***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: Learning proper techniques in physical examinations is m and atory for a physician . Although students may examine each other in early training , examination of the female pelvis does not readily conform to this reciprocity . A r and omized study was conducted , comparing teaching methods utilizing professional patients or plastic models . Training on a professional patient significantly increased a student 's chance of palpating one or both ovaries , reduced the student 's anxiety about performing a pelvic examination , and may have improved the student 's gentleness . Costs of the professional patient method were minimal . It is recommended that teaching pelvic examinations with the professional patient replace teaching on the plastic model A class of 100 second-year medical students was r and omly divided into two groups for instruction in the techniques of the gynecologic examination . Each group received a lecture and a demonstration film . The control group then had practical instruction on office or clinic patients . The study group was instructed by specially trained clinical teaching associates who acted both as professional patients and as teachers . After practice in clinics and offices , both groups received a  common evaluation  by gynecologists and teaching associates . Students who were instructed by clinical teaching associates performed better on subsequent pelvic examinations and demonstrated superior communications skills compared with the control group Purpose . To evaluate the effectiveness of pelvic examination training for internal medicine interns conducted by instructors who also serve as models for the examination . Method . In 2001 , 80 interns from three university internal medicine residencies completed question naires about their experiences with pelvic examinations . Interns who were available for training underwent baseline assessment of their pelvic examination skills and were r and omized to training or to a control group that received only educational literature .  Skills were assessed with a 29-item checklist at baseline and at follow-up by evaluators blinded to group assignment , and interrater agreement was estimated by review of audiotapes . Results . Seventy-two interns were r and omized and underwent baseline skills assessment . Seventy interns returned for follow-up assessment after approximately 14 weeks ( range , 10 - 17 weeks ) . The 39 interns r and omized to training and 33 r and omized to the control group did not differ with respect to age , gender , or prior pelvic examination training . In both groups there was substantial variability in skills at baseline , with graduates of U.S. medical schools scoring significantly higher than did graduates of non-U.S. medical schools ( 0.66 versus 0.41 , p < 10 - 5 ) . Interns r and omized to training had significantly higher scores at follow-up than did interns in the control group ( 0.79 versus 0.57 , p < 10 - 6 ) . For seven items verifiable by audiotape , interrater agreement was good ( overall & kgr ; , 0.54 ; range among items , 0.3 - 0.85 ) . Conclusion . Specialized trainers can reliably evaluate and improve the pelvic examination skills of interns , and improvements are demonstrable three months after training . Further research is needed to ascertain whether training efficiency can be improved and to measure the impact of training on patient satisfaction and clinical outcomes Background : As medical schools continue to strive to deliver high quality education with diminishing re sources , the need to evaluate long-st and ing teaching techniques becomes imperative . The use of gynecological teaching associates to teach pelvic exam skills to medical students is an example of an education intervention that deserves thorough evaluation . Purpose : The objective was to evaluate effects of two pelvic examination training methods on OB/GYN clerkship students with respect to costs , students ’ performance , and perception . Method : During the academic year 2007–08 , 106 medical students were r and omized to receive either pelvic examination training by a gynecological teaching associate ( GTA ) alone or a st and ardized patient ( SP ) accompanied by an obstetrics and gynecology faculty member .  Students participated in an objective structured clinical exam ( OSCE ) and completed question naires regarding the educational intervention at the end of the clerkship . Results : The two training methods produced comparable OSCE scores , and students in both groups felt more confident after training and found the training sessions to be valuable . There was a significant cost-savings associated with using GTAs for pelvic exam training . Conclusions : Faculty time and effort need not be utilized for pelvic exam training exercises , since using GTAs for pelvic exam training produces comparable results Objective . To compare the skills in pelvic examination technique between students who have had training with professional patients and a control group of students trained using clinical patients .  Design . Prospect i ve controlled study . Setting . University hospital . Population . Students attending three consecutive courses in obstetrics and gynecology at Karolinska University Hospital . Methods . A study group of 53 students received training in pelvic examination with professional patients  and was compared with a control group of 34 students who were trained using clinical patients .  Main outcome measures . The students ' skills in pelvic examination technique were examined by teachers in a practical test . Students ' skills were also evaluated by the students themselves and by the patients who participated in the examination . Results . Students who had training with professional patients were more skilled in performing a pelvic examination and better prepared to examine their own patients than students trained using clinical patients . Conclusions . Training with professional patients is more effective in teaching pelvic examination technique than training with clinical patients . We recommend that the use of professional patients is considered in the training of medical students 
    Output:
    
GTA training improved competence compared with other teaching methods and the finding of enhanced competence was consistent when the pooled analysis was restricted to RCTs .
Communication skills were also improved with GTA teaching , but to a lesser degree , whereas no effect on student confidence was observed .
Our findings suggest that GTA-based teaching of pelvic examination is associated with improvement in the competence and communication skills of trainees .