教育学最新文献

{"title":"Heartwheels! STEM Mobile Outreach program.","authors":"Gretel Monreal, Steven C Koenig","doi":"10.1152/advan.00150.2024","DOIUrl":"10.1152/advan.00150.2024","url":null,"abstract":"<p><p>Heartwheels! STEM Mobile Outreach is a scientist-led collaborative, innovative, and reproducible experiential educational program and mobile lab developed to engage people young and old in the cardiovascular sciences, improve health literacy and awareness of heart-healthy living, and spark curiosity in the science, technology, engineering, and mathematics (STEM) fields. Applied hands-on interactive activities at Heartwheels! events include heart dissection, cardiovascular physiology, and mock flow loops (science); medical devices (technology); instrumentation and sensors (engineering); and calibration and validation methods and models (math). These modules are complementary to school activities and are particularly successful from an educational standpoint because they are fun, interactive, engaging, voluntary, open-ended, and not graded or assessed and can lead participants and their families to develop STEM-positive identities. Primary learning objectives include a broad understanding of cardiovascular anatomy and physiology, advanced technologies and emerging medical devices, and the benefits of a heart-healthy lifestyle and stimulating interest, building self-confidence, and helping participants envision themselves participating in and making potentially significant contributions to STEM fields. To date, 11,229 attendees of all ages and backgrounds have participated in 55 Heartwheels! events. Excellent programmatic ratings (1-5 scale: 1 = poor, 5 = excellent), including 94.5% of participants self-reporting that it was a fun educational experience and 96.6% reporting that they learned new things, with complimentary verbal and open-ended written feedback, demonstrate the significant impact and value that Heartwheels! and hands-on experiential educational events contribute to diverse, resource-limited, and underserved communities.<b>NEW & NOTEWORTHY</b> Heartwheels! STEM Mobile Outreach is an innovative, portable, scaled-down version of the authors' research laboratory that they take out into the schools and communities to engage and connect with people young and old in the cardiovascular sciences, improve health literacy and awareness of heart-healthy living, and spark curiosity in the science, technology, engineering, and mathematics (STEM) fields through fun, hands-on, experiential educational activities.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"128-135"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Illegitimate publishers in physiology: attracting citations and infiltration into legitimate databases.","authors":"Owen W Tomlinson","doi":"10.1152/advan.00162.2024","DOIUrl":"10.1152/advan.00162.2024","url":null,"abstract":"<p><p>An increase in scholarly publishing has been accompanied by a proliferation of potentially illegitimate publishers (PIPs), commonly known as \"predatory publishers.\" These PIPs often engage in fraudulent practices and publish articles that are not subject to the same scrutiny as those published in journals from legitimate publishers (LPs). This places academics at risk, in particular students who utilize journal articles for learning and assignments. This analysis sought to characterize PIPs in physiology, as this has yet to be determined, and identify overlaps in lists of PIPs and LPs used to provide guidance on legitimacy of journals. Searching seven databases (2 of PIPs and 5 of LPs), this analysis identified 67 potentially illegitimate journals (PIJs) that explicitly include \"physiology\" in their titles, with 8,801 articles being published in them. Of these articles, 39% claimed to be indexed in Google Scholar, and 9% were available on PubMed. This resulted in 17 publications \"infiltrating\" PubMed and attracting >100 citations in the process. Overlap between lists of PIPs and LPs was present, with eight PIJs occurring in both LP and PIP lists. Two of these journals appeared to be \"phishing\" journals, and six were genuine infiltrations into established databases, indicating that LP lists cannot be solely relied on as proof a journal is legitimate. This analysis indicates that physiology is not immune to the threat of PIPs and that future work is required by educators to ensure students do not fall prey to their use.<b>NEW & NOTEWORTHY</b> Illegitimate publishing exists in physiology, with 8,801 articles being published in 67 potentially illegitimate journals. Potentially illegitimate journals claim to be indexed by databases such as Google Scholar and Index Copernicus in an attempt to appear legitimate. Lists of legitimate and illegitimate publishers show overlap and some illegitimate articles infiltrate PubMed Central, leading to citations from the wider academic sector.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"87-92"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modified interteaching sessions as application-based examinations reduce student exam stress in an upper-level pathophysiology class.","authors":"Jesse D Moreira-Bouchard, Lisa M Roberts","doi":"10.1152/advan.00108.2024","DOIUrl":"10.1152/advan.00108.2024","url":null,"abstract":"<p><p>Testing is a highly important tool, used ubiquitously in academia, to assess student comprehension and understanding of material. Unfortunately, the emphasis placed on test grades has resulted in a modern epidemic of test-related anxiety, which can have adverse health effects on students. Over time, novel testing strategies have been developed to more precisely assess individual skills such as remembering, analyzing, and synthesizing. Yet, there exist few strategies that were also developed to simultaneously reduce stress in the testing environment. We posit here a teaching innovation whereby we modified the classic interteaching session developed in the social sciences to serve as a stress-reduction testing format that also builds student communication and critical thinking skills in an upper-level pathophysiology course. After implementing this novel testing approach, we anonymously surveyed the students in the class to understand how the testing format affected their self-perceived stress levels and their self-perceived learning and to identify their testing preferences. Of 28 students, 12 responded (43%). Our survey data highlight that students largely preferred partnered, open-response, case-based exams to multiple-choice exams. Moreover, students perceived themselves as having lower test-related stress when taking partnered, open-response, case-based exams, as well as a strong overall agreement that partnered, open-response, case-based exams enhanced their learning. We posit this application of modified interteaching can be employed in upper-level physiology or pathophysiology courses as a stress-reduction testing strategy.<b>NEW & NOTEWORTHY</b> We have identified an approach to testing in pathophysiology that can simultaneously enhance student learning while reducing test-related stress. In our study, students ubiquitously agreed that open-response, partnered, case-based exams were preferable to multiple-choice exams and that their stress levels were lower while learning was enhanced as a function of this testing strategy.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"41-46"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving student learning outcomes and perception through a blended learning strategy based on virtual microscopy for teaching a histology laboratory course.","authors":"Yanmin Zhang, Chunyang Li, Chan Zhou","doi":"10.1152/advan.00058.2024","DOIUrl":"10.1152/advan.00058.2024","url":null,"abstract":"<p><p>While light microscopy (LM) and virtual microscopy (VM) are valuable pedagogical approaches in histology education, studies comparing their effectiveness have primarily emanated from North America. This research aimed to compare the performance, satisfaction, and perception of Chinese undergraduate dental students enrolled in a histology laboratory course using a blended learning approach (LM + VM) versus traditional LM learning. A total of 182 first-year students were divided into two groups with similar age, gender, and academic backgrounds. The LM + VM group received a blended learning curriculum combining LM and VM, while the LM-only group participated in traditional LM-based learning. The students in the blended learning group achieved a significantly higher mean score on the laboratory exam than the students in the traditional learning group [LM + VM 79.36 ± 10.11 vs. LM-only 74.76 ± 14.71; degrees of freedom (df) = 180, <i>P</i> = 0.01]. Additionally, the LM + VM group had a lower failure rate [i.e., grade F for students scoring below 60; 3.23% (LM + VM) vs. 13.48% (LM-only), <i>P</i> = 0.02]. The implementation of VM was well received by students in the LM + VM group, who, while disagreeing that VM could entirely replace LM, overwhelmingly preferred the blended learning model (93.55%). Furthermore, students in the LM + VM group reported higher satisfaction levels compared to the LM-only group (<i>t</i> = 8.49, df = 180, <i>P</i> < 0.001). Overall, blended learning with LM and VM resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.<b>NEW & NOTEWORTHY</b> Most studies examining virtual microscopy (VM) have been conducted in North America, with fewer studies focusing on other regions, particularly Asian countries. Additionally, a previous meta-analysis highlighted the need for more rigorous research on student performance in light microscopy (LM). Our present study investigated the use of LM + VM blended learning in histology for Chinese undergraduate dental students. This approach resulted in significant improvements in student performance, satisfaction, and perception compared to traditional LM learning.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"79-86"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142683349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The positive impact of virtual microscopy on histopathology education: a comparative, student-centered study.","authors":"Federico Magnani, Elena Demaria, Francesca Ambrosi, Claudia Sala, Gianandrea Pasquinelli, Michelangelo Fiorentino, Giorgia Gri","doi":"10.1152/advan.00110.2024","DOIUrl":"10.1152/advan.00110.2024","url":null,"abstract":"<p><p>Because of the recent pandemic, new teaching methods have been trialed, even in traditional disciplines such as histopathology that typically involve extensive hands-on laboratory work. In this study, we investigated the effects of three different learning modalities in histopathology teaching: optical microscopy, in-class virtual microscopy (VM), and online VM lectures. We examined relational aspects, didactic effectiveness, and satisfaction in these learning settings, both during class time and in private study, outside the dedicated spaces and hours of the university. The comparative design of the study, based on a set of surveys taken during the course and at its end, resulted in valuable methodological insights and a clear picture of the students' needs. These were characterized both by high technological expectations and by a desire for a stimulating social environment. Our results show that the implementation of new learning tools has a positive impact on teaching, and not only at the didactic level. It also positively affects the way the university is experienced by the students, it facilitates their desired socializing lifestyles, and it exposes them, as a new generation of professionals, to the latest technologies used by specialty physicians.<b>NEW & NOTEWORTHY</b> Our study examines the didactical impact and perceived value of distance learning and virtual microscopy (VM) teaching among students in histopathology laboratories and at home. To our knowledge, this is the first study investigating such issues in the postpandemic setting. These novel teaching methods complement the innovative technologies currently used in diagnostic medicine.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"136-146"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142752221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A qualitative survey on perception of medical students on the use of large language models for educational purposes.","authors":"Himel Mondal, Juhu Kiran Krushna Karri, Swaminathan Ramasubramanian, Shaikat Mondal, Ayesha Juhi, Pratima Gupta","doi":"10.1152/advan.00088.2024","DOIUrl":"10.1152/advan.00088.2024","url":null,"abstract":"<p><p>Large language models (LLMs)-based chatbots use natural language processing and are a type of generative artificial intelligence (AI) that is capable of comprehending user input and generating output in various formats. They offer potential benefits in medical education. This study explored the student's feedback on the utilization of LLMs in medical education. We conducted an in-depth interview with open-ended questions with Indian medical students via telephone conversation. The recording (average time: 55.28 ± 18.04 min) was transcribed and thematically analyzed to find major themes and subthemes. We used QDA Miner Lite v.2.0.8 (Provalis Research, Montreal, Canada) for the thematic analysis of the text. A total of 25 students from eight Indian states studying from the first to final year of studies participated in this study. Three major themes were identified: usage scenario, augmented learning, and limitation of LLMs. Students use LLMs for clarifying complex topics, searching for customized answers, solving multiple-choice questions, making simplified notes, and streamlining assignments. While they appreciated the ease of access, ready reference for getting clarity on doubts, lucid explanation of questions, and time-saving aspects of LLMs, concerns were raised regarding erroneous results, limited usage due to reliability and privacy issues, and the overreliance on chatbots for educational needs. Hence, they emphasized the need for training for the integration of LLM in medical education. In conclusion, according to students' perception, LLMs have the potential to enhance medical education. However, addressing challenges and leveraging the strengths of LLMs are crucial for optimizing their integration into medical education.<b>NEW & NOTEWORTHY</b> The study demonstrates the student's perspective on the role of large language models (LLM)-based chatbots in medical education. Students' responses generated three major themes of various usage scenarios, how LLMs can enhance learning, and the ethical considerations in the integration of LLMs into medical curricula. By identifying both the benefits and limitations of LLMs in medical education, the study offers insights for educators and policymakers to navigate the complexities of LLM in educational settings.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"27-36"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bite-sized structured learning: a preferred self-paced approach that enhanced learning of muscle physiology for allied health students.","authors":"Xiang Ren Tan, Andy Thiam-Huat Lee, Karthik Subramhanya Harve, Bernard Pui Lam Leung","doi":"10.1152/advan.00157.2024","DOIUrl":"10.1152/advan.00157.2024","url":null,"abstract":"<p><p>Muscle physiology is often perceived as a complex topic by students because of the hierarchical concepts and the need for integrative understanding. Breaking down content in a structured manner allows for segmented bite-sized learning that may enhance students' learning beyond conventional online lectures. We compared the effectiveness of <i>1</i>) bite-sized structured learning (BSL) and <i>2</i>) synchronous Zoom lecture (SZL) in teaching muscle physiology to first-year allied health undergraduates. For the same student cohort, the topic was divided into two lectures, with the first taught via BSL and the second via SZL. Pre and post quizzes were used to evaluate students' understanding of the topic. Mixed-methods online questionnaires were used to examine students' perceptions toward the two modes of learning, encompassing content coverage, delivery, engagement, effectiveness, preference, and convenience. A total of 223 and 215 students completed both pre and post quizzes for BSL and SZL, respectively. Student performances were improved via both modes (<i>P</i> < 0.001), with a higher median score improvement in BSL compared to SZL [3.0 (1.0-4.0) vs. 2.0 (1.0-3.0)]. Among students who completed the survey, 65% expressed strong preference toward BSL over SZL (17%), which could be attributed to the benefits of self-paced microlearning such as higher motivation and improved attention. BSL was perceived to be manageable and well structured to support learning. Our study suggests that BSL is equally effective as conventional lectures and is a learning approach favored by students. There could be merits in combining both instructional modes, as their complementary advantages may enhance students' learning.<b>NEW & NOTEWORTHY</b> Bite-sized structured learning (BSL) is aimed at dissecting learning content into manageable microlearning parts for students to learn at their own pace, and it involves the segmentation of information in an organized manner. We found that compared to online lectures, BSL promoted better attention and enhanced motivation for learning muscle physiology without compromising the effectiveness of learning in allied health students. BSL may be combined with conventional lectures to harness their complementary advantages.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"96-104"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reinforcement of core foundational science concepts during clinical rotations: a strategy to enhance medical student learning and diagnostic reasoning.","authors":"Bindu Menon, Meghana Reddy Ranabothu, Krissy Elizabeth Tarter, Tyrone Deonte Oneal Layson, Deepa Mukundan, Jeremy J Laukka","doi":"10.1152/advan.00179.2024","DOIUrl":"10.1152/advan.00179.2024","url":null,"abstract":"<p><p>Cognitive science principles can facilitate integrating and retaining basic science concepts during the clinical years of undergraduate medical education. We hypothesized that reinforcing foundational science concepts during the core clerkship experiences fosters the development of clinical reasoning in medical students. A patient simulation session on diabetic ketoacidosis (DKA) in the pediatric clerkship was chosen to pilot the program. We introduced an intervention in which a team of clinical and foundational science faculty facilitates student discussions, helping them connect important physiological and pathophysiological concepts to the disorder's clinical presentation, diagnosis, and management. The student survey reported that 87% strongly agreed that it helped them reinforce their understanding of foundational science concepts related to clinical cases. The National Board Medical Examination (NBME) subject exam results of the pediatric clerkships from the corresponding years were subjected to a cognitive diagnostic assessment called the DINA (deterministic input, noisy \"and\" gate) model analysis. The student content mastery in acid-base disorders was improved following the intervention (student mastery of skills, 0.73 vs. 0.80, <i>P</i> = 0.035). Similarly, analysis of the Step 2 Clinical Knowledge (CK) skills from the NBME subject exam item analysis reports showed improvement in the skill \"diagnosis\" on the topic of diabetes (probability value: before and after the intervention, respectively, 0.73 and 0.85, <i>P</i> = 0.04) following implementation. Our study shows the impact of foundational science reinforcement during clinical clerkships in developing undergraduate medical students' clinical reasoning and diagnostic skills.<b>NEW & NOTEWORTHY</b> The study describes a novel method for integrating foundational science into the clinical curriculum during undergraduate medical education. The learning outcomes are assessed using a cognitive diagnostic assessment method.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"47-52"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Surprised by cocreation: building equality, diversity, and inclusion in the physiology curriculum with undergraduate students.","authors":"Mary K McGahon, Jazmin Verhagen, Nowran Nasr, Daniel Kennedy, Abtisam Atman, Sean M Roe","doi":"10.1152/advan.00184.2024","DOIUrl":"10.1152/advan.00184.2024","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"37-40"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimizing assessment workload and student experience: a quantitative and qualitative analysis of an undergraduate subject restructure.","authors":"Giselle Larissa Allsopp, Sarah Elizabeth Wooding, Jan Maree West, Anne Isabella Turner","doi":"10.1152/advan.00095.2024","DOIUrl":"10.1152/advan.00095.2024","url":null,"abstract":"<p><p>Optimizing the workload of university students is important for their academic performance and student experience. Large perceived workloads are associated with poorer academic performance and lower student satisfaction in university students.x In response to student feedback in 2021, we redesigned a second-year undergraduate physiology subject to optimize workload and improve student experience. The practical assessments (contributing 50% of the subject grade) were consolidated from five small reports to two more comprehensive reports. The new subject design resulted in a 3.85% reduction in practical assessment marks (<i>P</i> < 0.05), although students maintained their academic performance on the end of the trimester quiz. Upon reflection, the new practical assessments may have been more challenging for students and more discriminating of academic performance, as they required greater levels of critical thinking and more in-depth discussion of complex physiological concepts. Student satisfaction was reduced following the first iteration of the new subject design, but with additional assessment support for students by academic staff in 2022, the student experience ratings were no longer below expected values. In summary, consolidating the number of practical assessments was predicted to foster deeper learning of physiological concepts. However, to successfully achieve this, support from academic staff appears to be an essential factor to foster a positive student experience.<b>NEW & NOTEWORTHY</b> We showed that reducing the number of assessment submissions did not initially decrease students' perceived workload. Rather, producing more support materials for assessments and holding more support sessions by academic staff appeared to be most effective at fostering a positive student experience and students' perception of academic workload.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"154-162"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}