited to take part in this trial . A total of 28 residents were r and omized and completed the study . RESULTS After intervention , the SVC group ( n = 14 ) significantly increased their Objective Structured Assessment of Technical Skills score ( mean of differences 3.36 , [ 1.09 - 5.63 ] , p = 0.007 ) when compared to the control group ( n = 14 ) ( mean of differences 0.29 , p = 0.759 ) . All residents agreed or strongly agreed that video coaching was a time-efficient teaching method . CONCLUSIONS Video coaching is an effective and efficient teaching intervention to improve surgical residents ' technical skills OBJECTIVE Visual signs draw more attention during the learning process . Video is one of the most effective tool including a lot of visual cues . This systematic review set out to explore the influence of video in surgical education . We review ed the current evidence for the video-based surgical education methods , discuss the advantages and disadvantages on the teaching of technical and nontechnical surgical skills . METHODS This systematic review was conducted according to the guidelines defined in the preferred reporting items for systematic review s and meta-analyses statement . The electronic data bases : the Cochrane Library , Medline ( PubMED ) , and ProQuest were search ed from their inception to the 30 January 2016 . The Medical Subject Headings ( MeSH ) terms and keywords used were " video , " " education , " and " surgery . " We analyzed all full-texts , r and omised and nonr and omised clinical trials and observational studies including video-based education methods about any surgery . " Education " means a medical resident 's or student 's training and teaching process ; not patients ' education . We did not impose restrictions about language or publication date . RESULTS A total of nine articles which met inclusion criteria were included . These trials enrolled 507 participants and the total number of participants per trial ranged from 10 to 172 . Nearly all of the studies review ed report significant knowledge gain from video-based education techniques . The findings of this systematic review provide fair to good quality studies to demonstrate significant gains in knowledge compared with traditional teaching . Additional video to simulator exercise or 3D animations has beneficial effects on training time , learning duration , acquisition of surgical skills , and trainee 's satisfaction . CONCLUSION Video-based education has potential for use in surgical education as trainees face significant barriers in their practice . This method is effective according to the recent literature . Video should be used in addition to st and ard techniques in the surgical education BACKGROUND We evaluated the impact of expert instruction during laboratory-based basic surgical skills training on subsequent performance of more complex surgical tasks . METHODS Forty-five junior residents were r and omized to learn basic surgical skills in either a self-directed or faculty-directed fashion . Residents returned to the laboratory 2 days later and were evaluated while performing 2 tasks : skin closure and bowel anastomosis . Outcome measures included Objective Structured Assessment of Technical Skill , time to completion , final product quality , and resident perceptions . RESULTS Objective Structured Assessment of Technical Skill , time to completion , and skin esthetic ratings were not better in the faculty-directed group , although isolated improvement in anastomotic leak pressure was seen . Residents perceived faculty-directed training to be superior . CONCLUSIONS Our data provided minimal objective evidence that faculty-directed training improved transfer of learned skills to more complex tasks . Residents perceived that there was a benefit of faculty mentoring . Curriculum factors related to training of basic skills and subsequent transfer to more complex tasks may explain these contrasting results Background Many senior medical students lack simple surgical and procedural skills such as knot tying . Objective The aim of this study was to determine whether viewing a Web-based expert knot-tying training video , in addition to the st and ard third-year medical student curriculum , will result in more proficient surgical knot tying . Methods At the start of their obstetrics and gynecology clerkship , 45 students were videotaped tying surgical knots for 2 minutes using a board model .  Two blinded female pelvic medicine and reconstructive surgery physicians evaluated proficiency with a st and ard checklist ( score range 0 - 16 ) and anchored scoring scale ( range 0 - 20 ) ; higher numbers represent better skill . Students were then r and omized to either ( 1 ) expert video ( n=26 ) or ( 2 ) nonvideo ( n=24 ) groups . The video group was provided unlimited access to an expert knot-tying instructional video . At the completion of the clerkship , students were again videotaped and evaluated . Results At initial evaluation , preclerkship cumulative scores ( range 0 - 36 ) on the st and ard checklist and anchored scale were not significantly different between the nonvideo and video groups ( mean 20.3 , SD 7.1 vs mean 20.2 , SD 9.2 , P=.90 , respectively ) . Postclerkship scores improved in both the nonvideo and video groups ( mean 28.4 , SD 5.4 , P<.001 and mean 28.7 , SD 6.5 , P=.004 , respectively ) . Increased knot board practice was significantly correlated with higher postclerkship scores on the knot-tying task , but only in the video group ( r=.47 , P<.05 ) . Conclusions The addition of a Web-based expert instructional video to a st and ard curriculum , coupled with knot board practice , appears to have a positive impact on medical student knot-tying proficiency OBJECTIVES The aim of the study was to determine whether individualized coaching improved surgical technical skill in the operating room to a higher degree than current residency training . BACKGROUND Clinical training in the operating room is a valuable opportunity for surgeons to acquire skill and knowledge ; however , it often remains underutilized . Coaching has been successfully used in various industries to enhance performance , but its role in surgery has been insufficiently investigated . METHODS This r and omized controlled trial was conducted at one surgical training program . Trainees undergoing a minimally invasive surgery rotation were r and omized to either  conventional training ( CT ) or comprehensive surgical coaching ( CSC ) . CT included ward and operating room duties , and regular departmental teaching sessions . CSC comprised performance analysis , debriefing , feedback , and behavior modeling . Primary outcome measures were technical performance as measured on global and procedure-specific rating scales , and surgical safety parameters , measured by error count . Operative performance was assessed by blinded video analysis of the first and last cases recorded by the participants during their rotation . RESULTS Twenty residents were r and omized and 18 completed the study . At posttraining the CSC group ( n = 9 ) scored significantly higher on a procedure-specific skill scale compared with the CT group ( n = 9 ) [ median , 3.90 ( interquartile range , 3.68 - 4.30 ) vs 3.60 ( 2.98 - 3.70 ) , P = 0.017 ] , and made fewer technical errors [ 10 ( 7 - 13 ) vs 18 ( 13 - 21 ) , P = 0.003 ] . Significant within-group improvements for all skill metrics were only noted in the CSC group . CONCLUSIONS Comprehensive surgical coaching enhances surgical training and results in skill acquisition superior to conventional training BACKGROUND Computer-based video training ( CBVT ) provides flexible opportunities for surgical trainees to learn fundamental technical skills , but may be ineffective in self-directed practice setting s because of poor trainee self- assessment . This study examined whether CBVT is effective in a self-directed learning environment among novice trainees . METHODS Thirty novice trainees used CBVT to learn the 1-h and ed square knot while self-assessing their proficiency every 3 minutes . On reaching self-assessed skill proficiency , trainees were r and omized to either cease practice or to complete additional practice . Performance was evaluated with computer and expert-based measures during practice and on pretests , posttests , and 1-week retention tests . RESULTS Analyses revealed performance improvements for both groups ( all P < .05 ) , but no differences between the 2 groups ( all P > .05 ) on all tests . CONCLUSIONS CBVT for the 1-h and ed square knot is effective in a self-directed learning environment among novices . This lends support to the implementation of self-directed digital media-based learning within surgical curricula Background The effect of coaching on surgical quality and underst and ing in simulated training remains unknown . The aim of this study was compare the effects of structured coaching and autodidactic training in simulated laparoscopic surgery . Methods Seventeen surgically naive medical students were r and omized into two groups : eight were placed into an intervention group and received structured coaching , and nine were placed into a control group and received no training . They each performed 10 laparoscopic cholecystectomies on a virtual reality simulator . The surgical quality of the first , fifth , and 10th operations was evaluated by 2 independent blinded assessors using the  Competency Assessment Tool ( CAT ) for cholecystectomy . Underst and ing of operative strategy was tested before the first , fifth , and 10th operation . Performance metrics , path length , total number of movements , operating time , and error frequency were evaluated . The groups were compared by the Mann – Whitney U test . Proficiency gain curves were plotted using curve fit and CUSUM models ; change point analysis was performed by multiple Wilcoxon signed rank analyses . Results The intervention group scored significantly higher on the CAT assessment of procedures 1 , 5 , and 10 , with increasing disparity . They also performed better in the knowledge test at procedures 5 and 10 , again with an increasing difference . The learning curve for error frequency of the intervention group reached competency after operation 7 , whereas the control group did not plateau by procedure 10 . The learning curves of both groups for path length and number movements were almost identical ; the mean operation time was shorter for the control group . Conclusions Clinical ly relevant markers of proficiency including error reduction , underst and ing of surgical strategy , and surgical quality are significantly improved with structured coaching . Path length and number of movements representing merely manual skills are developed with task repetition rather than influenced by coaching . Structured coaching may represent a key component in the acquisition of procedural skills BACKGROUND We carried out a prospect i ve , r and omized , 4-arm study including control arm , blinding of examiners to determine effectiveness of computer-based video instruction ( CBVI ) and different types of expert feedback ( concurrent and summary ) on learning of a basic technical skill . METHODS Using bench models , participants were pre-tested on a suturing and instrument knot-tying skill after viewing an instructional video . The students were subsequently assigned r and omly to 4 practice conditions : no additional intervention ( control ) , self study with CBVI , expert feedback during practice trials ( concurrent feedback ) , and expert feedback after practice trials ( summary feedback ) .  All participants underwent 19 trials of practice , over 1 hour , in their assigned training condition . The effectiveness of training was assessed both at an immediate post-test and 
    Output:
    
Video-based coaching increases technical performance of medical students and surgical residents .