Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: This result was consistent with the advantages of VR in stereoscopic observation and operation, which incorporated the intrinsic spatial relationships of the anatomical sites studied and thus may confer a spatial knowledge advantage [11]. The results of the perception survey in the VR group and cadaver group also showed a more positive attitude towards the learning models than those of the 2D atlas group, indicating that the former two groups had similar levels of enjoyment, and the skull models had similar levels of learning efficacy and authenticity. Novel interventions usually spark participants’ curiosity and lead to better results [4], and all participants in the VR group were highly enthusiastic to promote the use of this skull VLR in anatomy education. Similarly, previous studies comparing the 3D VR model with traditional 2D materials also reported that VR was considered a more enjoyable and useful educational tool [8, 11, 23]. Cadavers offer high levels of realism, haptic feedback, and the opportunity to use real instruments and tools, which was found superior to atlas models in several previous studies [24-26], particularly in surgery [27]. In our trial, the scores of the cadaver skull group showed no statistically significant differences from those of the atlas group. This discrepancy might partially result from structural variations and small damages of the cadaveric skulls and the negative psychological reactions from participants triggered by the cadaveric skulls [31, 32]. Besides, we combined lecture and model learning to simulate the real learning process. The lectures allowed participants to learn important information for the tests and narrowed the differences between the three groups. Moreover, exposure to the pre-intervention test will affect performance on an identical post-intervention test through familiarity with the questions, and may also influence learning during the intervention [Cook, 2010 #7117]. The atlas group might study harder in post-intervention test as they realized the they missed the opportunity to study with the skull VLR in this trial. 3D VLRs, which provide rapid and feedback-based modifications, offer an opportunity for repetitive practice [23]. Another advantage of VLRs is that students are able to observe and receive instant visual feedback based on predefined practical tasks [28]. Critics have argued that this approach lacks expert guidance during the learning process, which plays an important role in forming the basic framework [29]. In fact, teachers can also assess students’ learning performance and mistakes through digital reports to further improve students’ skills. [SEP] Justify:

Output: The text contrasts the claim by discussing various aspects of virtual reality (VR) in education while also highlighting the importance of traditional methods. It mentions that despite the positive attitudes towards VR, cadavers offered high levels of realism and feedback that were superior to 2D materials, and models. The text further emphasizes that expert guidance is critical during the learning process, and it suggests that while VR aids in learning, it does not fully replace the essential role of traditional methods and teacher guidance in forming the foundational understanding.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: A genetic comparison of modern domesticated plants with their ancestors opens up the possibility of identifying traits which have been selected during domestication. In maize, such genes have been identified and are characterized by reduced diversity in maize landraces and inbred maize in comparison to their wild ancestor teosinte (Wang et al. 1999; Vigouroux et al. 2002; Whitt et al. 2002; Wang et al. 2005). The analysis in ancient maize remains of short fragments within these genes makes it possible to investigate approximately when the alleles common in modern maize were selected, and at which time other alleles which are only known from teosinte were still present in the population. So far, three such selected genes have been studied in maize cobs preserved through desiccation. These genes affect not only plant morphology but also the quantity and quality of starch and proteins in ancient maize and were found to be already selected 4,400 years ago (Jaenicke-Després et al. 2003). Ancient DNA investigations relating to the domestication of rice are summarised in Jones and Brown (2000). Recently first attempts were made to understand the beginnings of horticulture in Europe. The growing of grapes (Vitis vinifera) and production of wine is a good example of the study of regional traditions versus the influence of “foreign” cultures. V. vinifera is propagated vegetatively, probably since ancient times. Surprisingly little genetic homogenization took place despite large cultivar diversity and intensive breeding of new cultivars, since microsatellite variability in modern cultivars is known to be structured geographically and at cultivar level (Sefc et al. 2000; Aradhya et al. 2003; This et al. 2004). This permits speculation about the origin of historically known cultivars (Vouillamoz et al. 2006) and comparison with ancient cultivars. Microsatellite loci have been used to investigate the origins of V. vinifera seeds preserved by waterlogging and charring at several European Celtic, Greek and Roman sites. At all sites there was evidence of wine production. Amplification of as few as two or three microsatellite loci already permitted tentative assignments of the origins of the wine plant in a defined archaeological context (Manen et al. 2003). Another exciting opportunity is the use of geographically distributed genetic markers discovered in modern wild or domestic species. [SEP] Justify:

Output: The text discusses genetic comparisons of modern domesticated plants with their ancestors and mentions studies related to traits selected during domestication, particularly maize and grapes. However, it does not address or provide evidence related to the causes of ancient civilization collapses. Therefore, the text is irrelevant to the claim.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Study participants were seen virtually for a variety of reasons including for medication review (22. 6%), to report a new problem (20. 4%), follow-up on health issue (17. 2%), new patient visit (17. 2%), transition of care (14. 0%), behavioral health (12. 9%) and other wellness and/or rehabilitation check in (3. 3%). Table 1 Characteristics of rural patients (n = 93) and providers (n = 219)Full size tableProvider characteristicsFor the provider survey, 252 providers (24. 8%) completed the survey, with 219 providers (86. 9%) reporting telehealth use in the past 3 months included in this analysis. The age range of providers was normally distributed, with nearly 66% of providers between the ages of 41–65 years (Table 1). The majority of providers had been practicing medicine for 11–20 years (26. 5%) or between 21–30 years (29. 1%) and most were MHC providers (54. 7%). Patient perceptionsPatient participants had favorable perceptions of telehealth visits, with over 73% either agreed or strongly agreed that they liked using telehealth (Table 2). 97 percent of patients strongly agreed/agreed telehealth is convenient and 94% strongly agreed/agreed that telehealth offers a reasonable option to maintain social distancing during the pandemic. Patients’ responses were less favorable with regard to the efficiency of the check-out process with only 28% strongly agreed/agreed that the process was efficient, yet 47% of patients strongly agreed/agreed they were likely to request a telehealth visit in the future. Nearly 50% of patients agreed or strongly agreed that it was important to have their healthcare provider be physically in the room. Interestingly, favorable overall perceptions of telehealth visits differed according to patient age, with generally higher favorability among younger patients. For example, patients ages 18–25 years reported average score of 4. 5 on the statement “I like using telehealth visits” (on scale of 1 = strongly disagree to 5 = strongly agree), compared to 3. 5 among those 51–64 years and 4. 0 among those 65 years and older; p = 0. 007). Overall telehealth perception did not vary significantly according to patient’s educational attainment (p = 0. 15), insurance status (p = 0. 72), distance travelled to the clinic (p = 0. [SEP] Justify:

Output: The text corroborates the claim by providing data that shows a significant user base for telehealth services and favorable perceptions among patients. Specifically, it notes that 97% of patients found telehealth to be convenient and 94% agreed it was a reasonable option to maintain social distancing during the pandemic. These findings suggest that telehealth services gained popularity in response to the pandemic.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Moreover, participants in our trial conducted self-learning in the absence of guidance and gained substantial progress in learning anatomical knowledge, which is consistent with the results in a previous study [30]. It has been suggested that self-learning in private places is a feasible way to implement VR simulation learning without constraints of the place or time provided for learning [30]. In addition, 3D models are likely to enhance rather than replace lecture-based teaching by experts [23]. Individuals can first practice with VR simulation rather than with cadavers so that they can repeat the procedures and acquire basic skills before using expensive laboratory facilities [30]. Our study incorporated a room-scale HMD unit, which was available for the individuals. With this unit, many more manipulations can be achieved easily, such as rotating to a suitable view, segmenting a single bone and scaling up the model, making it a better tool in understanding difficult anatomical structures. This HMD unit provides a completely immersive experience with a high-resolution display, a high refresh rate, and highly precise, low-latency constellation head tracking. However, the highly immersive experience and the device being positioned in front of the eyes also caused adverse effects, which were regarded as negative aspects of the VLR [18]. Adverse effects, including headaches, dizziness, sore eyes, blurred vision and motion sickness, have been reported [2, 36, 37]. A previous study reported a high adverse effect rate in a VR group (headaches 25%; blurred vision 35%) [2], but this rate was lower in our trial (headaches 20%, blurred vision 4%). It can be inferred that the discomfort caused by the virtual environment could be relieved with increased resolution and lower latency. Newer VR designs are being designed to overcome motion sickness and other VR-associated adverse effects. These designs include grounding the user by allowing their eyes to fix on a constant object such as a virtual nose or hand and decoupling the axes of movement from the visual plane [18]. In addition to physical discomfort, the high degree of immersion in a stereoscopic environment and the novel experience of an immersive learning might make the learning process more mentally taxing [11, 15]. Khot et al. suggested that the extraneous load of the virtual delivery modalities might contribute to the worse performance of students using these modalities than those using physical models [38]. Birbara et al. [SEP] Justify:

Output: The text contrasts the claim by indicating that while virtual reality (VR) provides benefits such as enhanced self-learning and immersive experiences, it does not fully replace traditional education. Specifically, the text states that '3D models are likely to enhance rather than replace lecture-based teaching by experts' and suggests that VR may make the learning process more mentally taxing. This implies that traditional methods are still relevant and necessary, thus directly opposing the idea that VR will completely replace them.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: This approach has been successfully used to trace the introduction of bottle gourd (Lagenaria siceraria) into the Americas from Asia as early as cal. 8900 b. p. (Erickson et al. 2005) by studying single nucleotide polymorphisms (SNPs) in chloroplast trn intergenic spacer regions. Some studies have hinted at the potential for gaining information using aDNA by demonstrating the feasibility of future studies in waterlogged plant remains with a woody exocarp. For example in the region, the beginning of fruit-growing coincided with the Roman occupation (Jacomet and Mermod 2002) and formed the start of an agricultural development that still leaves its mark on the regional agriculture today. At the archaeological sites in this region, fruit-stones of Prunus domestica, P. insititia, P. persica and other species are abundant and preserved mainly by waterlogging. In a first study of morphologically ambiguous Prunus fruit stones which were either wild P. spinosa or cultivated P. insititia, the maternal parent was identified as wild sloe (Pollmann et al. 2005). One advantage of Prunus fruit stones for aDNA studies is that they are large enough for separate analysis of maternal tissues, and for replicated results from the same individual stone. Another example is the successful DNA analysis of waterlogged olive fruit stones (Elbaum et al. 2005), which opens up the possibility for understanding the complex domestication history of this species. Although it is not the focus of this review, useful information can also be gained from herbarium specimens and other desiccated medieval or historical plant materials. Landraces, which are available from seed banks and go back to the early twentieth century, although much younger than archaeological samples, pre-date the industrial revolution and large-scale modern breeding efforts. They thus provide meaningful information on the status quo ante and on plant phylogeny. Very interestingly, they also provide information on the presence and evolution of plant pathogens, which of course have had a major impact on agricultural societies (Rogers and Bendich 1985; Bruns et al. 1990; Rogers 1994; Taylor and Swann 1994; Savolainen et al. 1995; Ristaino et al. 2001; Blatter et al. 2002b; Ristaino 2002). [SEP] Justify:

Output: The text does not address the claim directly. It discusses various studies related to the trace of plant introductions and the potential of using ancient DNA in understanding plant remains, but does not provide evidence or arguments that specifically indicate that archaeobotany can reveal the exact causes of ancient civilization collapses.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: 49), or according to the type of telehealth visit (p = 0. 10). Table 2 Rural patient perceptions of telehealth visits (n = 93)Full size tableProvider perceptionsProviders’ perceptions of telehealth visits are shown in Table 3. Over 80% of providers strongly agreed or agreed that telehealth added value to their practice. The perception of telehealth efficiency was slightly lower than perceived value, with 36. 6% of providers strongly agreeing (12. 9%) or agreeing (23. 7%) that a telehealth visit is more efficient than an in-person visit. Perception of telehealth value and efficiency did not differ significantly by providers’ age (p = 0. 67 and p = 0. 67, respectively) or time in practice (p = 0. 53 and p = 0. 44, respectively). However, the perception of telehealth’s value was generally lower among older providers, with 84. 6% of providers aged 25–30 years and only 57. 2% of providers aged 65 years and older agreeing or strongly agreeing that telehealth visits added value to practice. The majority of providers strongly agreed or agreed that telehealth impacted clinical practice by improving access to care (90. 1%), timeliness of care (70. 4%), the safety of patients (66. 4%) and patient and family-centered care (54. 4%). The types of medical visits most highly suited for telehealth in this study were anxiety/depression, mental health visits, COVID-19 assessments, and Diabetes. Providers in this study predicted continued use of telehealth, with just over half selecting the range of 1–10% for the amount of their patient visits which would be conducted virtually moving forward. Table 3 Rural provider perceptions of telehealth visits (n = 219)Full size tableReported challenges with telehealth visitsChallenges were encountered with telehealth visits among both patients and providers in this study (Table 4). Patients commonly cited difficulty with scheduling follow-up (48. 3%) and lack of personal contact (46. 0%), with only 12. 6% reporting technology problems (software issues, lacking smart phone, tablet, computer, and/or broadband internet access) and 2. 3% reporting communication barriers. However, 91. 3% of providers reported technology challenges for the patient, and 45. 1% reported technology challenges for the provider. Moreover, providers also cited barriers related to lack of reimbursement (34. [SEP] Justify:

Output: The text corroborates the claim by indicating that providers acknowledged the value of telehealth, particularly during the COVID-19 assessments, and noted that telehealth improved access to care, indicating its rising popularity. Furthermore, providers predicted continued use of telehealth after the pandemic, supporting the assertion that telehealth services gained popularity during this period.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: also found that students with minimal prior anatomy knowledge in the stereoscopic cohort had a higher cognitive load [18]. With no prior knowledge of participants in our study might have experienced more mental burden, undermining their learning efficiency in the learning session. Although the commercially available and low-cost HMDs have further enhanced the opportunities for truly interactive virtual experience [33], the cost of VLR as a supplement should be noted. Each set of VR equipment costs approximately 700 dollars in our study, and it needs related software, computer hardware and technicians for its maintenance are needed [34]. Considering the benefits of improving learning, repeated use, and versatility, VR can reduce the costs of laboratory material, supervisor staff and even simulated patients. In general, the cost-benefit trade-off for these expensive technologies is likely to vary based on institutional goals and resources [35]. study had several limitations. First, this is a single-institution study with small sample size including only 73 participants, which was close to but smaller than the expected sample size. Further studies with larger sample sizes are needed to enroll a broader spectrum of medical personnel including resident physicians, nursing students and related educators. Second, the self-directed learning session was limited to 30 min in our study. The participants in the VR group only received a 2-min instruction for the VR equipment manipulation before the learning session. To reduce mental burden, prior acquaintance with the virtual environment may be essential in future study design. Third, as the pre- and post-intervention tests were identical, probability existed that participants might have purposely focused on the questions in pre-intervention tests during the 30-min-learning session, which may influence their performance in post-intervention tests. Longer learning sessions should be considered in future studies. Finally, this study compared VLR with other resources directly and only combined VLRs with traditional lectures. Further studies are needed to identify the optimal combination of VLRs with various teaching methods such as cadaver dissection to fully reflect its effectiveness as a supplementary role in medical teaching. ConclusionIn this study, we showed that the skull VLR was equally efficient with cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a high level of motivation and tolerable adverse effects. Advances in 3D digital technology have enabled the development of more sophisticated and realistic VLRs, providing opportunities for its use in traditional anatomy teaching settings as powerful supplement. [SEP] Justify:

Output: The text contrasts the claim by discussing that while virtual reality (VR) offers benefits, such as being equally efficient with traditional methods for certain learning outcomes, it is presented as a supplementary resource rather than a complete replacement. It emphasizes the need for further studies to determine the optimal combination of virtual reality with traditional teaching approaches, indicating that VR has not yet proven to fully replace traditional methods.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: Vegetation and dietIn archaeobotany, changes in vegetation are studied by investigating pollen from sediment cores—so far only few researchers have made use of this type of plant remains. Coniferous pollen from sediment cores was reported to contain DNA (Suyama et al. 2003; Parducci et al. 2005). Reconstruction of temporal vegetation changes was attempted from faeces (Hofreiter et al. 2003) and the potential of genetic analysis of frozen sediments for the reconstruction of past vegetation over thousands of years in correlation to climate changes was demonstrated (Willerslev et al. 2003). For these types of study vertical migration of DNA must be controlled (Haile et al. 2007)The analysis of aDNA from trees (Liepelt et al. 2006) opens up not only the possibility of investigating the evolution of genetic diversity in tree populations through time (Tani et al. 2003) but also of reconstructing the geographic origin of timber used at a particular site. Thus it proved possible to establish the regional provenance of oaks used in constructions at several European sites (Dumolin-Lapègue et al. 1999; Deguilloux et al. 2003). aDNA analyses of complex plant mixtures, as found for example in faeces (Poinar et al. 1998; Hofreiter et al. 2000; Poinar et al. 2001; Kuch et al. 2002; Hofreiter et al. 2003; Iniguez et al. 2003), demonstrate the potential of aDNA studies and of collaboration between geneticists and morphologists for the reconstruction of diet. Even more information has been gained from faeces by employing both types of investigation. Apart from faeces, gut contents have been used to reconstruct diet genetically (Rollo et al. 2002). Methodological aspects of plant ancient DNAPlant genomesPlants have three genomic compartments: nucleus, mitochondria and chloroplasts, each differing in mutation rates and with complex modes of inheritance. Plants can be diploid, but also polyploid or can have genome duplications. They reproduce sexually and multiply vegetatively. Different species can hybridize. Propagation involves inbreeding or outcrossing, and plant spatial dispersal is mediated through different vectors such as wind, insects, birds or mammals—all of which influences the gene flow. [SEP] Justify:

Output: The text does not directly address the claim regarding archaeobotany revealing the exact causes of ancient civilization collapses. Instead, it discusses various methods of studying vegetation and diet through ancient DNA, pollen analysis, and plant genomic aspects. While it provides insights into how vegetation changes and diet reconstructions can be studied, it does not explicitly link these studies to understanding the causes of civilization collapses.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: 4%) and lack of implementation support (20. 0%). Table 4 Rural patient and provider reported challenges with telehealth visitsFull size tableMissed appointmentsOverall, 6,604 visits were scheduled at Practice from April through September 2020. The majority of clinical visits were scheduled in-person (n = 3,832, 58. 0%), while 42. 0% (n = 2,772), of visits were scheduled via telehealth. A total of 547 visits were missed over the study period (240 telehealth and 307 in-person). As shown in Fig. 1, the percentage of missed appointments out of all scheduled visits was slightly higher for telehealth visits compared to in-person visits, but the difference was not statistically significant (8. 7% vs. 8. 0%; p = 0. 39). For telehealth visits, the percentage of no-shows generally increased from 3. 7% in April to 11. 9% in September. The percentage of no-shows for in-person visits also increased slightly across study months, ranging from 6. 4% in July to 9. 8% in August. Among patients with missed appointments, we did not observe any differences in patient age according to visit type (p = 0. 35). Fig. 1Percentage of Overall and by to (Telehealth vs. In-Person)Full size imageDiscussionIn this study, rural patients had generally favorable perceptions of telehealth, and satisfaction was higher among younger patients. Rural providers overwhelmingly reported that telehealth added value to clinical practice, though less than half of providers felt that telehealth improved efficiency. Difficulties with scheduling follow-up appointments, lack of personal contact and technology challenges were commonly reported barriers to telehealth. We did not observe any differences in the percentage of missed appointments according to visit type (telehealth vs. in-person) in this study. Taken together, our findings suggest that telehealth approaches are acceptable to rural patients and providers but that technology issues and gaps in care coordination need to be addressed to promote sustainability. Our finding that favorability of telehealth was higher among younger compared to older patients were consistent with results from prior studies conducted both before [22], and during the COVID-19 pandemic [23] and may be attributed in part to lower technology access and lower digital literacy among older adults [24]. [SEP] Justify:

Output: The text corroborates the claim by providing evidence that telehealth services were utilized widely during the COVID-19 pandemic, as indicated by the statistic that 42.0% of visits were scheduled via telehealth. Furthermore, it notes that favorability among rural patients for telehealth was higher among younger patients, aligning with findings from prior studies both before and during the pandemic, thus supporting the assertion of increased popularity.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Future generations of medical students may benefit from these technologies at the earliest stages of their learning, from VR anatomy models to patient-specific VR simulation as needed. Additional researches with larger sample size are required to evaluate the teaching effectiveness of VLRs in a more comprehensive frame, as well as investigating optimal combinations of VLRs with traditional medical education. DeclarationsEthics approval and consent to participate The study was approved by the Board of the Institute of Hospital (PUMCH) (Project No: ZS-1724), and written informed consent obtained from all the participants. Study methods were performed in accordance with approved guidelines. Consent for publication Not applicable, no individual person’s data in any form. Availability of data and materials Data sharing is not applicable to this 107. : The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Educ 2017, 10(6):549-559. Preim B, Saalfeld P: A survey of virtual human anatomy education systems. 2018, 71:132-153. : Role of Stereopsis in Virtual and Learning Environments. Educ 2019. Suh A, Prophet J: The state of immersive technology research: A literature analysis. Behav 2018, 86:77-90. Gartner LP: Anatomical sciences in the allopathic medical school curriculum in the between 1967-2001. 2003, 16(5):434-439. : The dissection course - necessary and indispensable for teaching anatomy to medical students. 2008, 190(1):16-22. : Immersive virtual reality as a teaching tool for neuroanatomy. 2017, 7(10):1006-1013. : "Let's get physical": advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy. Educ 2013, 6(4):216-224. : Virtual reality technology for teaching neurosurgery of skull base tumor. BMC 2020, 20(1):3. : Stereoscopic neuroanatomy lectures using a three-dimensional virtual reality environment. 2015, 201:91-98. : The effectiveness of an interactive 3-dimensional computer graphics model for medical education. 2012, 1(2):e2. Ferrer-: : Development and Assessment of a on for Anatomy. J Technol 2014, 24(1):119-124. : Experimental evidence for improved neuroimaging interpretation using three-dimensional graphic models. [SEP] Justify:

Output: The text contrasts the claim by stating that while virtual reality (VR) technologies may enhance learning for medical students, such as through VR anatomy models and simulations, it indicates that additional research is necessary to evaluate teaching effectiveness and optimal combinations of VR with traditional education. This implies that VR is not seen as a complete replacement for traditional methods but rather as a complementary tool that requires further investigation and integration.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: All these plant-specific features have to be taken into account in plant aDNA studies. MethodsIn brief, the procedure for aDNA analysis in plants is as follows: excavation, morphological description, external cleaning if possible, powdering, DNA extraction, amplification of chosen target region within the plant’s genome(s) by polymerase chain reaction (PCR), gel electrophoresis to establish presence of correct product size, cloning and sequencing, and verification. Ideally, samples are taken directly at the excavation, taking care to prevent contamination from the environment (see “Verification in plant ancient DNA research”; Yang and Watt 2005). Detailed morphological documentation is needed as DNA investigations are destructive. Samples should be then stored cold or frozen to slow further DNA degradation (Burger et al. 1999; Poinar 2002; Pruvost et al. 2007). In the case of large, robust plant remains such as fruit stones external decontamination with bleach or UV light can be done before DNA analysis. Plant material is powdered by a Retch mill, mortar and pestle or other destructive methods. If possible, several hundred milligrams should be processed from ten individuals or more, to establish initial DNA preservation, followed ideally by analysis of individual specimens. At present, there are no preferred extraction methods for ancient plant material, nor is there any comprehensive comparison of protocols, such as exists for animals (Rohland and Hofreiter 2007). CTAB/DTAB methods, silica-based methods or DNA extraction kits are employed (Allaby et al. 1997; Schlumbaum et al. 1998; Dumolin-Lapègue et al. 1999; Blatter et al. 2002b; Jaenicke-Després et al. 2003; Manen et al. 2003; Pollmann et al. 2005; Liepelt et al. 2006). These methods for DNA extraction were developed taking into account that plant parts are rich in secondary byproducts, sugars and other potential inhibitors of PCR. Modifications, such as the use of PTB (N-phenacylthiazolium bromide), are suggested in cases where Maillard products are expected (Poinar 2002). However, in animal studies, PTB and other additives have been shown to be neither advantageous nor disadvantageous (Rohland and Hofreiter 2007). [SEP] Justify:

Output: The text does not address the claim regarding archaeobotany revealing the causes of ancient civilization collapses. Instead, it discusses methodologies for ancient DNA analysis in plants, including extraction and preservation techniques, which are unrelated to the interpretation of archaeological findings in relation to historical civilization decline.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: While results from a prior study conducted in 2019 demonstrated lower satisfaction with telehealth among those with less educational attainment, [23] in this study of rural patients, perceptions of telehealth during the pandemic did not vary according to educational attainment, insurance status, distance travelled to clinic or according to type of visit. The benefits of telehealth approaches for older adults have been well documented and include increased convenience, care partner engagement, and improved understanding of home environments by clinicians [22]. Therefore, additional resources are needed to support older adults and those with limited access to internet and technology to maintain quality care in telehealth settings and to avoid exacerbating existing health disparities among older and underserved populations [18]. The provision of quality clinical care relies on a trusted exchange of information between the patient and provider, traditionally occurring through face-to-face clinic visits. With the rapid adoption of telehealth approaches in recent years, it is still unclear how virtual approaches impact communication and the overall patient-provider relationship. One study reported that the majority of providers felt that the physician–patient relationship was unimpaired using telehealth approaches implemented during the pandemic [24]. However, another recent study of telehealth during the pandemic, which used semi-structured interviews found that the physicians noted concerns about loss of personal connections with patients, difficulty reading people’s body language over videos and loss of connectiveness though physical touch [25]. Understanding patient perspectives is important to ensure that telehealth approaches are not detrimental to the relationship. In our study, nearly 40% of patients who reported disliking telehealth cited the lack of personal contact with their provider as the main reason. These findings suggest the need for future studies to address issues related to developing and maintaining the important physician–patient relationship in a virtual environment. Most rural providers in this study believed that telehealth added value to clinical practice by improving the health and safety of patients, timeliness and access to care and patient and family-centered care—important goals for any outpatient clinical practice. These results were in accordance with findings from several recent studies conducted during the pandemic [24,25,26,27,28]. While we did not observe significant differences by provider age, the perception of telehealth’s added value generally decreased with increasing provider age in our study, with highest favorability among providers aged 25–30 years. [SEP] Justify:

Output: The text corroborates the claim by discussing the 'rapid adoption of telehealth approaches in recent years,' particularly highlighting the perceptions of telehealth during the pandemic and noting that 'most rural providers in this study believed that telehealth added value to clinical practice.' It also references findings from recent studies conducted during the pandemic that align with this increase in popularity and perceived value of telehealth services.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Educ 2012, 5(3):132-137. Ferrer-Torregrosa J, Jimenez-Rodriguez MA, Torralba-et al: Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes. BMC 2016, 16(1):230. : Web-based interactive 3D visualization as a tool for improved anatomy learning. Educ 2009, 2:61–68. Codd AM, Choudhury B: Virtual reality anatomy: is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy? Educ 2011, 4(3):119-125. : in Anatomy:. Educ 2019. : The production of digital and printed resources from multiple modalities using visualization and three-dimensional printing techniques. 2017, 12(1):13-23. : Using Patient-Anatomy, 3D Printing, and Hydrogel Casting. 2015, 84(5):1333-1339. : The role of three-dimensional printed models of skull in anatomy education: a randomized controlled trail. 2017, 7(1):575. Yammine K, Violato C: A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy. Educ 2015, 8(6):525-538. : Use of a virtual 3D anterolateral thigh model in medical education: Augmentation and not replacement of traditional teaching? J 2020, 73(2):269-275. Azer SA, Eizenberg N: Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Anat 2007, 29(2):173-180. : The relationships between learning outcomes and methods of teaching anatomy as perceived by medical students. 2011, 24(4):489-497. : The relationships between learning outcomes and methods of teaching anatomy as perceived by professional anatomists. 2008, 21(2):182-189. : Effectiveness of virtual reality for pediatric pain distraction during i. v. placement. 2006, 9(2):207-212. : Simulation training for ceramic crown preparation in the dental setting using a virtual educational system. 2020, 24(2):199-206. : Advanced 3D visualization in student-centred medical education. 2008, 30(5):e115-124. [SEP] Justify:

Output: The text contrasts the claim by stating that the use of virtual reality in education serves as an augmentation rather than a complete replacement of traditional teaching methods. References such as 'Use of a virtual 3D anterolateral thigh model in medical education: Augmentation and not replacement of traditional teaching?' indicate that virtual reality can enhance educational experiences alongside conventional methods, which directly opposes the assertion that it would completely replace them.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: Dilution of extracts or an increase of the amount of Taq polymerase is often sufficient to overcome PCR inhibition. For genetic analysis, universal or specific plant genome target sequences are chosen, depending on the goal of the project (see “Examples of markers used in ancient DNA studies”). So far, in aDNA studies targets have been amplified in single PCRs, cloned and sequenced. Sequencing after cloning is still the method of choice, to account for modifications due either to polymerase errors or DNA post-mortem damage (Bower et al. 2005; Ho et al. 2007). Mosaic sequences as a result of jumping PCR (Pääbo et al. 1990) between either different genomes of a polyploid (Allaby et al. 1999) or between nuclear genes with multiple copies such as ribosomal DNA, or PCR slippage in the case of microsatellites, have to be identified and eliminated by sequencing cloned PCR products. Multiplex PCR, that is the simultaneous amplification of several target regions, has so far not been realised in plant aDNA. Generally, target regions between 90 and 300 bp (base pair) are amplified. Quantitative real-time PCR may be used to establish the amount of target sequences preserved, but, due to the degradation process, we doubt that real-time PCR is useful, for example, for identification of ploidy levels in archaeological remains. In contrast, pyrosequencing (Ronaghi 2001; Margulies et al. 2005), employed in whole genome sequencing of modern organisms, though still very expensive, could be useful in ancient plant genetics in the future (e. g. for ploidy identification) as it does not rely on PCR amplification. Other methods that are common in modern molecular plant biology, in particular those employed to study populations or genetic diversity such as RAPD or AFLP and related methods, are problematic with archaeological plant remains, because templates are damaged and degraded. This aDNA damage results in absent bands (=allelic dropouts) or in artificial bands, produced by the presence of co-extracted contaminating modern or archaeological plant material or by polyploidy or gene duplication. Nevertheless, some reports have been published (Siles et al. 2000; Suh et al. 2000; Iniguez et al. 2003; Gyulai et al. 2006). [SEP] Justify:

Output: The text is irrelevant to the claim about archaeobotany revealing the exact causes of ancient civilization collapses. It discusses technical aspects of ancient DNA analysis techniques and challenges, including PCR methods and sequencing for plant genetics, without addressing the connection between archaeobotany and civilization collapses.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: As such, telehealth implementation efforts, particularly for an aging rural physician workforce,[29] may need to better understand and address age-related differences in telehealth perception. Importantly, telehealth implementation has been linked to less provider time spent in the electronic health records (EHR) outside of normal working hours [26]. Given that provider burnout has been correlated with time spent in the EHR outside of work, [30,31,32] this finding suggests that telehealth approaches could also help improve physician satisfaction and reduce burnout. In this study, less than half of rural providers felt that telehealth approaches improved efficiency in clinical practice. These findings are discordant with results from several prior studies [24,25,26,27]. For example, the majority of providers in a large health system in central Pennsylvania reported that telehealth improved efficiency and cut down on driving time required to travel to other clinics [25]. Moreover, in an EHR-based study of over 600 providers in City, Beiser et al. observed increased efficiency in terms of the number of patients seen after implementation of telehealth [26]. Discrepancies in findings related to perceived efficiency could be due to the high level of technological challenges reported by rural providers in this study [24,25,26,27] Moreover, our study evaluated the rapid deployment of telehealth during the COVID-19 pandemic, and 20% of providers cited barriers related the lack of implementation support. These factors could also have contributed to the lower perception of telehealth efficiency observed in this study. Reducing patient and provider barriers to telehealth will improve the overall quality of care with telehealth visits and promote broader telehealth adoption. Commonly reported barriers to telehealth identified in our study included difficulties with scheduling follow-up appointments, lack of personal contact and technology challenges. Telehealth approaches are highly dependent on broadband or cellular internet access, which is not equitably available [33,34,35]. For example, nearly 20% of the US population resides in rural communities, where access to academic medical centers, reliable internet and other resources is often limited [36, 37]. Given these challenges in rural settings, additional support may be necessary to limit technology challenges for both rural providers and patients. Interestingly, rural patients and providers reported divergent views of technology-related barriers in this study. Specifically, providers were more likely to report technology challenges for both patients and providers, while patient-reported technology challenges were less common. [SEP] Justify:

Output: The text corroborates the claim by discussing the rapid deployment of telehealth during the COVID-19 pandemic and citing barriers to implementation. It highlights how telehealth adoption has been influenced by age-related perceptions and technological challenges, indicating its growing importance and potential prevalence during the pandemic. Additionally, the mention of rural providers' experiences and reported challenges supports the notion that telehealth services have been adapted and considered during this time.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: neuroanatomical structures is difficult in traditional medical education. Knowledge and visual materials in neuroanatomy books or atlases are static and limited to two dimensions. The limitations of cadaver and plastic models have been overcome by developing three-dimensional (3D) anatomical models using digital visualization technologies. Medical students are better able to understand the spatial topography of a large number of neuroanatomical structures that are condensed into a small region when they use 3D visualization technologies, such as virtual reality (VR) and augmented reality. In our study, which will provide a new window to classical neuroanatomy education, we aimed to evaluate how much 3D neuroanatomical models based on VR applications affect the success and motivation of medical school students enrolled in neuroanatomy courses. this purpose, four exams were given to second-year medical faculty students before the classical theoretical course, after the theoretical course, after VR training and application, and six months later to evaluate the long-term effects of the training. success averages were assessed on a scale of 10; the average score was 3. 38 for students who participated in the evaluation after traditional theoretical training and 4. 55 for the VR training group. In the long-term evaluation after six months, the average score was found to be higher in the VR training group. study contributes to the literature by demonstrating the positive long-term effects of VR-based neuroanatomy training on memory. to the increasing effect of technological development, 21st-century anatomy education has undergone dynamic changes compared to traditional anatomy education in the 19th and 20th centuries. On the other hand, the increase in the number of students applying to medical schools and changes in the anatomy curriculum (1) have caused a decrease in the time allocated to anatomy (2-4). This situation results in a decline in the anatomy knowledge of young doctors (5). Neuroanatomy is one of the most difficult anatomy subjects for medical students to learn and for young doctors to apply their basic neurological knowledge in the clinic. The challenges of neurology are explained by poor anatomical knowledge and limited patient contact. One of the most effective ways to reduce negrophobia is to teach neuroanatomy and neurophysiology successfully (6). Neuroanatomy, as a component of the anatomy curriculum, has been impacted by the overall decline of the entire anatomy curriculum. [SEP] Justify:

Output: The text contrasts the claim by discussing the limitations of traditional medical education methods and emphasizing the positive impacts of VR training on student success and motivation. It highlights that while VR enhances understanding and retention in neuroanatomy education, it does not imply that VR will completely replace traditional methods, which continue to exist and are employed, as shown by the ongoing use of theoretical courses alongside VR applications.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: In principle, knowledge of DNA sequences in living plants is required for aDNA studies. Such sequence information can be found in public databases such as GenBank/EMBL ( Unfortunately, some plants, especially those of European origin, are clearly underrepresented in these databases. Verification in plant ancient DNA researchMost plants have small seeds. As a consequence, most archaeological plant remains are small. Wood, large stone-fruits or complete cereal ears are exceptions to this rule. This smallness of plant remains has consequences both for the proof of authenticity, as required in aDNA studies, and for work at the individual level. Criteria of authenticity were first published in relation to human remains (Cooper and Poinar 2000; Hummel 2003), and were only later suggested in the context of plant aDNA (Parducci and Petit 2004). They involve several different strategies (such as strict separation of pre- and post-PCR areas, an inverse relationship between amplification success and target length, reproducibility, and preferential amplification of plastid DNA over single copy nuclear DNA, although exceptions to this rule were reported: Banerjee and Brown 2002; Gilbert et al. 2007b) and ultimately acknowledge a sort of “common sense” to ensure the ancient origin of the DNA sequences found (Pääbo et al. 2004; Gilbert et al. 2005). In plant aDNA research, ensuring the authenticity of the sequences and the exclusion of contaminants is comparable to the problem of excluding modern human DNA in human aDNA work, but it can be easier to achieve, for example by using species-specific primers in cases of morphologically identified plant taxa. Contamination of archaeological plant remains can come from different sources. Vast quantities of pollen from modern plants are present in the air. In the soil seeds and roots can come into contact with the ancient specimen. Also during identification using modern reference specimens, contamination with modern DNA can occur and in principle, archaeological plant remains can contaminate each other, for example in storage assemblages. Pollen is even smaller than seeds. Cross-contamination with modern pollen, for example during periods of pollen dispersal of outbreeding species such as Pinus is very possible, both during excavation or later stages of preparation. The problem is less serious with inbreeding species such as wheat. Adequate precautions to avoid pollen contamination during sampling and in the lab should be taken. [SEP] Justify:

Output: The text is largely irrelevant to the claim, as it focuses on the technical aspects of ancient DNA (aDNA) studies in relation to plant remains, including issues of contamination and the challenges of verifying authenticity. It does not address how archaeobotany relates to understanding the causes of ancient civilization collapses, nor does it provide evidence supporting or contradicting this claim.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: A rural doctor’s telehealth training program during the COVID-19 pandemic 1 (IT&T), * Jane Connolly2 3 *1 College of Medicine and and Torrens University, South Australia, Australia 2, 3 of Rural and 1 February 2024 : 19 January 2023 : 19 August 2023 : 8 October 2023. A rural doctor’s telehealth training program during the COVID-19 pandemic. Rural and 2024; 24: 8032. work is licensed under a Attribution 4. 0 Cited by download PDF Tweet this 3. ACRRM supports rural doctors through training in clinical assessment, rural practice, professional and legal topics using theory, scenario-based learning and facilitated group discussions4. doctors, particularly those in rural areas, were sufficiently prepared by medical education courses to deliver remote care using telehealth services during the COVID-19 pandemic has been questioned in recent studies of medical students’ educational experiences5,6. Other studies have reviewed the provision of education in the use of video consultations in rural settings7 and the need for general practitioners to follow well-defined procedures when undertaking remote consultations8. Training of doctors in remote consultations One of the reasons postulated for the slow growth in video consultations9 is that doctors may not have the knowledge and skills to perform a remote consultation to a standard that they and the patient would be comfortable with10. The need for training was confirmed by an online survey of ACRRM members in early 2021. Members were concerned about how to conduct consultations, screening patients to ensure that a video consultation is appropriate, indirect physical examinations, patient-assisted physical examinations and the safety of telephone consultations. In response to this need, ACRRM developed a (TCSP), intended to improve the acceptance and use of telehealth services by rural and remote doctors, with funding by the Health Agency. The anticipated outcomes of the TCSP were that doctors’ competencies in conducting a remote (phone or video) consultation, and confidence in their ability to meet the expectations of the patient, carer or other health professional participating in these consultations would improve. of the intervention The TCSP aimed to improve doctors’ competence in conducting remote (phone or video) consultations, and confidence in their ability to meet the expectations of the patient, carer or other health professional participating in these consultations. [SEP] Justify:

Output: The text corroborates the claim by discussing a telehealth training program for rural doctors during the COVID-19 pandemic. It highlights the increase in the use of telehealth services and the efforts made to improve doctors' competencies in conducting remote consultations, indicating a growing relevance and reliance on telehealth during this period.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Moreover, it stands out as one of the most disliked and challenging sections for students in the entire anatomy curriculum (7). There are two important reasons for this: Firstly, the central and peripheral nervous systems are more complex than other anatomical systems, and second, the neuroanatomy models, atlases, or computer software provided by educational institutions are insufficient and fail to meet expectations. Detailed examinations of the central and peripheral nervous systems in cadavers create limitations for educators in undergraduate and graduate education in neuroanatomy. For example, it is almost impossible to demonstrate anatomical structures, such as cranial nerve nuclei and descending-ascending pathways, contained within the brain stem, which measure approximately 7. 5 cm in length. Additionally, fixed cadaver tissue is not robust and exhibits toxic properties due to fixation solutions (8-11). Furthermore, computed tomography and magnetic resonance imaging images taken from patients still lack the detail required to adequately display these structures. The innovative approach in neuroanatomy education predominantly revolves around three-dimensional (3D) modeling on computers, virtual reality (VR), and augmented reality (AR). Although the history of 3D anatomical modeling, which forms the foundation of VR and AR, can be traced back to ancient times, the first modern computer graphic models were created in 1979 by Dietrichs and Walberg (12), focusing on the cat's fastigial nucleus. 3D anatomical models are effective learning tools for two reasons: their capacity to elucidate complex neuroanatomical structures in a simple and comprehensible manner, and individuals’ inherent motivation to study and understand these structures (13). The preparation of 3D anatomical models based on digital visualization formats has addressed the limitations of cadaver and plastic models and is poised to replace them in the coming years. The utilization of 3D visualization technologies such as VR and AR aids in comprehending the spatial topography of numerous neuroanatomical structures concentrated within a confined area. Our recent literature reviews indicate that the use of VR and AR applications for 3D imaging of the nervous system has risen to 18 and 20 publications, respectively, since 2006 (14, 15). Undoubtedly, the decrease in equipment costs (computers, glasses, software) has played a significant role in this (16). Although classical physical brain anatomy models or those obtained from 3D printers allow examination in 3D spatial terms, they limit interaction with the model (17). [SEP] Justify:

Output: The text contrasts the claim by discussing how traditional methods, such as the use of cadaver models, have limitations in neuroanatomy education. It mentions that while 3D modeling, VR, and AR are emerging as effective educational tools, these technologies are 'poised to replace' traditional methods rather than completely replace them immediately. This implies that there will still be a role for traditional methods alongside new technologies.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: The important requirement of reproducibility within the same individual is impossible to fulfil in the case of small seeds. It has been argued that, in these cases, reproducibility can be either the amplification of several targets from one sample and/or the successful analysis of other individuals from the same sample or from samples from the same layer (Allaby et al. 1997; Blatter et al. 2002a; Manen et al. 2003; Pollmann et al. 2005). With larger specimens, independent verification and reproduction of results from the same individual is possible (Liepelt et al. 2006). Other important points for authentication concern appropriate molecular behaviour and phylogenetic sense. These are exigencies that can be fulfilled even with small botanical remains. However, a decision based on phylogenetic sense depends on the taxonomic level, on the current knowledge of molecular diversity at a particular genetic locus, or on known ancestry. Because of the possibility of pre-laboratory contamination, independent lab verification is useful only in certain cases, when novel or unexpected results are obtained, such as the first identification of Neanderthal sequences (Pääbo et al. 2004). Independent verification in a different laboratory and/or plausible authentication arguments have for example recently been presented by Jaenicke-Després et al. (2003), Erickson et al. (2005), Pollmann et al. (2005) and Liepelt et al. (2006). We follow the reasoning of Gilbert et al. (2005) that in every publication on aDNA, sufficient and congruent evidence must be presented to support the authentic origin of the results obtained, so that the reader can evaluate the validity of the results: “…, we advocate that readers, reviewers and authors ask ‘What information is presented here that makes the results and/or conclusions believable? ’ and “Is there any reason to not believe this? ” (Gilbert et al. 2005). PreservationThe predominant archaeological plant remains are seeds, pollen and wood; leaves are rarely found. In particular seeds and pollen, as the plant’s reproductive organs, are intended for long-term DNA preservation and are often protected with a sturdy or lignified exocarp. They are thus an ideal source for DNA. Archaeological plant remains from European sites are often retrieved from sediments by flotation with water. [SEP] Justify:

Output: The text is irrelevant to the claim because it discusses the challenges and requirements for reproducibility in the analysis of archaeological plant remains, particularly focusing on issues related to molecular verification and the preservation of samples. It does not address or provide any insights regarding the causes of ancient civilization collapses.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: The medical educator asked trainees to self-rate, on a 10-point scale, their confidence and competence in undertaking telephone and video consultations, and the additional value of using video compared with the telephone. At the end of each session the medical educator repeated the same questions to determine changes to the initial ratings. ACRRM also undertook a follow-up survey to validate the study results: trainees were asked to confirm if their levels of confidence and competence had improved after the training. To understand the competencies acquired by trainees in the TCSP, a process of open thematic coding15 of recordings, informed by the desired competencies, was used to assess the contribution of the TCSP. The desired competencies included communication, history taking, physical examination (online), clinical management, professionalism and an overall assessment. For example, competency measures included the checking of patient e-health records, advising on communication problems and building patient rapport. Competency in physical examination included considering if an adequate examination could be done, using an optimal mode for the examination (eg video instead of telephone, use of adjuncts), capturing visual or auditory information (eg coming closer to a camera/microphone), taking a photo, noting relevant symptoms and undertaking a logical, organised assessment. Program participants Trainees were introduced to the TCSP by an email requesting consent to participate in the program and its subsequent evaluation. Eleven doctors working in rural or remote areas enrolled, with five participating in the first scenario and six in the second scenario. In this report each trainee is referred to by a code (eg P001). Ethics approval approved this research (Project 4563). and competence in remote consulting The majority of trainees had experience of using telephone and video technologies for remote consultations. Those who had provided few video consultations felt that their ability to use video technology was low. Most trainees had not previously received training in the use of video. Many were unsure about accessing state or national patient e-health records, and the possibilities of digital photography. At the commencement and completion of each session, trainees were asked to rate their confidence and competence in undertaking remote consultations overall, in telephone and video consultations specifically, and about the additional value of using video compared with the telephone. Table 1 summarises the average improvements in confidence and competence reported by trainees during a training session. [SEP] Justify:

Output: The text corroborates the claim by discussing the training of medical trainees in using telephone and video consultations, which reflects a shift towards telehealth services. It indicates that most trainees had prior experience with these technologies, highlighting the growing adoption of telehealth, particularly in the context of remote consultations which have been crucial during the COVID-19 pandemic.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: We now have scientific evidence strongly recommending the use of VR applications in teaching and learning processes. Additionally, they have been shown to significantly enhance students’ imagination, creativity, and learning (16, 18). The best method for teaching neuroanatomy remains an unresolved issue. Consequently, research on this subject persists and will continue in the coming years (7). Neuroanatomy education is more receptive to innovations as a balancing factor compared to the anatomy of other organ systems. In our retrospective studies, it is evident that providing infrastructure for cadaver dissection, which held significant importance in anatomy education in the 20th century, and maintaining expertise in this field incurs high costs. Consequently, there has been a decline in medical students’ utilization of cadaver dissection as a means of familiarizing themselves with anatomy (19, 20). There is a limited number of 604. 01. 02-275165, date: 27. 01. 2022). There were no stereographic visual disturbances reported by the students. Materials and VR Steps3D digital models were prepared to depict anatomical structures in the central nervous system (including superficial and deep structures), cranial nerves, vestibular structures, and the brainstem in detail. For this purpose, we utilized a 3D digital modeling and animation program called Cinema 4D (Maxon Computer, Friedrichsdorf, Germany). These innovative models were meticulously crafted. Initially, we encountered difficulty in finding existing models and 3D visuals that provided detailed representations of the cranial nerve nuclei and ascending and descending pathways in the brainstem in the literature and visual scans we conducted. Therefore, we developed a unique brainstem VR model. These structures are closely aligned with the topics covered in the neuroanatomy curriculum. Subsequently, we transferred the models to a VR editor program called ROT (Infotron, Ankara, Türkiye) and integrated them with anatomical information to enhance interactivity. ROT is a unity-based VR editing program capable of seamlessly importing models in. fbx format and textures in. png format. Once the models and anatomical information were integrated and made interactive, they became readily available for use. The program is fully compatible with “HTC Vive Pro” and “II,” enabling users to navigate the virtual environment and interact with the models using handheld controllers. [SEP] Justify:

Output: The text contrasts the claim by discussing the use of VR applications in teaching but emphasizes that traditional methods, such as cadaver dissection, are still significant and incur high costs. It mentions that there is an unresolved issue regarding the best method for teaching neuroanatomy, indicating that traditional methods are not being fully replaced by VR despite its enhancements in creativity and learning.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: Exceptions are storage assemblages or large specimens collected in situ, from desert-like sites or other more exceptional excavation sites. The effects of water flotation on DNA content and preservation after recovery have not been studied so far. At first glance, charred remains do not seem to be favourable for DNA survival. This is clearly reflected by low success rates with charred wheat remains (Brown et al. 1994, 1998; Allaby et al. 1997; Schlumbaum et al. 1998; Blatter et al. 2002a). However, these independent publications support DNA survival in a few cases, possibly because of exposure to low fire temperatures. Charring experiments suggest the preservation of DNA under conditions of low oxygen and low temperatures (below 200°C), temperatures such as exist in smouldering fires or below the surface, for example in storage pits (Chalfoun and Tuross 1999; Jacomet et al. 2002; Threadgold and Brown 2003). In this case, the challenge will be to develop morphological non-destructive criteria to detect those plant remains which have undergone low enough charring temperatures for DNA survival. Preservation of aDNA at sites with a hot and dry climate, such as in Egypt, is equally little understood and controversial. Publications on the low success rates of aDNA amplification in humans (Krings et al. 1999) or in cattle (Edwards et al. 2004), or the complete loss of authentic DNA in papyri from as recently as the 8th century AD (Marota et al. 2002), contrast with papers reporting sufficiently good DNA preservation at other but similar sites (O’Donoghue et al. 1994, 1996; Deakin et al. 1998a, b; Graver et al. 2001; Kahila Bar-Gal et al. 2002). Radish and sorghum remains from these sites are preserved through desiccation and have earlier dates than the papyri. Similarly, preservation through waterlogging does not seem to favour DNA preservation, as hydrolysis is one of the major decay reactions. However, waterlogged plant remains with a hardy exocarp, such as grape seeds, cherry or olive fruit stones, have been shown to be a good source of ancient DNA (Manen et al. 2003; Elbaum et al. 2005; Pollmann et al. 2005). [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses the preservation of ancient DNA in plant remains and the factors affecting DNA survival in various conditions. It does not address or support the idea that archaeobotany can reveal the exact causes of ancient civilization collapses.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Trainees particularly welcomed instruction on how to organise consultations and conduct remote clinical examinations, with one commenting, ‘you’ve given me a few ideas about examinations, … and the lighting (and) getting the receptionist to make sure we’ve got a landline, mobile and an email address’ (P010). Participants’ views on overall benefits of the Trainees in both simulation scenarios felt that their competencies to undertake telehealth consultations had improved. For instance, trainees stated: Well, I think I would definitely ask … for the nurse or the health worker [to do] more examination. (P001) I think I’ve been learning how to better direct the (patient) examination. (P003) I think I would be able to do a lot of the examinations. (P006) … certain things in examination. I can ask them to do it (now). (P007) During the educational component of each session, trainees were stimulated to explore new ideas for their practice. One trainee commented, ‘I’m going to go and check it out, about the equipment that you mentioned there, for the video, the scope [otoscope] and the virtual stethoscopes’ (P003). Awareness of e-health services was strengthened. A trainee acknowledged that 'access to the patient records is invaluable because then you don't have to ask questions that you have the answer in front of you and then you can concentrate on other matters’ (P003). There was a consistent improvement in the trainees’ self-rating scores of confidence and competence in telehealth overall and use of visual input (sending photography or short videos). The improvement in ratings for audio calls alone was not so evident. completion of the TCSP the self-reported confidence and competence of trainees improved by between 8 and 17 percentage points, and trainees felt empowered to improve their practice of telehealth using both telephone and video. All trainees rated video consultations as providing significant additional value. Each simulation included assessment of a core set of skills for the conduct of any remote consultation, including trainee communication, history taking, physical examination, clinical management and professional competencies. There is evidence that some doctors were reluctant to attempt online physical examinations during the COVID-19 pandemic16. Other studies have concluded that assessment of physical examination skills can be successfully conducted online17. [SEP] Justify:

Output: The text corroborates the claim by discussing how trainees improved their competencies in telehealth consultations during the COVID-19 pandemic. It highlights the positive feedback from trainees on telehealth, stating they felt empowered and noted an improvement in their self-rating scores of confidence and competence. The reference to the significant value of video consultations and exploration of new ideas for telehealth practice supports the notion of increasing popularity during this period.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: Furthermore, ROT offers additional features such as segmenting models and annotating them with text via handheld controllers to enhance student engagement during virtual presentations. Traditional 2D Lecture and 3D-VR TrainingWithin the scope of the study, one lecture was conducted for the students in the amphitheater using a familiar PowerPoint presentation, projected onto the screen from a computer. The presentation was designed by anatomists with an interest in clinical anatomy teaching. This course was delivered in the format of a traditional 2D lecture lasting 40 minutes. Following this, the use of 3D imaging glasses and handheld controllers was explained to the students, and subsequently, a VR-supported training session was conducted. The students wore glasses to interact with the models prepared using the VR program. This VR practice session also lasted 40 minutes, mirroring the duration of the traditional 2D lesson. An assessment was conducted by evaluating the students’ performance on the subject and gathering their feedback in a focus group. of the with the Contents of the Pre-Lecture, Post-Lecture, and Post-VR and Long-Term ExamsTo assess students’ understanding of the subject matter, a total of 10 questions focused on the three parts of the brainstem were administered to the participating students. Three questions included visuals obtained from models of the brain module, while seven were multiple-choice questions. The questions presented in the model required the students to fill in the blanks. An example of such a test is provided in Table 1. These questions were developed and agreed upon by the anatomists responsible for both theoretical and practical training. The students did not see the questions before the examination. The first exam was conducted before the lesson, without providing any explanation of the subject matter to the students. Subsequently, a theoretical lecture on the topic was delivered. Following the lesson, a second exam, consisting of different questions but covering the same content, was administered to the students who had attended the theoretical lecture. After the theoretical lecture, 60 volunteers from among these students underwent the VR application during which the structures learned in the theoretical lesson were demonstrated using the brain module. At the conclusion of this session, a third test, which featured different questions on the same content, was administered. Six months after the conclusion of the neurological sciences committee, another exam, with content identical to the previous ones but featuring different questions, was administered to the same participants. [SEP] Justify:

Output: The text contrasts the claim by detailing a structured educational approach that integrates both traditional lecture methods and virtual reality (VR) training sessions. It describes a scenario where a traditional 2D lecture is conducted alongside VR applications, emphasizing that traditional methods are still in use and complementing the VR technology rather than being replaced by it.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: To the best of our knowledge, amplification efficiency has not been studied comprehensively in relation to the preservation condition or type of plant remains. Thus far in plants, remains preserved by desiccation (e. g. from herbarium material), waterlogging or cold offer the best chances for DNA investigations, with similar success rates to those known from animal aDNA studies. Examples of markers used in ancient DNA studiesIn this section, we give some examples of the use of different markers in DNA studies serving different purposes. These can be either so-called universal primers, which are conserved among species and will detect more than one plant species or genome, or specific primers, often from non-coding regions and designed to amplify a single species. In aDNA studies, the size of the target is usually between 80 and 300 bp, and prior knowledge of sequence information is needed in all cases. It is generally accepted that markers which occur in multiple copies, such as chloroplast or nuclear ribosomal markers have more chances of survival than single copy markers. For this reason, in plant studies chloroplast markers are most often chosen, although nuclear genes carry most of the agronomically important information and have higher mutation rates compared to plastid markers. Chloroplast DNA markersThe abundance of chloroplasts leads to the potential preservation of numerous target copies. In many plants chloroplasts are inherited maternally, but exceptions exist (e. g. Pinus species). The chloroplast genomes (cpDNA) are organised in a similar way in all plants. Due to their low mutation rate, most chloroplast markers are phylogenetically informative at higher taxonomic levels such as orders or families (Clegg 1993; Gielly and Taberlet 1994; Savolainen and Chase 2003). However, some markers are variable enough to be of use even at species level (Pollmann et al. 2005) or, through the geographic distribution of alleles, are useful for the reconstruction of origins (Deguilloux et al. 2003; Erickson et al. 2005). As a prerequisite, chloroplast-containing tissue must be preserved (e. g. the wheat embryo). rbcLThe chloroplast rbcL gene codes for the large sub-unit of ribulose-1,5-bisphosphate carboxylase, an enzyme playing an important role in photosynthesis. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses technical aspects of ancient DNA studies, specifically focusing on the amplification efficiency of plant DNA markers and their preservation conditions. It does not address archaeobotany or its role in determining the causes of ancient civilization collapses.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: Available: web link (Accessed 15 June 2021). 12. The utility of mini-Exercise (mini-CEX) in undergraduate and postgraduate medical education: protocol for a systematic review. 2017; 146. DOI link, PMid:28720128 13 of Rural and Remote Medicine. Curriculum. 2021. Available: web link (Accessed 15 June 2021). 14 of Rural and Remote Medicine. TeleDerm. 2021. Available: web link (Accessed 15 June 2021). 15 Creswell J. Qualitative inquiry & research design: choosing among five approaches. 3rd edn. Thousand Oaks: Sage, 2013. 16 Erdevir M, Uyaroğlu OA, Özdede M, Tanrıöver MD. ‘COVID-19: the final nail in the coffin for physical examination’. Evaluation of the effects of COVID-19 pandemic on physical examination habits of residents in a university hospital: a cross-sectional survey. of 2021; 75(12): e14988. DOI link, PMid:34674358 17. Conducting orthopaedic practical examination during the Covid-19 pandemic. Journal of and Trauma 2020; 11(S4): S448-S455. DOI link, PMid:32774011 18 Baird A. Why are Australian GPs doing relatively few video consultations? 2020. Available: web link (Accessed 2 September 2020). 19. Telehealth uptake in general practice as a result of the coronavirus (COVID-19) pandemic. Review 2020; 44: 737-740. DOI link, PMid:32853536 20 Taylor A. Healthcare technology in context: lessons for telehealth in the age of COVID-19. Singapore: Palgrave Macmillan, 2021. DOI link 21. Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review. 2022; 44(3): 300-308. 22 -Getz J. An objective structured clinical examination: from examination room to Zoom breakout room. 2020; 54(9): 861. [SEP] Justify:

Output: The text corroborates the claim by discussing the uptake of telehealth in general practice as a result of the coronavirus (COVID-19) pandemic. This suggests that telehealth services became more widely used due to the pandemic, supporting the assertion of their increased popularity during this time.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: When evaluating the success in the exams according to gender among the 60 students who participated in all four exams, a statistically significant difference was observed in the results of the second exam. Although the average success rate of the girls was higher than that of the boys in the first, second, and fourth exams (Figure 2), the difference was not statistically significant (p≤0. 05). When comparing the exam results of the 36 female students and 24 male students out of the 60 students who took all the exams, it was observed that the average success rate increased progressively in consecutive exams. There was no statistical significance between the third and fourth examinations in both groups (p=0. 18 for females; p=0. 14 for males) (Figure 3). When conducting a statistical evaluation among the 170 students who took the first exam, the 168 students who took the second exam, and the 162 students who took the fourth exam, statistical significance was found between the first and second exams, the second and fourth exams, and the first and fourth exams (Figure 4) (p<0. 001, p<0. 001, p<0. 001, respectively). The purpose of our research was not to evaluate the examination performance of students but rather to assess the influence of different anatomy instruction techniques on students. You can watch the video we prepared by holding your smartphone’s camera to the QR code (Figure 5). rise in the utilization of educational technologies and tools over the last two decades has facilitated the emergence of digital education (17, 22). Today, applications such as electronic resources, game-based learning, and VR are being extensively utilized for learning and acquiring professiona practice skills. The use of tablets and smartphones in neuroanatomy education has facilitated the comprehension of complex deep brain structures (17, 23). However, these technologies only offer two dimensional (2D) views, limiting students’ ability to grasp the subject from a 3D perspective and fully understand the dimensions, volumes, and relationships of anatomical structures within the depths of the brain and brainstem. Error-free 3D brain models, developed for academic purposes and accredited by experts in the subject, can be easily integrated into a VR environment. This allows detailed examination of numerous structures in the normal human brain that are not visible to the naked eye. The only disadvantage of this method is its inability to replicate the textural stimuli experienced during cadaver dissection. [SEP] Justify:

Output: The text contrasts the claim by suggesting that while virtual reality (VR) technologies enhance learning experiences and offer new perspectives in fields such as neuroanatomy education, they do not fully replace traditional methods. The text emphasizes that VR has limitations, specifically mentioning that it cannot replicate the textural stimuli experienced during cadaver dissection, indicating a reliance on traditional education methods that are still necessary for a comprehensive understanding.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: In aDNA research, rbcL was used for identification of plant orders or families from faeces (Poinar et al. 1998; Hofreiter et al. 2000, 2003; Kuch et al. 2002), gut contents (Rollo et al. 2002), and sediments (Willerslev et al. 2003), for studies on DNA preservation (Banerjee and Brown 2002; Marota et al. 2002) and for authentication purposes (Blatter et al. 2002a; Manen et al. 2003). The advantage of this locus is that sequences covering almost all plant families can be found in the public databases. The genetic identification of taxa to a higher order using rbcL is rather unsatisfactory compared to morphological identification, which in most cases is to species or genus level, and interpretation of genetic results often relies on prior archaeobotanical or biogeographical knowledge. The taxonomical resolution level of rbcL may be informative enough in cases such as faeces, where the producing animal is known to have had a species-poor, known diet or was living in a region with a restricted and known plant diversity. trn introns and spacersNon-coding chloroplast regions are more variable and thus more appropriate for use at an intraspecific level. Examples are the spacers between transfer RNA (tRNA) coding segments such as trnL-trnF and trnD-trnT. A segment of the trnL-trnF spacer was used to identify the maternal parent of closely related and morphologically ambiguous Prunus fruit stones (Pollmann et al. 2005). trnL intron variability differentiates between forest tree genera and was used to reveal authentic genetic information from waterlogged tree remains (Liepelt et al. 2006). In higher plants, the length of the spacers ranges from about 300 to 800 bp. As a consequence, in most archaeological samples the use of universal primers such as those suggested by Taberlet et al. (1991) will not be viable, although in the case of a medieval oak sample from France a trnD-trnT sequence of around 300 bp was reported (Dumolin-Lapègue et al. 1999). In general, primers have to be designed to fit the question to be answered by aDNA analysis. [SEP] Justify:

Output: The text is irrelevant to the claim, as it discusses various aspects of aDNA research and genetic identification of plant orders without addressing the issue of the causes of ancient civilization collapses. It focuses on the technical details of DNA analysis rather than the implications of archaeobotany for understanding historical events.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: ; Bailey, MS Eddy, BS Napolitano, PhD of Prevention and Community Health, School of :of Prevention and Community HealthSchool of 950 20052United StatesPhone: 1 202 994 3695Email: avyas@gwu. eduAbstractBackground: 2020, the need to reduce patients’ exposure to COVID-19 has resulted in a large-scale pivot to telehealth service delivery. Although studies report that pregnant women have been generally satisfied with their prenatal telehealth experiences during the pandemic, less is known about telehealth satisfaction among postpartum women. Objective: This study examined telehealth satisfaction among both pregnant and recently pregnant women during the COVID-19 pandemic, to determine whether demographic factors (ie, race, age, marital status, education level, household income, and employment status) are associated with telehealth satisfaction in this population. Methods: A web-based cross-sectional survey designed to capture data on health-related behaviors and health care experiences of pregnant and recently pregnant women in the was disseminated in Spring 2022. Eligible participants were at least 18 years old, identified as a woman, and were currently pregnant or had been pregnant in the last 3 years. Results: In the final analytic sample of N=403, the mean telehealth satisfaction score was 3. 97 (SD 0. 66; score range 1-5). In adjusted linear regression models, being aged 35-44 years (vs 18-24 years), having an annual income of ≥ US $100,000 (vs < US $50,000), and being recently (vs currently) pregnant were associated with greater telehealth satisfaction (P≤. 049). Conclusions: Although perinatal women are generally satisfied with telehealth, disparities exist. Specifically, being aged 18-24 years, having an annual income of < US $50,000, and being currently pregnant were associated with lower telehealth satisfaction. It is critical that public health policies or programs consider these factors, especially if the expanded use of telehealth is to persist beyond the pandemic. 2022;5(4):e41356doi:10. 2196/41356Keywordstelehealth; COVID-19; maternal-child health; Perinatal; pediatrics; telemedicine; pregnancy; women's health; patient outcome -19 pandemic has profoundly impacted health care service delivery in the United States. [SEP] Justify:

Output: The text corroborates the claim by stating that the COVID-19 pandemic prompted a 'large-scale pivot to telehealth service delivery' and indicates that there has been a significant increase in telehealth use among perinatal women during this period. The mention of increased satisfaction with prenatal telehealth experiences during the pandemic further supports the idea that telehealth services gained popularity.


Input: Task: contrast the claim using the given text. Claim: Virtual reality will completely replace traditional education methods. [SEP] Text: However, wearable technologies developed using today's advancements have addressed tactile feedback issues. Moreover, VR technologies enable students to interact with such technology in reproducible and controllable environmen (17, 24). This technology enables students to experience learning content through various sensory inputs, including sight, sound, and touch, thereby immersing them in the virtual environment (25). Additionally, its repeatability allows students to enhance their learning in the classroom beyond the predetermined study program (17, 26). Examination of the literature on 3D visualization of the nervous system revealed a significant increase in interest. In 2011, only 4 2018. Additionally, eight studies utilizing educational technologies such as VR and AR have been documented to explore the use of 3D in neuroanatomy (13). Some of these methods include local VR-based stereo-imaging techniques for learning about the ventricular system and neurovascular structures (27), skull (28, 29), brain structures, and cranial nerves (28). Our observations indicate that although the number of these studies has increased, they remain insufficient. Furthermore, these studies have predominantly focused on superficial brain structures to demonstrate neuroanatomical structures to students. However, it would be intriguing to develop and utilize VR and AR applications for 3D visualization of deep brain structures in neuroanatomy education (13). In a study conducted by Estevez et al. (30) in 2010, they emphasized that physical models that allow for high levels of manipulation of deep brain structures yield positive result. The brain module developed in this study aims to address the shortcomings identified by the limited number of studies on this subject. An important innovation introduced by our brain module is its ability to enlarge the brain stem, along with its deep structures, by 10-15 times, enabling interaction with the student. This feature represents the world first. In our study, we evaluated the results of tests conducted to assess the understanding and retention of superficial and deep brain stem structures by a group of 60 students who participated in neuroanatomy training activities. According to the results obtained, the average score on the first test, administered before the traditional 2D theory course, was 1. 767. After completing the traditional 2D theory course, the average score on the second test was 3. 267. Following the 3D-VR training and application, the average score on the third test for this group was 4. 55. [SEP] Justify:

Output: The text contrasts the claim by demonstrating the effectiveness of both traditional education methods and VR technologies, suggesting that while VR can enhance learning experiences, it has not completely replaced traditional methods. For instance, it mentions that students' average scores improved from traditional 2D theory to 3D-VR training, indicating that traditional educational methods still play a crucial role in the learning process.


Input: Task: pass the claim using the given text. Claim: Archaeobotany can reveal the exact causes of ancient civilization collapses. [SEP] Text: Smaller species-specific targets can be designed if it is known which species are to be expected or overlapping primers can be used to analyze larger intergenic regions. Initiated by the concept of DNA barcoding, the chloroplast P6loop within the trnL intron was tested for identification of species in processed food and from permafrost samples. Unfortunately, the resolution was found to be low, markers failing to differentiate between archaeologically relevant taxa such as Prunus species or between T. aestivum and Secale cereale (Taberlet et al. 2006). Mitochondrial DNA markersIn the same way as chloroplasts, mitochondria occur in high copy numbers and are, with exceptions, inherited maternally. However, plant mitochondrial DNA (mtDNA) is very different from animal mtDNA; plants have less mitochondria, and their mtDNA mutates more than ten times slower than cpDNA, or 100 times slower than animal mtDNA (Soltis et al. 1992a; Wan et al. 2004). For this and other reasons, mtDNA analysis has so far rarely been employed in plant aDNA research. One of the few examples is the use of the Cox II intron to establish the presence of aDNA from grasses at the Iceman site (Rollo et al. 1995). Nuclear DNA markersNuclear DNA has been used in plant aDNA research from the very first studies onwards. In principle, only two copies of a nuclear locus exist per diploid genome. Nuclear DNA carries the important economical and domestication-related traits, and is to be preferred when exploring early selection of these traits (Jaenicke-Després et al. 2003). Wheat genome-specific glutenin genes have been used fairly extensively in aDNA research, in particular to identify polyploid wheat species (Allaby et al. 1994, 1997; Brown et al. 1994, 1997, 1998; Schlumbaum et al. 1998; Allaby et al. 1999; Blatter et al. 2002a, b). Microsatellites, highly polymorphic single-copy loci spread throughout the genome, are a second example of nuclear DNA useful for aDNA studies. Combinations of microsatellite loci are diagnostic for many plant cultivars, and employed to trace cultivar origins. [SEP] Justify:

Output: The text is irrelevant to the claim as it discusses various aspects of DNA barcoding, mitochondrial DNA, and nuclear DNA in relation to plant ancient DNA (aDNA) research. It does not address archaeobotany or its relevance to understanding the causes of ancient civilization collapses.


Input: Task: corroborate the claim using the given text. Claim: Telehealth services have become increasingly popular, especially during the COVID-19 pandemic. [SEP] Text: 2020, the need to reduce COVID-19 exposure for health care professionals and patients, preserve supplies of personal protective equipment, and reduce burden on health care facilities has resulted in a large-scale pivot to telehealth service delivery [1]. Telehealth is defined by the US Department of Health and as the delivery of health care services without an in-person office visit and primarily through internet access on a computer, tablet, or smartphone [2]. Before the pandemic, telehealth comprised less than 1% of outpatient visits, but this number rose to 13% in the early months of the pandemic [3]. In fact, telehealth visits increased by 154% in the last week of March 2020, when the pandemic was intensifying in the United States, compared to the same period in 2019 [4]. This surge in the use of telehealth services continued throughout 2020 with the number of telehealth visits made by Medicare patients increasing 63-fold from 840,000 in 2019 to nearly 52. 7 million in 2020 [5]. Although the use of telehealth has receded since its peak in 2020, it remains high comprising 8% of outpatient visits in 2021 [3]. Given the rise in telehealth and the sustained use of these services throughout the pandemic, it is important to examine the experiences of patients using these services in order to understand challenges and address gaps with this health care delivery model. It is especially important to understand the unique experiences of women seeking prenatal and postnatal care through telehealth services because these types of maternal health services are critical to ensuring the health and safety of women and their children. Broadly, patients have reported positive experiences and high satisfaction with telehealth services during the pandemic [6,7]. However, the telehealth experiences among prenatal and postpartum women during the pandemic are not well understood, and women who have been pregnant or recently pregnant during the pandemic and used telehealth services for their routine care may have unique challenges and experiences. Although studies have found that pregnant women are generally satisfied with their prenatal telehealth experiences during the pandemic, less is known about the telehealth satisfaction of postpartum women [8-10]. Given the critical role of prenatal and postpartum health care in preventing adverse pregnancy outcomes, more research is needed to fully understand the factors (eg, age, income, and race) that impact the telehealth experiences of pregnant and recently pregnant women during the pandemic. [SEP] Justify:

Output: The text corroborates the claim by providing specific statistics that demonstrate the significant increase in telehealth services during the COVID-19 pandemic. It notes that telehealth visits increased by 154% in the last week of March 2020 compared to the same period in 2019 and that telehealth made up a mere 1% of outpatient visits before the pandemic, which soared to 13% in the early months of the pandemic. Furthermore, it highlights the surge in telehealth visits among Medicare patients, which increased from 840,000 in 2019 to nearly 52.7 million in 2020, indicating a marked rise in the popularity and use of telehealth services during the pandemic.