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: M eeting the anesthesiologist is one of the surgical patient ’s highest priorities preoperatively ( l ) , and several reports document that this interaction reduces patient anxiety ( 2 - 4 ) . High anxiety may be associated with poorer surgical outcome ( 5 ) , whereas improved patient education is associated with increased patient satisfaction ( 6 ) and improved clinical outcome ( 7 ) . Video instruction may supplement conventional instruction techniques for general medical patients ( 8) and aid in obtaining informed consent ( 9 ) . No study has specifically evaluated an instructional video about anesthesia as a tool for educating surgical patients about their upcoming anesthetic and facilitating the anesthesiologist-patient relationship . The hypothesis of this study is that viewing an anesthesia preoperative video will improve patient knowledge and patient perception of the upcoming anesthetic and surgery compared to a st and ard preoperative interview without video instruction OBJECTIVE To examine the effects of an educational intervention , in the form of printed material , on  patient knowledge and recall of possible risks from  parotidectomy or thyroidectomy .  DESIGN Prospect i ve , r and omized , controlled study conducted during a 9-month period . SETTING Head and neck surgery clinic of an academic tertiary care hospital . PATIENTS One hundred twenty-five consecutive patients older than 16 years who were undergoing thyroidectomy or parotidectomy at the head and neck surgery clinic were recruited . Four patients were excluded from analysis because their follow-up interview was not within the required limits . INTERVENTION At the preoperative visit during the routine consent process , both groups received a verbally delivered checklist of risks specific for the surgery to be performed . The intervention group was also given a pamphlet with written information accompanied by illustrations . MAIN OUTCOME MEASURES The effectiveness of the educational intervention  was determined by comparing the average rate of risk recall between the intervention and control groups . The effects of age , sex , level of education , and time between the consent and recall interviews on recall rate were also assessed . RESULTS The overall risk recall rate for both procedures was 39.1 % . The recall rate of the intervention group was 50.3 % compared with 29.5 % for the control group ( P<.001 ) . CONCLUSIONS The intervention consistently improved risk recall for all patients regardless of age , sex , and level of education . Patients ' ability to recall potential risks was significantly increased by an educational intervention ; all patients would benefit from this intervention Background Informed consent consists of basic five elements : voluntarism , capacity , disclosure , underst and ing , and ultimate decision-making . Physician disclosure , patient underst and ing , and information retention are all essential in the doctor-patient relationship . This is inclusive of helping patients make and manage their decisions and expectations better and also to deal with any consequences and /or complications that arise . This study investigates whether giving patients procedure-specific h and outs pre-operatively as part of the established informed consent process significantly improves overall risk-recall following surgery . These h and outs outline the anticipated peri-operative risks and complications associated with total thyroidectomy , as well as the corrective measures to address complications . In addition , the influence of potential confounders affecting risk-recall , such as anxiety and pre-existing memory disturbance , are also examined . Methods Consecutive adult ( ≥18 years old ) patients undergoing total thyroidectomy at a single academic tertiary care referral centre are included . Participants are r and omly assigned into either the experimental group ( with pamphlets ) or the control group by a computerized r and omization system ( Clinstat ) . All participants filled out a Hospital Anxiety and Depression Scale ( HADS ) and they are tested by the physician for short-term memory loss using the Memory Impairment Screen ( MIS ) exam . All patients are evaluated at one week post-operatively . The written recall question naire test is also administered during this clinical encounter . Results Forty-nine patients are included - 25 of them receive verbal consent only , while another 24 patients received both verbal consent and patient education information pamphlets . The overall average of correct answers for each group was 83 % and 80 % in the control and intervention groups , respectively , with no statistically significant differences . There are also no statistically significant differences between the two groups , in both interview duration , in time between interviews , and in recall tests . No correlation is also apparent between the pre-op HADS score and the recall question naire overall score . Conclusions A pre-operative thyroid surgical information pamphlet alone might not be sufficient to enhance patient test scores and optimally educate the patient on their expected care pathway in thyroid surgery . Supplementation with alternative means of patient education perhaps using emerging technologies needs to be further investigated BACKGROUND Historically , the preoperative consultation has consisted of a discussion between patient and surgeon . There is a growing literature describing efforts to integrate multimedia into surgical patient education . This study aim ed to assess the efficacy of an educational video tutorial on early learning of information specific to patients undergoing shoulder arthroscopy when it was used as an adjunct to the st and ard preoperative consultation . METHODS This study was a surgeon-blinded , r and omized controlled trial involving 40 consecutive patients requiring shoulder arthroscopy . After a preoperative consultation with an orthopaedic surgeon , patients were r and omized in a 1:1 ratio to either a control group or a treatment group . The treatment group viewed a 10-minute video , which covered the expected preoperative , intraoperative , and postoperative experience . Immediately afterward , both groups completed a question naire measuring satisfaction and recall of information received . All patients completed a second question naire at the first postoperative visit that assessed overall satisfaction with their experience . RESULTS Thirty-four patients were available for follow-up . The video group ( N = 15 ) answered 87 % of the knowledge questions correctly , whereas the control group ( N = 19 ) answered only 56 % ( P = .000 ) . There was stronger agreement in the video group that the preoperative consultation contained an appropriate amount of information ( P = .039 ) . Postoperatively , there was agreement that the video was an effective preparation tool for all stages of the surgical experience . However , there was no difference between the groups in satisfaction with their overall surgical experience . CONCLUSIONS Video can enhance patients ' operative experiences and improve their retained knowledge when it is used as an adjunct to the preoperative consultation . LEVEL OF EVIDENCE Basic science , education methodology study , devices to improve learning OBJECTIVE The aim of the present study was to test the potential beneficial effects of an information brochure on undergoing a gastrointestinal endoscopy for the first time . The information provided was based on self-regulation theory , and patients could restrict themselves to reading the summary only . METHODS Patients were r and omly assigned to an experimental group receiving the brochure at least 1 day before the gastroscopy ( N=47 ) , or to a control group not receiving the brochure ( N=48 ) . RESULTS The results show that all experimental subjects , except one , fully read the brochure . Those receiving the brochure experienced less anxiety before the gastroscopy and , afterwards , they reported greater satisfaction with the preparation for it . With regard to coping style there were some small moderating effects into the direction expected : low blunters ( those not seeking distraction under impending threat ) as compared to high blunters showed extra reduced anxiety after reading the brochure . They also tended to read the brochure more often . High monitors ( those seeking information under impending threat ) receiving the brochure showed reduced anxiety during the gastroscopy as compared to low monitors ( tendency ) . CONCLUSION We conclude that providing patients with the developed brochure constitutes an efficient , beneficial intervention . PRACTICE IMPLICATION S The brochure could easily be implemented in st and ard practice without the necessity to take the patient 's coping style into account In this study we compared 3 methods of conducting the preanesthetic visit . We prospect ively studied 197 consecutive surgical patients who were to undergo general anesthesia . The patients were r and omized to a routine preanesthetic interview , a brochure plus an interview , or a self-made documentary video plus an interview . After the preanesthetic visit , the degree of patient satisfaction and information gain was quantified by a question naire for each method . The questions on patient satisfaction were assessed on a six-point scale , and those on information gain were assessed on a multiple-choice basis . The video plus interview group showed the highest point scores ( 98 % of the possible maximum sum point score in patient satisfaction and 93 % of the maximum sum score in information gain ) . In contrast , the patients of the brochure plus interview group revealed 93 % for patient satisfaction and 80 % for information gain , and in the st and ard interview group , the corresponding figures were 91 % and 72 % , respectively . The maximum sum scores in patient satisfaction and information gain were significantly different between the interview and the video groups , but not between the interview and the brochure groups . Therefore , these data suggest that the use of a documentary video to supplement a preoperative interview may enhance patient satisfaction and maximize information gain Purpose The aim of this study was to evaluate the efficacy of a multimedia informed consent ( IC ) presentation on the underst and ing and satisfaction of patients who were scheduled to receive 120-W green-light high-performance system photoselective vaporization of the prostate ( HPS-PVP ) . Material s and Methods A multimedia IC ( M-IC ) presentation for HPS-PVP was developed . Forty men with benign prostatic hyperplasia who were scheduled to undergo HPS-PVP were prospect ively r and omized to a  conventional written IC group  ( W-IC group , n=20 ) or the M-IC group ( n=20 ) . The allocated IC was obtained by one certified urologist , followed by a 15- question test ( maximum score , 15 ) to evaluate objective underst and ing , and question naires on subjective underst and ing ( range , 0~10 ) and satisfaction ( range , 0~10 ) using a visual analogue scale . Results Demographic characteristics , including age and the highest level of education , did not significantly differ between the two groups . No significant differences were found in scores reflecting the objective underst and ing of HPS-PVP ( 9.9±2.3 vs. 10.6±2.8 , p=0.332 ) or in subjective underst and ing scores ( 7.5±2.1 vs. 8.6±1.7 , p=0.122 ) ; however , the M-IC group showed higher satisfaction scores than the W-IC group ( 7.4±1.7 vs. 8.4±1.5 , p=0.033 ) . After adjusting for age and educational level , the M-IC group still had significantly higher satisfaction scores . Conclusions M-IC did not enhance the objective knowledge of patients regarding this surgical procedure . However , it improved the satisfaction of patients with the IC process itself Background Preoperative education is a common feature of the preoperative preparation for many surgical procedures . It is anticipated that this education will result in beneficial outcomes for the patient . Many studies have evaluated the effectiveness of different formats used to deliver the information , and the effect of this information on a variety of outcomes . While there has been substantial research and several meta‐analyses undertaken on different aspects of preoperative education , there has been no previous attempt to summarise this body of research to evaluate its impact on knowledge and underst and ing of patients . Objective The objective of this review was to present the best available evidence related to knowledge retention and /or correct performance of postoperative activities after preoperative patient education . Review method This review considered all studies that included adults in a hospital setting , either as in patients or same day surgical patients , and who received some form of information and /or instruction before an operative procedure . Interventions were the methods of preoperative patient education , instruction or teaching , and included evaluations of the effectiveness of different presentations such as : written information ; audio‐visual aids ; computer‐assisted instruction ; learning packages in either group or individual formats , at either pre‐admission or post‐admission . The primary outcomes were those associated with the underst and ing of the information related to the operative or postoperative period that were provided in the intervention and included : increased knowledge ; ability to perform postoperative activities ; time to teach skills . This review considered r and omised controlled trials that evaluated forms of preoperative patient education and their effect on patient underst and ing , knowledge and ability to perform postoperative activities . Results The findings of this review support the use of pamphlets to inform patients and to improve their skills . The role of videos as a preoperative instruction tool has not been rigorously evaluated . However , existing studies support the use of preoperative videos to improve patient knowledge and skill . The data suggest that the instructional method , the act of educating a patient by delivering directions for actions or behaviour is useful for improving patients ' knowledge of their treatment and their ability to perform and comply with required exercises . However , instruction is likely to be more effective if provided before admission . If teaching is to be done after admission , using a group format has been shown to be equally as effective as individual instruction . Conclusions Although numerous studies have been performed on many aspects of preoperative education , little high‐ quality research has assessed the effectiveness of this information on patient knowledge and ability to perform specific skills such as exercises . Further research is required to examine : ( i ) the effectiveness of pamphlets and other written material for people with English as a second language or limited literary skills ; ( ii ) the accuracy of information provided in preoperative pamphlets ;  ( iii ) the effectiveness of pamphlets  on  general population s ; ( iv ) the role of videos and learning packages ;  ( v ) the effectiveness of preoperative instruction ; and ( vi ) the changes in patient misconceptions with the provision of preoperative information This study was design ed to test the outcomes of a preoperative teaching program for  cholecystectomy patients and to determine the appropriate time to offer the program . The hypotheses were : ( a ) Patients in a preadmission program  will recover better than those in a program given the eve of surgery , and ( b ) patients in the control group will have a poorer recovery than those in the two experimental groups . The outcomes measured were state-anxiety , ventilatory function , well-being , pain , functional ability , analgesics , and length of hospitalization . There were no significant differences between the three groups except in state-anxiety the eve of surgery which was higher in the control than in the two experimental groups . State-an 
    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: M eeting the anesthesiologist is one of the surgical patient ’s highest priorities preoperatively ( l ) , and several reports document that this interaction reduces patient anxiety ( 2 - 4 ) . High anxiety may be associated with poorer surgical outcome ( 5 ) , whereas improved patient education is associated with increased patient satisfaction ( 6 ) and improved clinical outcome ( 7 ) . Video instruction may supplement conventional instruction techniques for general medical patients ( 8) and aid in obtaining informed consent ( 9 ) . No study has specifically evaluated an instructional video about anesthesia as a tool for educating surgical patients about their upcoming anesthetic and facilitating the anesthesiologist-patient relationship . The hypothesis of this study is that viewing an anesthesia preoperative video will improve patient knowledge and patient perception of the upcoming anesthetic and surgery compared to a st and ard preoperative interview without video instruction OBJECTIVE To examine the effects of an educational intervention , in the form of printed material , on  patient knowledge and recall of possible risks from  parotidectomy or thyroidectomy .  DESIGN Prospect i ve , r and omized , controlled study conducted during a 9-month period . SETTING Head and neck surgery clinic of an academic tertiary care hospital . PATIENTS One hundred twenty-five consecutive patients older than 16 years who were undergoing thyroidectomy or parotidectomy at the head and neck surgery clinic were recruited . Four patients were excluded from analysis because their follow-up interview was not within the required limits . INTERVENTION At the preoperative visit during the routine consent process , both groups received a verbally delivered checklist of risks specific for the surgery to be performed . The intervention group was also given a pamphlet with written information accompanied by illustrations . MAIN OUTCOME MEASURES The effectiveness of the educational intervention  was determined by comparing the average rate of risk recall between the intervention and control groups . The effects of age , sex , level of education , and time between the consent and recall interviews on recall rate were also assessed . RESULTS The overall risk recall rate for both procedures was 39.1 % . The recall rate of the intervention group was 50.3 % compared with 29.5 % for the control group ( P<.001 ) . CONCLUSIONS The intervention consistently improved risk recall for all patients regardless of age , sex , and level of education . Patients ' ability to recall potential risks was significantly increased by an educational intervention ; all patients would benefit from this intervention Background Informed consent consists of basic five elements : voluntarism , capacity , disclosure , underst and ing , and ultimate decision-making . Physician disclosure , patient underst and ing , and information retention are all essential in the doctor-patient relationship . This is inclusive of helping patients make and manage their decisions and expectations better and also to deal with any consequences and /or complications that arise . This study investigates whether giving patients procedure-specific h and outs pre-operatively as part of the established informed consent process significantly improves overall risk-recall following surgery . These h and outs outline the anticipated peri-operative risks and complications associated with total thyroidectomy , as well as the corrective measures to address complications . In addition , the influence of potential confounders affecting risk-recall , such as anxiety and pre-existing memory disturbance , are also examined . Methods Consecutive adult ( ≥18 years old ) patients undergoing total thyroidectomy at a single academic tertiary care referral centre are included . Participants are r and omly assigned into either the experimental group ( with pamphlets ) or the control group by a computerized r and omization system ( Clinstat ) . All participants filled out a Hospital Anxiety and Depression Scale ( HADS ) and they are tested by the physician for short-term memory loss using the Memory Impairment Screen ( MIS ) exam . All patients are evaluated at one week post-operatively . The written recall question naire test is also administered during this clinical encounter . Results Forty-nine patients are included - 25 of them receive verbal consent only , while another 24 patients received both verbal consent and patient education information pamphlets . The overall average of correct answers for each group was 83 % and 80 % in the control and intervention groups , respectively , with no statistically significant differences . There are also no statistically significant differences between the two groups , in both interview duration , in time between interviews , and in recall tests . No correlation is also apparent between the pre-op HADS score and the recall question naire overall score . Conclusions A pre-operative thyroid surgical information pamphlet alone might not be sufficient to enhance patient test scores and optimally educate the patient on their expected care pathway in thyroid surgery . Supplementation with alternative means of patient education perhaps using emerging technologies needs to be further investigated BACKGROUND Historically , the preoperative consultation has consisted of a discussion between patient and surgeon . There is a growing literature describing efforts to integrate multimedia into surgical patient education . This study aim ed to assess the efficacy of an educational video tutorial on early learning of information specific to patients undergoing shoulder arthroscopy when it was used as an adjunct to the st and ard preoperative consultation . METHODS This study was a surgeon-blinded , r and omized controlled trial involving 40 consecutive patients requiring shoulder arthroscopy . After a preoperative consultation with an orthopaedic surgeon , patients were r and omized in a 1:1 ratio to either a control group or a treatment group . The treatment group viewed a 10-minute video , which covered the expected preoperative , intraoperative , and postoperative experience . Immediately afterward , both groups completed a question naire measuring satisfaction and recall of information received . All patients completed a second question naire at the first postoperative visit that assessed overall satisfaction with their experience . RESULTS Thirty-four patients were available for follow-up . The video group ( N = 15 ) answered 87 % of the knowledge questions correctly , whereas the control group ( N = 19 ) answered only 56 % ( P = .000 ) . There was stronger agreement in the video group that the preoperative consultation contained an appropriate amount of information ( P = .039 ) . Postoperatively , there was agreement that the video was an effective preparation tool for all stages of the surgical experience . However , there was no difference between the groups in satisfaction with their overall surgical experience . CONCLUSIONS Video can enhance patients ' operative experiences and improve their retained knowledge when it is used as an adjunct to the preoperative consultation . LEVEL OF EVIDENCE Basic science , education methodology study , devices to improve learning OBJECTIVE The aim of the present study was to test the potential beneficial effects of an information brochure on undergoing a gastrointestinal endoscopy for the first time . The information provided was based on self-regulation theory , and patients could restrict themselves to reading the summary only . METHODS Patients were r and omly assigned to an experimental group receiving the brochure at least 1 day before the gastroscopy ( N=47 ) , or to a control group not receiving the brochure ( N=48 ) . RESULTS The results show that all experimental subjects , except one , fully read the brochure . Those receiving the brochure experienced less anxiety before the gastroscopy and , afterwards , they reported greater satisfaction with the preparation for it . With regard to coping style there were some small moderating effects into the direction expected : low blunters ( those not seeking distraction under impending threat ) as compared to high blunters showed extra reduced anxiety after reading the brochure . They also tended to read the brochure more often . High monitors ( those seeking information under impending threat ) receiving the brochure showed reduced anxiety during the gastroscopy as compared to low monitors ( tendency ) . CONCLUSION We conclude that providing patients with the developed brochure constitutes an efficient , beneficial intervention . PRACTICE IMPLICATION S The brochure could easily be implemented in st and ard practice without the necessity to take the patient 's coping style into account In this study we compared 3 methods of conducting the preanesthetic visit . We prospect ively studied 197 consecutive surgical patients who were to undergo general anesthesia . The patients were r and omized to a routine preanesthetic interview , a brochure plus an interview , or a self-made documentary video plus an interview . After the preanesthetic visit , the degree of patient satisfaction and information gain was quantified by a question naire for each method . The questions on patient satisfaction were assessed on a six-point scale , and those on information gain were assessed on a multiple-choice basis . The video plus interview group showed the highest point scores ( 98 % of the possible maximum sum point score in patient satisfaction and 93 % of the maximum sum score in information gain ) . In contrast , the patients of the brochure plus interview group revealed 93 % for patient satisfaction and 80 % for information gain , and in the st and ard interview group , the corresponding figures were 91 % and 72 % , respectively . The maximum sum scores in patient satisfaction and information gain were significantly different between the interview and the video groups , but not between the interview and the brochure groups . Therefore , these data suggest that the use of a documentary video to supplement a preoperative interview may enhance patient satisfaction and maximize information gain Purpose The aim of this study was to evaluate the efficacy of a multimedia informed consent ( IC ) presentation on the underst and ing and satisfaction of patients who were scheduled to receive 120-W green-light high-performance system photoselective vaporization of the prostate ( HPS-PVP ) . Material s and Methods A multimedia IC ( M-IC ) presentation for HPS-PVP was developed . Forty men with benign prostatic hyperplasia who were scheduled to undergo HPS-PVP were prospect ively r and omized to a  conventional written IC group  ( W-IC group , n=20 ) or the M-IC group ( n=20 ) . The allocated IC was obtained by one certified urologist , followed by a 15- question test ( maximum score , 15 ) to evaluate objective underst and ing , and question naires on subjective underst and ing ( range , 0~10 ) and satisfaction ( range , 0~10 ) using a visual analogue scale . Results Demographic characteristics , including age and the highest level of education , did not significantly differ between the two groups . No significant differences were found in scores reflecting the objective underst and ing of HPS-PVP ( 9.9±2.3 vs. 10.6±2.8 , p=0.332 ) or in subjective underst and ing scores ( 7.5±2.1 vs. 8.6±1.7 , p=0.122 ) ; however , the M-IC group showed higher satisfaction scores than the W-IC group ( 7.4±1.7 vs. 8.4±1.5 , p=0.033 ) . After adjusting for age and educational level , the M-IC group still had significantly higher satisfaction scores . Conclusions M-IC did not enhance the objective knowledge of patients regarding this surgical procedure . However , it improved the satisfaction of patients with the IC process itself Background Preoperative education is a common feature of the preoperative preparation for many surgical procedures . It is anticipated that this education will result in beneficial outcomes for the patient . Many studies have evaluated the effectiveness of different formats used to deliver the information , and the effect of this information on a variety of outcomes . While there has been substantial research and several meta‐analyses undertaken on different aspects of preoperative education , there has been no previous attempt to summarise this body of research to evaluate its impact on knowledge and underst and ing of patients . Objective The objective of this review was to present the best available evidence related to knowledge retention and /or correct performance of postoperative activities after preoperative patient education . Review method This review considered all studies that included adults in a hospital setting , either as in patients or same day surgical patients , and who received some form of information and /or instruction before an operative procedure . Interventions were the methods of preoperative patient education , instruction or teaching , and included evaluations of the effectiveness of different presentations such as : written information ; audio‐visual aids ; computer‐assisted instruction ; learning packages in either group or individual formats , at either pre‐admission or post‐admission . The primary outcomes were those associated with the underst and ing of the information related to the operative or postoperative period that were provided in the intervention and included : increased knowledge ; ability to perform postoperative activities ; time to teach skills . This review considered r and omised controlled trials that evaluated forms of preoperative patient education and their effect on patient underst and ing , knowledge and ability to perform postoperative activities . Results The findings of this review support the use of pamphlets to inform patients and to improve their skills . The role of videos as a preoperative instruction tool has not been rigorously evaluated . However , existing studies support the use of preoperative videos to improve patient knowledge and skill . The data suggest that the instructional method , the act of educating a patient by delivering directions for actions or behaviour is useful for improving patients ' knowledge of their treatment and their ability to perform and comply with required exercises . However , instruction is likely to be more effective if provided before admission . If teaching is to be done after admission , using a group format has been shown to be equally as effective as individual instruction . Conclusions Although numerous studies have been performed on many aspects of preoperative education , little high‐ quality research has assessed the effectiveness of this information on patient knowledge and ability to perform specific skills such as exercises . Further research is required to examine : ( i ) the effectiveness of pamphlets and other written material for people with English as a second language or limited literary skills ; ( ii ) the accuracy of information provided in preoperative pamphlets ;  ( iii ) the effectiveness of pamphlets  on  general population s ; ( iv ) the role of videos and learning packages ;  ( v ) the effectiveness of preoperative instruction ; and ( vi ) the changes in patient misconceptions with the provision of preoperative information This study was design ed to test the outcomes of a preoperative teaching program for  cholecystectomy patients and to determine the appropriate time to offer the program . The hypotheses were : ( a ) Patients in a preadmission program  will recover better than those in a program given the eve of surgery , and ( b ) patients in the control group will have a poorer recovery than those in the two experimental groups . The outcomes measured were state-anxiety , ventilatory function , well-being , pain , functional ability , analgesics , and length of hospitalization . There were no significant differences between the three groups except in state-anxiety the eve of surgery which was higher in the control than in the two experimental groups . State-an 
    Output:
    