***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 assess the impact of digital problem-based learning ( PBL ) cases on  student learning in ophthalmology courses . METHODS Ninety students were r and omly divided into 3 classes ( 30 students per class ) . The first class studied under a didactic model . The other 2 classes were divided into 6 groups ( 10 students per group ) and received PBL teaching ; 3 groups studied via cases presented in digital form and the others studied via paper-form cases . The results of theoretical and case analysis examinations were analyzed using the chi(2 ) test . Student performance on the interval practice was analyzed using the Kruskal-Wallis test . Question naires were used to evaluate student and facilitator perceptions . RESULTS Students in the digital groups exhibited better performance in the practice procedures according to tutorial evaluations compared with the other groups ( P < .05 ) . The 2 PBL classes had significantly higher mean results of theoretical and case analysis examinations ( P < .001 ) , but there was no significant difference between the 2 PBL classes . Ninety-three percent of students in the digital groups ( vs 73 % in the paper groups ) noted that the cases greatly stimulated their interest . CONCLUSIONS Introducing PBL into ophthalmology could improve educational quality and effectiveness .  Digital PBL cases stimulate interest and motivate students to further improve diagnosis and problem-h and ling skills Background / aim : Owing to the complex topographical aspects of ophthalmic surgery , teaching with conventional surgical videos has led to a poor underst and ing among medical students . A novel multimedia three dimensional ( 3D ) computer animated program , called “ Ophthalmic Operation Vienna ” has been developed , where surgical videos are accompanied by 3D animated sequences of all surgical steps for five operations . The aim of the study was to assess the effect of 3D animations on the underst and ing of cataract and glaucoma surgery among medical students . Method : Set in the Medical University of Vienna , Department of Ophthalmology , 172 students were r and omised into two groups : a  3D group ( n = 90 ) , that saw the 3D animations and video sequences , and a  control group ( n = 82 ) , that saw only the surgical videos . The narrated text was identical for both groups . After the presentation , students were question ed and tested using multiple choice questions . Results : Students in the 3D group found the interactive multimedia teaching methods to be a valuable supplement to the conventional surgical videos . The 3D group outperformed the control group not only in topographical underst and ing by 16 % ( p<0.0001 ) , but also in theoretical underst and ing by 7 % ( p<0.003 ) . Women in the 3D group gained most by 19 % over the control group ( p<0.0001 ) . Conclusions : The use of 3D animations lead to a better underst and ing of difficult surgical topics among medical students , especially for female users . Gender related benefits of using multimedia should be further explored OBJECTIVE Nurses need to be competent and confident in performing drug calculations to ensure patient safety . The purpose of this study is to compare an interactive e-drug calculations package , developed using Cognitive Load Theory as its theoretical framework , with traditional h and out learning support on nursing students ' drug calculation ability , self-efficacy and support material satisfaction . DESIGN A cluster r and omised controlled trial comparing the e-package with traditional h and out learning support was conducted with a September cohort ( n=137 ) and a February cohort ( n=92 ) of second year diploma nursing students . Students from each cohort were geographically dispersed over 3 or 4 independent sites . MEASUREMENTS Students from each cohort were invited to participate , halfway through their second year , before and after a 12 week clinical practice placement . During their placement the intervention group received the e-drug calculations package while the control group received traditional ' h and out ' support material .  Drug calculation ability and self-efficacy tests were given to the participants pre- and post-intervention . Participants were given the support material satisfaction scale post-intervention . RESULTS Students in both cohorts r and omised to e-learning were more able to perform drug calculations than those receiving the h and out ( September : mean 48.4 % versus 34.7 % , p=0.027 ; February : mean 47.6 % versus 38.3 % , p=0.024 ) . February cohort students using the e-package were more confident in performing drug calculations than those students using h and outs ( self-efficacy mean 56.7 % versus 45.8 % , p=0.022 ) . There was no difference in improved self-efficacy between intervention and control for students in the September cohort . Students who used the package were more satisfied with its use than the students who used the h and out ( mean 29.6 versus 26.5 , p=0.001 ) , particularly with regard to the package enhancing their learning ( p=0.023 ) , being an effective way to learn ( p=0.005 ) , providing practice and feedback ( p<0.001 ) , being accessible ( p=0.027 ) , user friendly ( p=0.02 ) and providing learning enjoyment ( p=0.022 ) . CONCLUSION It is essential that nurses are educated and supported to become , and remain , confident and competent in performing drug calculations . This study found the e-drug calculations package , based on Cognitive Load Theory , to be significantly more effective than a h and out in improving students ' drug calculation ability and self-efficacy , with students who used the package being significantly more satisfied with its use than students who used the h and out . This package could particularly be useful for the continuing professional development of any healthcare professional involved in drug calculations Purpose To compare , using a prospect i ve , r and omized controlled study , three methods of teaching a medical school parasitology course : computer-based instruction , traditional lecture-based instruction , and a combination of computer-based and lecture-based instruction . Method A single class of the University of Utah School of Medicine was r and omized into three study groups for the second-year parasitology course . The computer group ( n = 29 ) used a locally developed interactive parasitology computer program ; the lecture group ( n = 32 ) had traditional lectures , and the combined group ( n = 33 ) used both the computer program and lectures . Students ' knowledge was assessed using a pretest , a final examination , and a posttest administered four months after the course . Students also used logs to track the amounts of time they spent study ing . Their impressions and course evaluations were collected using a st and ardized course-evaluation form . Results The groups ' scores on the pretest , final examination , and posttest were not statistically significantly different . Students in the computer group averaged 26.8 hours of study ing over the two-week course compared with 32.1 hours in the lecture group and 32.7 hours in the combined group . The difference in study times between the computer and combined groups yielded a significant p value of 0.036 . Students were generally positive about the course and the computer program . Conclusion Students can learn parasitology from computer-based instruction as effectively as from traditional lecture-based instruction , and they can do so in less time BACKGROUND Curricular medical training on dementia at the Department of Psychiatry and Psychotherapy at the University of Erlangen comprises of a traditional lecture . This setting was compared with two different E-Learning formats using a r and omized study design . METHODS 104 students ( average age 26.3 + /- 3.6 years ) were r and omized into 3 groups : Interactive e-Learning ; virtual lecture ( slides and audio ) and st and ard lecture ( control group ; 90 minutes ) . RESULTS Overall , the response rate was 40.4 % . Assessment of formal knowledge using a multiple-choice test yielded no differences between the three groups . In the students ' evaluation , the interactive e-learning showed the best results ( 1.86 + /- 0.69 ) , followed by the st and ard lecture ( 2.0 + /- 0.71 ) and the virtual lecture ( 2.6 + /- 0.8 ) . Nevertheless , the students would not prefer e-learning to the st and ard lecture when both methods are directly compared . CONCLUSION Our findings suggest that e-learning is equivalent to a st and ard lecture when formal knowledge is assessed . Evaluation results are best for interactive e-learning formats . The detailed reasons for the preference of different learning styles should be further investigated OBJECTIVES To determine the long-term retention of a 3-dimentional ( 3-D ) educational computer model of the larynx to teach laryngeal anatomy and to compare it with st and ard written instruction ( SWI ) . DESIGN Prospect i ve r and omized controlled trial . SETTING University education program . PARTICIPANTS One hundred health care students . INTERVENTIONS For short-term assessment , 50 students were r and omized to the 3-D model and 50 to SWI  and were tested using a 20- question laryngeal test . Six months later , the same students were invited to retake the laryngeal anatomy test to examine long-term retention . MAIN OUTCOME MEASURE The score on a 20-item Web-based test that assessed the students ' level of knowledge of laryngeal anatomy approximately 6 months after their initial exposure to the laryngeal anatomy teaching intervention . RESULTS Sixty-two students retook the test : 3-D ( n = 30 ) and SWI ( n = 32 ) . No significant difference was noted in mean scores ( P = .54 ) and change in scores ( P = .59 ) between short- and long-term retention on the laryngeal anatomy test . There was a trend toward an increase in 3-D scores in both groups ( P = .07 ) and a significant increase in 3-D scores in the 3-D group only ( P = .049 ) . CONCLUSIONS A low-fidelity model ( SWI ) is just as effective as a high-fidelity model ( 3-D ) in teaching laryngeal anatomy . The acquired knowledge from either educational intervention may last up to 6 months for long-term retention . This study is one of the few in medical education to examine long-term retention OBJECTIVES To explore medical students ' use of computer tutorials embedded in a busy clinical setting ; to demonstrate that such tutorials can increase knowledge gain over and above that attributable to the clinical rotation itself . METHODS  Six tutorials were installed on a computer placed in a central area in an emergency department . Each tutorial was made up of between 33 and 85 screens of information that include text , graphics , animations , and questions . They were design ed to be brief ( 10 minutes ) , focused , interactive , and immediately relevant . The authors evaluated the intervention using quantitative research methods , including usage tracking , surveys of faculty and students , and a r and omized pretest-posttest study . RESULTS Over 46 weeks , 95 medical students used the tutorials 544 times , for an overall average of 1.7 times a day . The median time spent on completed tutorials was 11 minutes ( average [ SD ] , 14 [ + /-12 ] minutes ) . Seventy-four students completed the r and omized study . They completed 65 % of the assigned tutorials , result ing in improved examination scores compared with the control ( effect size , 0.39 ; 95 % confidence interval = 0.15 to 0.62 ) . Students were positively disposed to the tutorials , ranking them as " valuable . " Fifty-four percent preferred the tutorials to small group teaching sessions with a preceptor . The faculty was also positive about the tutorials , although they did not appear to integrate the tutorials directly into their teaching . CONCLUSIONS Medical students on rotation in a busy clinical setting can and will use appropriately presented computer tutorials . The tutorials are effective in raising examination scores 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 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 1 month later at a retention test . Performance was evaluated using both expert-based ( Global Rating Scores ) and computer-based assessment ( H and Motion Analysis ) . Data were analyzed using repeated- measures ANOVA . RESULTS There were no differences in GRS between groups at pre-test . The CBVI , concurrent feedback and summary feedback methods were equally effective initially for the instruction of this basic technical skill to naive medical students and displayed better performance than control ( control , 12.7 
    Output:
    
Generally no differences in attitudes or preference of eLearning over traditional learning were observed .
No clear trends were found in the comparison of different modes of eLearning .
Conclusions Our results suggest that  offline eLearning is equivalent and possibly superior to traditional learning regarding knowledge , skills , attitudes and satisfaction .