Given an abstract, generate a keyword (a noun phrase) that best describes the focus or contribution of the paper. Such keywords can be directly from the given abstract or outside it.

Example Input: Abstract: The College of Family Physicians of Canada uses a simulated office oral examination to test candidates for certification in family medicine. This examination has been highly successful. An analysis of this instrument provides a description of skills required for a certificant of the college. Its basic outline can be used to assess residents' interviewing skills during training and to help prepare them for practice.
Example Output: Canada

Example Input: Abstract: Multivariate analysis on an unselected patient population consisting of all 253 children treated for neuroblastoma in Denmark during 1943 to 1980 shows that stage, age, and treatment given are independent prognostic variables. Calendar year of diagnosis, sex of the patient, and site of primary tumor were not significant prognostic factors. Further analysis shows that multimodal treatment with surgery, irradiation, and chemotherapy, especially in patients older than 1 year of age with Stage II disease, has influenced the survival significantly. The fact that age at diagnosis and the administration of chemotherapy have independent prognostic significance can be explained by the theory that all neuroblastomas are virtually congenital; therefore, the difference in age at diagnosis largely reflects the difference in growth rates of the tumor. Thus, according to this theory, age may be a measure of the probability of micrometastases in addition to the clinical extent or stage of the disease, as it represents the duration of the disease. Additional chemotherapy may thus have eradicated these micrometastases in the older children, since the age influence on Stage II disease disappeared when multimodal treatment was given in this study. The implications for treatment policy are discussed in view of this theory.
Example Output: Age Factors

Example Input: Abstract: Three models for continuing professional education (CPE) are described: an education model, which reflects the mainstream of CPE practice and focuses on educational objectives, teaching methods, organization of educational experiences, and assessment; a social change model, which considers the total environment in which CPE occurs; and a problem-based model, which focuses on the professional context and order of complexity of professional problems. Each model is described, and its strengths and drawbacks as applied to continuing medical education are discussed.
Example Output:
Clinical Competence