***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 compare the effectiveness of traditional and online teaching methods for educating anesthesiology residents in the principles and practice of difficult airway management . Design Prospect i ve , r and omized , controlled trial . Setting University hospital . Participants Two r and omly selected groups , each containing 28 physicians enrolled from among residents in Anesthesiology and Intensive Care Medicine in Italy . Interventions Residents in Group 1 took a traditional 5-h course on the principles and practice of airway management , which included lectures , slide projection , and dummy demonstrations . The same material was presented to Group 2 in an exclusively online format , which could be individually accessed for a period of 36 h. In the online course , student-instructor interaction was provided through threaded discussion forums during three 30-min real-time question - and -answer sessions . Measurements and results Differences in baseline and post-course scores on written tests and practical skills tests were measured . Knowledge gains in Group 2 were slightly , but not significantly , greater compared with Group 1 both in written ( P=0.228 ) and practical skills ( P=0.376 ) tests . Semi-quantitative ratings of learner satisfaction were significantly higher in the online group ( P=0.014 ) . Almost all online students ( 93 % ) were logged in for at least 45 of the 90 min of real-time question - and -answer sessions . The four instructors spent an average of 144±10 min preparing answers and interacting with online students . Conclusions Online teaching formats may be a valid alternative for teaching residents the principles and practice of difficult airway management . Interaction with instructors seems to be an important element , but it may require substantial time commitments by instructors AIMS AND OBJECTIVES To detect problems when classifying pressure ulcers and to examine whether an e-learning program is able to increase the classification skills of qualified nurses and nursing students . BACKGROUND Both the distinction between pressure ulcer grade s and the differentiation between moisture lesions is difficult . Misclassification and incorrect identification of the lesions results in inadequate preventive and therapeutic measures . Education and training are important for spreading evidence -based insights about this topic . DESIGN Repeated measure design , consisting of one pretest and three posttests . METHODS The experimental intervention consisted of a one-hour session during which the participants independently went over an e-learning program . The control intervention consisted of a one-hour lecture . Both interventions had the same learning contents . A convenience sample of 212 qualified nurses and 214 final-year nursing students was r and omly assigned to an experimental- and a control group . RESULTS In the pretest , the classification skills were low . After the intervention , these skills improved significantly in both groups . The nursing students achieved better results when using the e-learning program . Among the qualified nurses , there was no difference between the learning methods . Although the classification skills decreased in the posttests , they did not drop under the level of the pretest . CONCLUSION The actual classification system does not provide the necessary information about the severity of a pressure ulcer . The differential diagnosis between a moisture lesion was complicated . The classification skills of the qualified nurses and nursing students increased by both learning methods . Repetition remains , however , necessary . RELEVANCE TO CLINICAL PRACTICE Both instruction methods are adequate to acquire the knowledge about the differences between moisture lesions and pressure ulcers .  E-learning allows study ing in one 's own time and place , and could therefore be very suitable for repetition of the training . How to organise this training could be a subject for further research Background Exercise is an effective intervention for the prevention of falls ; however , some forms of exercises have been shown to be more effective than others . There is a need to identify effective and efficient methods for training health professionals in exercise prescription for falls prevention . Objective The objective of our study was to compare two approaches for training clinicians in prescribing exercise to prevent falls . Methods This study was a head-to-head r and omized trial design . Participants were physiotherapists , occupational therapists , nurses , and exercise physiologists working in Victoria , Australia . Participants r and omly assigned to one group received face-to-face traditional education using a 1-day seminar format with additional video and written support material . The other participants received Web-based delivery of the equivalent educational material over a 4-week period with remote tutor facilitation . Outcomes were measured across levels 1 to 3 of Kirkpatrick ’s hierarchy of educational outcomes , including attendance , adherence , satisfaction , knowledge , and self-reported change in practice . Results Of the 166 participants initially recruited , there was gradual attrition from r and omization to participation in the trial ( n = 67 Web-based , n = 68 face-to-face ) , to completion of the educational content ( n = 44 Web-based , n = 50 face-to-face ) , to completion of the posteducation examinations ( n = 43 Web-based , n = 49 face-to-face ) . Participant satisfaction was not significantly different between the intervention groups : mean ( SD ) satisfaction with content and relevance of course material was 25.73 ( 5.14 ) in the Web-based and 26.11 ( 5.41 ) in the face-to-face group ; linear regression P = .75 ; and mean ( SD ) satisfaction with course facilitation and support was 11.61 ( 2.00 ) in the Web-based and 12.08 ( 1.54 ) in the face-to-face group ; linear regression P = .25 . Knowledge test results were comparable between the Web-based and face-to-face groups : median ( interquartile range [ IQR ] ) for the Web-based group was 90.00 ( 70.89–90.67 ) and for the face-to-face group was 80.56 ( 70.67–90.00 ) ; rank sum P = .07 . The median ( IQR ) scores for the exercise assignment were also comparable : Web-based , 78.6 ( 68.5–85.1 ) , and face-to-face , 78.6 ( 70.8–86.9 ) ; rank sum P = .61 . No significant difference was identified in Kirkpatrick ’s hierarchy domain change in practice : mean ( SD ) Web-based , 21.75 ( 4.40 ) , and face-to-face , 21.88 ( 3.24 ) ; linear regression P = .89 . Conclusion Web-based and face-to-face approaches to the delivery of education to clinicians on the subject of exercise prescription for falls prevention produced equivalent results in all of the outcome domains . Practical considerations should arguably drive choice of delivery method , which may favor Web-based provision for its ability to overcome access issues for health professionals in regional and remote setting s. Trial Registration Australian New Zeal and Clinical Trials Registry number : ACTRN12610000135011 ; http://www.anzctr.org.au/ACTRN12610000135011.aspx ( Archived by WebCite at http://www.webcitation.org/63MicDjPV OBJECTIVES : We report the results of a r and omized clinical trial of a 3-hour , web-based , tobacco cessation education program , the Web-Based Respiratory Education About Tobacco and Health ( WeBREATHe ) program , for practicing pediatric respiratory therapists ( RTs ) , registered nurses ( RNs ) , and nurse practitioners ( NPs ) . METHODS : Two hundred fifteen RTs ( n = 40 ) , RNs ( n = 163 ) , and NPs ( n = 12 ) employed at the Children ’s Hospital of Philadelphia and the Children ’s Hospital , University of Colorado at Denver , participated in this study . All study activities were completed online . After consenting , participants were r and omly assigned to either the training ( intervention ) or delayed training ( control ) condition . The training condition consisted of a 3-hour continuing education unit course plus ongoing online re sources . Participants were assessed at baseline , 1 week , and 3 months after enrollment . RESULTS : Participants in the training condition were more likely to increase their tobacco cessation intervention behaviors than their delayed training counterparts ( F[1 , 213 ] = 32.03 , P < .001 ) . Training participants showed significantly greater levels of advise ( F[1 , 213 ] = 7.22 , P < .001 ) ; assess ( F[1 , 213 ] = 19.56 , P < .001 ) ; and particularly assist/arrange ( F[1213 ] = 35.52 , P < .001 ) . In addition , training condition participants rated the program highly on measures of consumer satisfaction . CONCLUSIONS : The WeBREATHe program is the first evidence -based education program in tobacco cessation design ed specifically for pediatric RTs , RNs , and NPs . Engagement in WeBREATHe increased participants ’ tobacco cessation-related behaviors Background The introduction of Web-based education and open universities has seen an increase in access to professional development within the health professional education marketplace . Economic efficiencies of Web-based education and traditional face-to-face educational approaches have not been compared under r and omized controlled trial conditions . Objective To compare costs and effects of Web-based and face-to-face short courses in falls prevention education for health professionals . Methods We design ed two short courses to improve the clinical performance of health professionals in exercise prescription for falls prevention . One was developed for delivery in face-to-face mode and the other for online learning . Data were collected on learning outcomes including participation , satisfaction , knowledge acquisition , and change in practice , and combined with costs , savings , and benefits , to enable a break-even analysis from the perspective of the provider , cost-effectiveness analysis from the perspective of the health service , and cost-benefit analysis from the perspective of the participant . Results Face-to-face and Web-based delivery modalities produced comparable outcomes for participation , satisfaction , knowledge acquisition , and change in practice . Break-even analysis identified the Web-based educational approach to be robustly superior to face-to-face education , requiring a lower number of enrollments for the program to reach its break-even point . Cost-effectiveness analyses from the perspective of the health service and cost-benefit analysis from the perspective of the participant favored face-to-face education , although the outcomes were contingent on the sensitivity analysis applied ( eg , the fee structure used ) . Conclusions The Web-based educational approach was clearly more efficient from the perspective of the education provider . In the presence of relatively equivocal results for comparisons from other stakeholder perspectives , it is likely that providers would prefer to deliver education via a Web-based medium . Trial Registration Australian New Zeal and Clinical Trials Registry ( ACTRN ) : 12610000135011 ; http://www.anzctr.org.au/trial_view.aspx?id=335135 ( Archived by WebCite at http://www.webcitation.org/668POww4L The end of the twentieth century and the beginning of the twenty-first century are marked by technology revolution and strategic changes in organizations . Strategies such as the e-learning , has been used for training human re sources . This study aim ed to compare the knowledge acquired among groups of nurses who used e-learning and those who undergone a traditional classroom training .  The true-experimental design was used followed by a quantitative analysis . This study was performed at the Hospital and Maternity São Luiz . The study population was composed by 60 nurses , r and omly assigned to two groups , named A and B. Group A received the traditional classroom training and group B received the computer-assisted training . In the data collection , participants filled in a question naire before and after the training to evaluate their knowledge and to characterize the population . Results showed there was an equal acquisition of knowledge in both groups ; confirming the efficacy of both methods Objective To examine the prevalence of outcome reporting bias — the selection for publication of a subset of the original recorded outcome variables on the basis of the results — and its impact on Cochrane review s. Design A nine point classification system for missing outcome data in r and omised trials was developed and applied to the trials assessed in a large , unselected cohort of Cochrane systematic review s. Research ers who conducted the trials were contacted and the reason sought for the non-reporting of data . A sensitivity analysis was undertaken to assess the impact of outcome reporting bias on review s that included a single meta- analysis of the review primary outcome . Results More than half ( 157/283 ( 55 % ) ) the review s did not include full data for the review primary outcome of interest from all eligible trials . The median amount of review outcome data missing for any reason was 10 % , whereas 50 % or more of the potential data were missing in 70 ( 25 % ) review s. It was clear from the publications for 155 ( 6 % ) of the 2486 assessable trials that the research ers had measured and analysed the review primary outcome but did not report or only partially reported the results . For reports that did not mention the review primary outcome , our classification regarding the presence of outcome reporting bias was shown to have a sensitivity of 88 % ( 95 % CI 65 % to 100 % ) and specificity of 80 % ( 95 % CI 69 % to 90 % ) on the basis of responses from 62 trialists . A third of Cochrane review s ( 96/283 ( 34 % ) ) contained at least one trial with high suspicion of outcome reporting bias for the review primary outcome . In a sensitivity analysis undertaken for 81 review s with a single meta- analysis of the primary outcome of interest , the treatment effect estimate was reduced by 20 % or more in 19 ( 23 % ) . Of the 42 meta-analyses with a statistically significant result only , eight ( 19 % ) became non-significant after adjustment for outcome reporting bias and 11 ( 26 % ) would have overestimated the treatment effect by 20 % or more . Conclusions Outcome reporting bias is an under-recognised problem that affects the conclusions in a substantial proportion of Cochrane review s 
    Output:
    
When compared to traditional learning , e-learning may make little or no difference in patient outcomes or health professionals ' behaviours , skills or knowledge .
Even if e-learning could be more successful than traditional learning in particular medical education setting s , general cl aims of it as inherently more effective than traditional learning may be misleading