human
***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: This study was design ed to determine whether an interactive three‐dimensional presentation depicting liver and biliary anatomy is more effective for teaching medical students than a traditional textbook format presentation of the same material . Forty‐six medical students volunteered for participation in this study .  Baseline demographic information , spatial ability , and knowledge of relevant anatomy were measured . Participants were r and omized into two groups and presented with a computer‐based interactive learning module comprised of animations and still images to highlight various anatomical structures ( 3D group ) , or a computer‐based text document containing the same images and text without animation or interactive features ( 2D group ) . Following each teaching module , students completed a satisfaction survey and nine‐item anatomic knowledge post‐test . The 3D group scored higher on the post‐test than the 2D group , with a mean score of 74 % and 64 % , respectively ; however , when baseline differences in pretest scores were accounted for , this difference was not statistically significant ( P = 0.33 ) . Spatial ability did not statistically significantly correlate with post‐test scores for the 3D group or the 2D group . In the post‐test satisfaction survey the 3D group expressed a statistically significantly higher overall satisfaction rating compared to students in the 2D control group ( 4.5 versus 3.7 out of 5 , P = 0.02 ) . While the interactive 3D multimedia module received higher satisfaction ratings from students , it neither enhanced nor inhibited learning of complex hepatobiliary anatomy compared to an informationally equivalent traditional textbook style approach . Anat Sci Educ 4 : 84–91 , 2011 . © 2011 American Association of Anatomists CONTEXT Computer-aided instruction is used increasingly in medical education and anatomy instruction with limited research evidence to guide its design and deployment . OBJECTIVES To determine the effects of ( a ) learner control over the e-learning environment and ( b ) key views of the brain versus multiple views in the learning of brain surface anatomy . DESIGN R and omised trial with 2 phases of study . Participants Volunteer sample of 1st-year psychology students ( phase 1 , n = 120 ; phase 2 , n = 120 ) . Interventions Phase 1 : computer-based instruction in brain surface anatomy with 4 conditions : ( 1 ) learner control/multiple views ( LMV ) ; ( 2 ) learner control/key views ( LKV ) ; ( 3 ) programme control/multiple views ( PMV ) ; ( 4 ) programme control/key views ( PKV ) . Phase 2 : 2 conditions : low learner control/key views ( PKV ) versus no learner control/key views ( SKV ) . All participants performed a pre-test , post-test and test of visuospatial ability . MAIN OUTCOME MEASURES A 30-item post-test of brain surface anatomy structure identification . RESULTS The PKV group attained the best post-test score ( 57.7 % ) and the PMV group received the worst ( 42.2 % ) , with the 2 high learner control groups performing in between . For students with low spatial ability , estimated scores are 20 % lower for those who saw multiple views during learning . In phase 2 , students with the most static condition and no learner control ( SKV ) performed similarly to those students in the PKV group . CONCLUSIONS Multiple views may impede learning , particularly for those with relatively poor spatial ability . High degrees of learner control may reduce effectiveness of learning OBJECTIVES ( 1 ) To investigate the efficacy of a computer-generated three-dimensional laryngeal model for laryngeal anatomy teaching ; ( 2 ) to explore the relationship between students ' spatial ability and acquisition of anatomical knowledge ; and ( 3 ) to assess participants ' opinion of the computerised model . SUBJECTS AND METHODS Forty junior doctors were r and omised to undertake laryngeal anatomy study supplemented by either a  three-dimensional computer model or two-dimensional images . Outcome measurements comprised a laryngeal anatomy test , the modified V and enberg and Kuse mental rotation test , and an opinion survey . RESULTS Mean scores ± st and ard deviations for the anatomy test were 15.7 ± 2.0 for the ' three dimensions ' group and 15.5 ± 2.3 for the ' st and ard ' group ( p = 0.7222 ) . Pearson 's correlation between the rotation test scores and the scores for the spatial ability questions in the anatomy test was 0.4791 ( p = 0.086 , n = 29 ) . Opinion survey answers revealed significant differences in respondents ' perceptions of the clarity and ' user friendliness ' of , and their preferences for , the three-dimensional model as regards anatomical study . CONCLUSION The three-dimensional computer model was equivalent to st and ard two-dimensional images , for the purpose of laryngeal anatomy teaching . There was no association between students ' spatial ability and functional anatomy learning . However , students preferred to use the three-dimensional model In spite of the reduced level of experimental control , this large scale study brought some clarity into the relation between mental rotation task ( MRT ) performance and a number of variables where contradictory associations had previously been reported in the literature . Clear sex differences in  MRT  were observed for a sample of 134,317 men and 120,783 women , with men outperforming women . There were also MRT differences as a function of sexual orientation : heterosexual men performed better than homosexual men and homosexual women performed better than heterosexual women . Although bisexual men performed better than homosexual men but less well than heterosexual men , no significant differences were observed between bisexual and homosexual women . MRT performance in both men and women peaked in the 20–30 year range , and declined significantly and markedly thereafter . Both men and women showed a significant negative correlation between left and right digit finger ratio and MRT scores , such that individuals with smaller digit ratios ( relatively longer ring finger than index finger ) performed better than individuals with larger digit ratios Sex differences favoring males in spatial abilities have been known by cognitive psychologists for more than half a century . Spatial abilities have been related to three‐dimensional anatomy knowledge and the performance in technical skills . The issue of sex differences in spatial abilities has not been addressed formally in the medical field . The objective of this study was to test an a priori hypothesis of sex differences in spatial abilities in a group of medical graduates entering their residency programs over a five‐year period . A cohort of 214 medical graduates entering their specialist residency training programs was enrolled in a prospect i ve study . Spatial abilities were measured with a  redrawn V and enberg and Kuse Mental Rotations Tests in two ( MRTA ) and three ( MRTC ) dimensions . Sex differences favoring males were identified in 131 ( 61.2 % ) female and 83 ( 38.8 % ) male medical graduates with the median ( Q1 , Q3 ) MRTA score [ 12 ( 8 , 14 ) vs. 15 ( 12 , 18 ) , respectively ; P < 0.0001 ] and MRTC score [ 7 ( 5 , 9 ) vs. 9 ( 7 , 12 ) , respectively ; P < 0.0001 ] . Sex differences in spatial abilities favoring males were demonstrated in the field of medical education , in a group of medical graduates entering their residency programs in a five‐year experiment . Caution should be exerted in applying our group finding to individuals because a particular female may have higher spatial abilities and a particular male may have lower spatial abilities . Anat Sci Educ 6 : 368–375 . © 2013 American Association of Anatomists 
    Output:
    
agent
***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: This study was design ed to determine whether an interactive three‐dimensional presentation depicting liver and biliary anatomy is more effective for teaching medical students than a traditional textbook format presentation of the same material . Forty‐six medical students volunteered for participation in this study .  Baseline demographic information , spatial ability , and knowledge of relevant anatomy were measured . Participants were r and omized into two groups and presented with a computer‐based interactive learning module comprised of animations and still images to highlight various anatomical structures ( 3D group ) , or a computer‐based text document containing the same images and text without animation or interactive features ( 2D group ) . Following each teaching module , students completed a satisfaction survey and nine‐item anatomic knowledge post‐test . The 3D group scored higher on the post‐test than the 2D group , with a mean score of 74 % and 64 % , respectively ; however , when baseline differences in pretest scores were accounted for , this difference was not statistically significant ( P = 0.33 ) . Spatial ability did not statistically significantly correlate with post‐test scores for the 3D group or the 2D group . In the post‐test satisfaction survey the 3D group expressed a statistically significantly higher overall satisfaction rating compared to students in the 2D control group ( 4.5 versus 3.7 out of 5 , P = 0.02 ) . While the interactive 3D multimedia module received higher satisfaction ratings from students , it neither enhanced nor inhibited learning of complex hepatobiliary anatomy compared to an informationally equivalent traditional textbook style approach . Anat Sci Educ 4 : 84–91 , 2011 . © 2011 American Association of Anatomists CONTEXT Computer-aided instruction is used increasingly in medical education and anatomy instruction with limited research evidence to guide its design and deployment . OBJECTIVES To determine the effects of ( a ) learner control over the e-learning environment and ( b ) key views of the brain versus multiple views in the learning of brain surface anatomy . DESIGN R and omised trial with 2 phases of study . Participants Volunteer sample of 1st-year psychology students ( phase 1 , n = 120 ; phase 2 , n = 120 ) . Interventions Phase 1 : computer-based instruction in brain surface anatomy with 4 conditions : ( 1 ) learner control/multiple views ( LMV ) ; ( 2 ) learner control/key views ( LKV ) ; ( 3 ) programme control/multiple views ( PMV ) ; ( 4 ) programme control/key views ( PKV ) . Phase 2 : 2 conditions : low learner control/key views ( PKV ) versus no learner control/key views ( SKV ) . All participants performed a pre-test , post-test and test of visuospatial ability . MAIN OUTCOME MEASURES A 30-item post-test of brain surface anatomy structure identification . RESULTS The PKV group attained the best post-test score ( 57.7 % ) and the PMV group received the worst ( 42.2 % ) , with the 2 high learner control groups performing in between . For students with low spatial ability , estimated scores are 20 % lower for those who saw multiple views during learning . In phase 2 , students with the most static condition and no learner control ( SKV ) performed similarly to those students in the PKV group . CONCLUSIONS Multiple views may impede learning , particularly for those with relatively poor spatial ability . High degrees of learner control may reduce effectiveness of learning OBJECTIVES ( 1 ) To investigate the efficacy of a computer-generated three-dimensional laryngeal model for laryngeal anatomy teaching ; ( 2 ) to explore the relationship between students ' spatial ability and acquisition of anatomical knowledge ; and ( 3 ) to assess participants ' opinion of the computerised model . SUBJECTS AND METHODS Forty junior doctors were r and omised to undertake laryngeal anatomy study supplemented by either a  three-dimensional computer model or two-dimensional images . Outcome measurements comprised a laryngeal anatomy test , the modified V and enberg and Kuse mental rotation test , and an opinion survey . RESULTS Mean scores ± st and ard deviations for the anatomy test were 15.7 ± 2.0 for the ' three dimensions ' group and 15.5 ± 2.3 for the ' st and ard ' group ( p = 0.7222 ) . Pearson 's correlation between the rotation test scores and the scores for the spatial ability questions in the anatomy test was 0.4791 ( p = 0.086 , n = 29 ) . Opinion survey answers revealed significant differences in respondents ' perceptions of the clarity and ' user friendliness ' of , and their preferences for , the three-dimensional model as regards anatomical study . CONCLUSION The three-dimensional computer model was equivalent to st and ard two-dimensional images , for the purpose of laryngeal anatomy teaching . There was no association between students ' spatial ability and functional anatomy learning . However , students preferred to use the three-dimensional model In spite of the reduced level of experimental control , this large scale study brought some clarity into the relation between mental rotation task ( MRT ) performance and a number of variables where contradictory associations had previously been reported in the literature . Clear sex differences in  MRT  were observed for a sample of 134,317 men and 120,783 women , with men outperforming women . There were also MRT differences as a function of sexual orientation : heterosexual men performed better than homosexual men and homosexual women performed better than heterosexual women . Although bisexual men performed better than homosexual men but less well than heterosexual men , no significant differences were observed between bisexual and homosexual women . MRT performance in both men and women peaked in the 20–30 year range , and declined significantly and markedly thereafter . Both men and women showed a significant negative correlation between left and right digit finger ratio and MRT scores , such that individuals with smaller digit ratios ( relatively longer ring finger than index finger ) performed better than individuals with larger digit ratios Sex differences favoring males in spatial abilities have been known by cognitive psychologists for more than half a century . Spatial abilities have been related to three‐dimensional anatomy knowledge and the performance in technical skills . The issue of sex differences in spatial abilities has not been addressed formally in the medical field . The objective of this study was to test an a priori hypothesis of sex differences in spatial abilities in a group of medical graduates entering their residency programs over a five‐year period . A cohort of 214 medical graduates entering their specialist residency training programs was enrolled in a prospect i ve study . Spatial abilities were measured with a  redrawn V and enberg and Kuse Mental Rotations Tests in two ( MRTA ) and three ( MRTC ) dimensions . Sex differences favoring males were identified in 131 ( 61.2 % ) female and 83 ( 38.8 % ) male medical graduates with the median ( Q1 , Q3 ) MRTA score [ 12 ( 8 , 14 ) vs. 15 ( 12 , 18 ) , respectively ; P < 0.0001 ] and MRTC score [ 7 ( 5 , 9 ) vs. 9 ( 7 , 12 ) , respectively ; P < 0.0001 ] . Sex differences in spatial abilities favoring males were demonstrated in the field of medical education , in a group of medical graduates entering their residency programs in a five‐year experiment . Caution should be exerted in applying our group finding to individuals because a particular female may have higher spatial abilities and a particular male may have lower spatial abilities . Anat Sci Educ 6 : 368–375 . © 2013 American Association of Anatomists 
    Output:
    