***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: PURPOSE Team-based learning ( TBL ) has been successfully used in non-medical curricula , but its effectiveness in medical education has not been studied extensively . We evaluated the impact of TBL on the academic performance of Year 2 medical students at Wright State University by comparing this active learning strategy against a traditional method of case-based group discussion ( CBGD ) . METHODS A prospect i ve crossover design assigned 83 Year 2 medical students to either CBGD or TBL for 8 pathology modules in the systems-based curriculum . The effectiveness of both learning methods was assessed by performance on pathology-based examination questions contained in end-of-course examinations . The highest and lowest academic quartiles of students were evaluated separately . Students ' opinions of both methods were surveyed . RESULTS No significant differences in whole group performance on pathology-based examination questions were observed as a consequence of experiencing TBL versus CBGD . However , students in the lowest academic quartile showed better examination performance after experiencing TBL than CBGD in 4 of 8 modules ( P = 0.035 ) . Students perceived that the contributions of peers to learning were more helpful during TBL than CBGD ( P = 0.003 ) . CONCLUSION This study demonstrates that TBL and CBGD are equally effective active learning strategies when employed in a systems-based pre- clinical pathology curriculum , but students with lower academic performance may benefit more from TBL than CBGD Documenting student engagement has received increased emphasis in medical schools , as teaching strategies are changing to include more student-to-student interactions . The purpose of this study was to develop and evaluate a measure of student engagement  completed by independent observers that would not interfere with student learning time . Data from 3,182 observations completed by nine observers in 32 educational classroom setting s with 23 different instructors were used to evaluate the interobserver reliability and gather validity evidence for our observational instrument , named the STROBE . Results indicated that interobserver agreement was good to excellent when observations were conducted simultaneously on r and omly selected students in the same classroom ( 84 % average agreement and 0.79 average kappa coefficient ) and when observations were conducted on different r and omly selected students ( 79 % average agreement ) . Results also provided strong evidence for validity . Overall , findings indicate that the STROBE demonstrates promise for educational research and evaluation by documenting student engagement in medical education setting 
    Output:
    
Generally , students are satisfied with TBL and student engagement is higher in TBL classes .
Evidence also exists that students in TBL classes score higher on examinations .
However , further high- quality experimental studies are needed to confirm that TBL positively affects examination scores and other learning outcomes and to determine whether TBL produces students who have the ability to function well in groups