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: Background The operating room environment is replete with stressors and distractions that increase the attention dem and s of what are already complex psychomotor procedures . Contemporary research in other fields ( e.g. , sport ) has revealed that gaze training interventions may support the development of robust movement skills . This current study was design ed to examine the utility of gaze training for technical laparoscopic skills and to test performance under multitasking conditions . Methods Thirty medical trainees with no laparoscopic experience were divided r and omly into one of three treatment groups : gaze trained ( GAZE ) , movement trained ( MOVE ) , and discovery learning/control ( DISCOVERY ) . Participants were fitted with a Mobile Eye gaze registration system , which measures eye-line of gaze at 25 Hz . Training consisted of ten repetitions of the “ eye-h and coordination ” task from the LAP Mentor VR laparoscopic surgical simulator while receiving instruction and video feedback ( specific to each treatment condition ) . After training , all participants completed a control test ( design ed to assess learning ) and a multitasking transfer test , in which they completed the procedure while performing a concurrent tone counting task . Results Not only did the GAZE group learn more quickly than the MOVE and DISCOVERY groups ( faster completion times in the control test ) , but the performance difference was even more pronounced when multitasking . Differences in gaze control ( target locking fixations ) , rather than tool movement measures ( tool path length ) , underpinned this performance advantage for GAZE training . Conclusions These results suggest that although the GAZE intervention focused on training gaze behavior only , there were indirect benefits for movement behaviors and performance efficiency . Additionally , focusing on a single external target when learning , rather than on complex movement patterns , may have freed-up attentional re sources that could be applied to concurrent cognitive tasks OBJECTIVE Performing minimally invasive surgery  puts high dem and s on a surgeon 's cognitive and psychomotor abilities . Assessment of these abilities can be used to predict a surgeon 's learning curve , to create individualized training programs , and ultimately in selection programs for surgical training . The aim of this study was to examine the influence of cognitive and psychomotor ability on the training duration and learning rate . DESIGN A prospect i ve quasiexperimental field study regarding the influence of cognitive and psychomotor ability , baseline measures of time to complete task , damage to tissue , and efficiency of movement , age , and gender on the number of sessions needed to reach a predefined performance level on a laparoscopy simulator . The same variables were investigated as predictors of the learning rate . SETTING The study was performed at the Experimental Center for Technical Medicine at the University of Twente , The Netherl and s. PARTICIPANTS In all , 98 novices from the Master program of Technical Medicine followed a proficiency-based basic laparoscopic skills training .  RESULTS Perceptual speed ( PS ) predicted training duration ( hazard ratio = 1.578 ; 95 % CI = 1.084 , 2.300 ; p = 0.017 ) . Cognitive ( b = -0.721 , p = 0.014 ) and psychomotor ability ( b = 0.182 , p = 0.009 ) predicted the learning rate of time to complete the task . Also , the learning rate for participants with higher levels of PS was lower ( b = 0.167 , p = 0.036 ) . Psychomotor ability also predicted the learning rate for damage to tissue ( b = 0.194 , p = 0.015 ) and efficiency of movement ( b = 0.229 , p = 0.004 ) . Participants with better psychomotor ability outperformed other participants across all sessions on all outcome measures . CONCLUSIONS PS predicted training duration in a basic laparoscopic skills training and the learning rate for the time to complete the task . Psychomotor ability predicted the learning rate for laparoscopic skill acquisition in terms of time to complete task , damage to tissue , and efficiency of movements . These results indicate early automation of basic laparoscopic skill . Careful selection of the cognitive abilities tests is advised for use in training programs and to identify individuals who need more training OBJECTIVE We sought to determine whether mental imagery improves surgical performance of residents novice to cystoscopy . STUDY DESIGN We performed a multicenter r and omized controlled trial . Residents who had performed < or = 3 cystoscopies were r and omized to preoperative mental imagery sessions or reading a book chapter describing cystoscopy . The primary outcome was comparison of groups ' surgical performance scores . Secondary outcomes were measurements of operative times and resident ratings of helpfulness of their preparation . Scores were compared using 2-factor analysis of variance . RESULTS In all , 68 residents were r and omized ; 33 to imagery and 35 to control groups . Groups did not differ in age , cystoscopic experience , residency level , or sex . The imagery group 's surgical assessment scores were 15.9 % higher than controls ( P = .03 ) . Operative times did not differ between groups . Imagery residents rated  imagery preparation as more helpful than controls ( P < .0001 ) . CONCLUSION Residents considered mental imagery to be a more useful preoperative preparation . The mental imagery group 's surgical performance was superior to controls OBJECTIVE The primary objective was observing transferability of minimally invasive surgical skills between virtual reality simulators for laparoscopy and arthroscopy . Secondary objectives were to assess face validity and acceptability . DESIGN Prospect i ve single-blinded crossover r and omized controlled trial . SETTING MSk Laboratory , Imperial College London . PARTICIPANTS Student doctors naïve to simulation and minimally invasive techniques . METHODS A total of 72 medical students were r and omized into 4 groups ( 2 control groups and 2 training groups ) , and tested on haptic virtual reality simulators . Group 1 ( control ; n = 16 ) performed a partial laparoscopic cholecystectomy and Group 2 ( control ; n = 16 ) performed a diagnostic knee arthroscopy . Both groups then repeated the same task a week later . Group 3 ( training ; n = 20 ) completed a partial laparoscopic cholecystectomy , followed by an arthroscopic training program , and repeated the laparoscopic cholecystectomy a week later . Group 4 ( training ; n = 20 ) performed a diagnostic knee arthroscopy , followed by a laparoscopic training program , and then repeated the initial arthroscopic test a week later . The time taken , instrument path length , and speed were recorded for each participant and analyzed . RESULTS Time taken for task : All 4 cohorts were significantly quicker on their second attempt but the 2 training groups outperformed the 2 control groups , with the laparoscopy-trained group improving the most ( p < 0.05 ) . Economy of movement : All cohorts had a significant improvement in left h and path length ( p < 0.01 ) but there was no difference for right h and path length . Left h and speed : Only the 2 training groups showed significant improvement with the laparoscopy-trained group improving the most ( p < 0.05 ) . Right h and speed : All cohorts improved significantly with the laparoscopy-trained group improving the most ( p < 0.05 ) . Face validity and acceptability were established for both simulators . CONCLUSION This study showed that minimally invasive surgical skills learnt on a laparoscopy simulator are transferable to arthroscopy and vice versa , with greater effect after training on the laparoscopy simulator 
    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: Background The operating room environment is replete with stressors and distractions that increase the attention dem and s of what are already complex psychomotor procedures . Contemporary research in other fields ( e.g. , sport ) has revealed that gaze training interventions may support the development of robust movement skills . This current study was design ed to examine the utility of gaze training for technical laparoscopic skills and to test performance under multitasking conditions . Methods Thirty medical trainees with no laparoscopic experience were divided r and omly into one of three treatment groups : gaze trained ( GAZE ) , movement trained ( MOVE ) , and discovery learning/control ( DISCOVERY ) . Participants were fitted with a Mobile Eye gaze registration system , which measures eye-line of gaze at 25 Hz . Training consisted of ten repetitions of the “ eye-h and coordination ” task from the LAP Mentor VR laparoscopic surgical simulator while receiving instruction and video feedback ( specific to each treatment condition ) . After training , all participants completed a control test ( design ed to assess learning ) and a multitasking transfer test , in which they completed the procedure while performing a concurrent tone counting task . Results Not only did the GAZE group learn more quickly than the MOVE and DISCOVERY groups ( faster completion times in the control test ) , but the performance difference was even more pronounced when multitasking . Differences in gaze control ( target locking fixations ) , rather than tool movement measures ( tool path length ) , underpinned this performance advantage for GAZE training . Conclusions These results suggest that although the GAZE intervention focused on training gaze behavior only , there were indirect benefits for movement behaviors and performance efficiency . Additionally , focusing on a single external target when learning , rather than on complex movement patterns , may have freed-up attentional re sources that could be applied to concurrent cognitive tasks OBJECTIVE Performing minimally invasive surgery  puts high dem and s on a surgeon 's cognitive and psychomotor abilities . Assessment of these abilities can be used to predict a surgeon 's learning curve , to create individualized training programs , and ultimately in selection programs for surgical training . The aim of this study was to examine the influence of cognitive and psychomotor ability on the training duration and learning rate . DESIGN A prospect i ve quasiexperimental field study regarding the influence of cognitive and psychomotor ability , baseline measures of time to complete task , damage to tissue , and efficiency of movement , age , and gender on the number of sessions needed to reach a predefined performance level on a laparoscopy simulator . The same variables were investigated as predictors of the learning rate . SETTING The study was performed at the Experimental Center for Technical Medicine at the University of Twente , The Netherl and s. PARTICIPANTS In all , 98 novices from the Master program of Technical Medicine followed a proficiency-based basic laparoscopic skills training .  RESULTS Perceptual speed ( PS ) predicted training duration ( hazard ratio = 1.578 ; 95 % CI = 1.084 , 2.300 ; p = 0.017 ) . Cognitive ( b = -0.721 , p = 0.014 ) and psychomotor ability ( b = 0.182 , p = 0.009 ) predicted the learning rate of time to complete the task . Also , the learning rate for participants with higher levels of PS was lower ( b = 0.167 , p = 0.036 ) . Psychomotor ability also predicted the learning rate for damage to tissue ( b = 0.194 , p = 0.015 ) and efficiency of movement ( b = 0.229 , p = 0.004 ) . Participants with better psychomotor ability outperformed other participants across all sessions on all outcome measures . CONCLUSIONS PS predicted training duration in a basic laparoscopic skills training and the learning rate for the time to complete the task . Psychomotor ability predicted the learning rate for laparoscopic skill acquisition in terms of time to complete task , damage to tissue , and efficiency of movements . These results indicate early automation of basic laparoscopic skill . Careful selection of the cognitive abilities tests is advised for use in training programs and to identify individuals who need more training OBJECTIVE We sought to determine whether mental imagery improves surgical performance of residents novice to cystoscopy . STUDY DESIGN We performed a multicenter r and omized controlled trial . Residents who had performed < or = 3 cystoscopies were r and omized to preoperative mental imagery sessions or reading a book chapter describing cystoscopy . The primary outcome was comparison of groups ' surgical performance scores . Secondary outcomes were measurements of operative times and resident ratings of helpfulness of their preparation . Scores were compared using 2-factor analysis of variance . RESULTS In all , 68 residents were r and omized ; 33 to imagery and 35 to control groups . Groups did not differ in age , cystoscopic experience , residency level , or sex . The imagery group 's surgical assessment scores were 15.9 % higher than controls ( P = .03 ) . Operative times did not differ between groups . Imagery residents rated  imagery preparation as more helpful than controls ( P < .0001 ) . CONCLUSION Residents considered mental imagery to be a more useful preoperative preparation . The mental imagery group 's surgical performance was superior to controls OBJECTIVE The primary objective was observing transferability of minimally invasive surgical skills between virtual reality simulators for laparoscopy and arthroscopy . Secondary objectives were to assess face validity and acceptability . DESIGN Prospect i ve single-blinded crossover r and omized controlled trial . SETTING MSk Laboratory , Imperial College London . PARTICIPANTS Student doctors naïve to simulation and minimally invasive techniques . METHODS A total of 72 medical students were r and omized into 4 groups ( 2 control groups and 2 training groups ) , and tested on haptic virtual reality simulators . Group 1 ( control ; n = 16 ) performed a partial laparoscopic cholecystectomy and Group 2 ( control ; n = 16 ) performed a diagnostic knee arthroscopy . Both groups then repeated the same task a week later . Group 3 ( training ; n = 20 ) completed a partial laparoscopic cholecystectomy , followed by an arthroscopic training program , and repeated the laparoscopic cholecystectomy a week later . Group 4 ( training ; n = 20 ) performed a diagnostic knee arthroscopy , followed by a laparoscopic training program , and then repeated the initial arthroscopic test a week later . The time taken , instrument path length , and speed were recorded for each participant and analyzed . RESULTS Time taken for task : All 4 cohorts were significantly quicker on their second attempt but the 2 training groups outperformed the 2 control groups , with the laparoscopy-trained group improving the most ( p < 0.05 ) . Economy of movement : All cohorts had a significant improvement in left h and path length ( p < 0.01 ) but there was no difference for right h and path length . Left h and speed : Only the 2 training groups showed significant improvement with the laparoscopy-trained group improving the most ( p < 0.05 ) . Right h and speed : All cohorts improved significantly with the laparoscopy-trained group improving the most ( p < 0.05 ) . Face validity and acceptability were established for both simulators . CONCLUSION This study showed that minimally invasive surgical skills learnt on a laparoscopy simulator are transferable to arthroscopy and vice versa , with greater effect after training on the laparoscopy simulator 
    Output:
    