教育学最新文献

{"title":"Pharmacy student-led health outreach improves knowledge and behavior change motivation for prevention of type 2 diabetes among a college community.","authors":"Dylan Hagen, Farah Sayed, Lisa Cale, Daniela Alejandra Vega, Amie J Dirks-Naylor","doi":"10.1152/advan.00088.2025","DOIUrl":"10.1152/advan.00088.2025","url":null,"abstract":"<p><p>Type 2 diabetes is a growing concern among young adults, including college students, due to rates of unhealthy lifestyle behaviors and limited disease awareness. Despite the risk, few studies have examined the effectiveness of targeted educational interventions among this population. To determine whether a pharmacy student-led educational session improves knowledge, retention, and motivation for behavior change related to type 2 diabetes prevention among undergraduate students. A group of third-year pharmacy students conducted 30-minute interactive educational sessions on a college campus in North Carolina. The sessions covered risk factors, prevention strategies, and healthy behaviors using slides, interactive questions, and video clips. Participants completed a presurvey, immediate postsurvey, and a 2- to 3-month follow-up survey assessing knowledge and self-reported behaviors. A paired <i>t</i> test and ANOVA with post hoc analysis evaluated changes in knowledge over time. Sixty-four students completed both the pre- and postsurveys. Knowledge scores significantly improved from pre- to postsurvey (7.0 ± 1.6 to 9.7 ± 1.4; <i>P</i> < 0.001). Of the 17 students completing the follow-up survey, knowledge remained significantly higher than baseline (pre: 6.4 ± 1.27; post: 8.7 ± 1.31; follow-up: 9.9 ± 2.28; <i>P</i> < 0.001). Participants reported increased motivation to adopt healthier behaviors, such as physical activity, improved nutrition using the Plate Method, and adequate sleep. An interactive, pharmacy student-led educational session significantly improved college students' knowledge and motivation to reduce their risk of developing type 2 diabetes. Tailored, engaging outreach may be an effective strategy to address early prevention in at-risk college populations.<b>NEW & NOTEWORTHY</b> A pharmacy student-led educational initiative improved college students' knowledge and motivation related to type 2 diabetes prevention. Through interactive 30-minute sessions covering risk factors and healthy behaviors, participants showed marked gains in knowledge immediately and sustained at 2-3 months. Students also reported lifestyle changes, including improved diet, increased physical activity, and better sleep. This peer-delivered approach highlights the potential of tailored, engaging outreach to promote early prevention in at-risk young adult populations.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"729-737"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259310","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":"Debunking learning styles: analyzing key predictors of academic success in dental education.","authors":"Komal Marwaha, Urvashi Sharma","doi":"10.1152/advan.00060.2025","DOIUrl":"10.1152/advan.00060.2025","url":null,"abstract":"<p><p>To address the ambiguity regarding learning style preferences as predictors of academic success, this study examines the relationship between learning style preferences, gender, lecture attendance, and academic performance among undergraduate dental students. Learning style preferences using the Visual, Auditory, Reading/Writing, and Kinesthetic (VARK) questionnaire were assessed in 326 undergraduate dental students. Their gender, attendance, and academic scores were recorded to analyze correlations. The results showed that 58% of students preferred a multimodal learning style, with kinesthetic being the most common unimodal preference (23.6%). A significant correlation was found between lecture attendance and academic performance (<i>P</i> < 0.001), as 69.2% of students scoring below 50% were irregular attendees. However, some high-achieving (scores ≥70%) students were also irregular attendees, suggesting that self-directed study strategies may compensate for missed lectures. No significant association was observed between gender and lecture attendance or academic performance, reinforcing prior findings that multiple factors beyond gender influence academic success. Additionally, no significant correlation was found between assessed learning styles and academic performance, challenging the effectiveness of learning style-based instruction. A significant discrepancy between students assessed and perceived learning styles (<i>P</i> < 0.05) indicated that students may not accurately identify their learning preferences, relying instead on perceived preferences during independent study. Given these findings, adapting teaching strictly to assessed learning styles may be an inefficient use of resources. Instead, fostering active learning environments and emphasizing evidence-based study strategies may be more beneficial. These findings contribute to the ongoing discourse on learning styles and highlight the importance of research-driven educational practices in health professional education.<b>NEW & NOTEWORTHY</b> This study challenges the effectiveness of learning style-based instruction by demonstrating no significant correlation between assessed learning styles and academic performance among dental students. It highlights a discrepancy between students' assessed and perceived learning styles, suggesting that students may not accurately identify their learning preferences. Additionally, the findings emphasize that self-directed study strategies can compensate for missed lectures, reinforcing the need for active learning approaches over rigid learning style-based teaching methods in health professional education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"704-711"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235850","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":"Bibliometric guides to early physical exercise, education, and rehabilitation research on girls and women.","authors":"James L Nuzzo","doi":"10.1152/advan.00196.2024","DOIUrl":"10.1152/advan.00196.2024","url":null,"abstract":"<p><p>Today, the historical representation of women as participants in exercise science research is frequently discussed. Often omitted from these discussions is women's participation in early research in fields that are historically linked to exercise science such as physical education and physical therapy. Much interest in women's health was expressed in papers published in these other fields, thus omission of this content from contemporary discussions about women's research representation gives an impression that early researchers, many of whom were female physical educators and therapists, were disinterested in women's health, including the menstrual cycle. To address this impression and expand historical knowledge, I created two bibliometric lists of relevant historical content published in physical exercise, education, and rehabilitation (PEER) journals before 1980. The first list is comprised of 95 papers that included 306 photographs of girls and women participating in PEER research between 1907 and 1979. These papers were discovered via searches of personal files and the complete digital archives of <i>Journal of Applied Physiology</i> (1948-1979), <i>Medicine and Science in Sports</i> (1969-1979), and <i>Research Quarterly</i> (1930-1979). Photographs often showed girls and women being assessed on muscle strength, motor skill learning, body composition, and posture. The second list is comprised of 77 papers (1876-1979) that included data or commentary on the menstrual cycle or menstrual symptoms (e.g., dysmenorrhea) within PEER contexts. Brief descriptions of the papers and photographs are presented. Educators and researchers can use these bibliometric lists to enrich future lectures and writings regarding the history of women's early participation in PEER research.<b>NEW & NOTEWORTHY</b> I created one bibliometric list of 95 journal papers that included photographs of girls and women participating in early physical exercise, education, and rehabilitation (PEER) research and another bibliometric list of 77 early PEER papers that contained data or commentary on the menstrual cycle or menstrual symptoms within PEER contexts. Educators and researchers can use these papers to enrich future lectures and writings regarding the history of women's early participation in PEER research.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"668-679"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144094198","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":"Active learning to improve numeracy skills and confidence using quizzes in first-year biomedical science undergraduates.","authors":"Stephen M Fitzjohn, Alice M Semenenko, Frances M MacMillan","doi":"10.1152/advan.00199.2024","DOIUrl":"10.1152/advan.00199.2024","url":null,"abstract":"<p><p>In response to a decline in the numeracy skills and confidence of first-year biomedical science undergraduate students, a series of quizzes was developed to encourage students to practice their numeracy skills with topic-related problems. The quizzes were created using existing tools in the online learning platform Blackboard (Blackboard, Inc.). The organization of the quizzes included repetition and a gamification element to encourage engagement by students. Analysis of pre- and postassessment data as well as a final subject-related test demonstrate a statistically significant improvement of the test scores in the students who engaged with the quizzes compared to those who did not. The confidence of the students who completed all the quizzes also improved. This strategy and configuration of quizzes could easily be adapted to topics other than numeracy.<b>NEW & NOTEWORTHY</b> Do your students struggle with numeracy skills related to physiology? We have developed a series of online quizzes that have been shown to improve student confidence and ability in numeracy.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"680-685"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144136339","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":"Building connections: promoting meaningful learning of the human circulatory system through leading questions.","authors":"Vimolsri Ittikitpaisarn, Karnyupha Jittivadhna","doi":"10.1152/advan.00053.2025","DOIUrl":"10.1152/advan.00053.2025","url":null,"abstract":"<p><p>Teaching cardiovascular physiology to undergraduate students through lectures that lack real-life connections or relevance to professional practice can be problematic, as many students struggle to apply the material. To address this, we recently implemented a leading-question teaching strategy in our undergraduate health science courses. This approach aimed to enhance students' understanding by building on foundational knowledge from previous biology, anatomy, and physiology courses and connecting it to commonly used terms, real-life experiences, and practical concerns. During class, discussions were guided by leading questions, with the instructor facilitating the conversation and providing justifications. The results showed that students found the combination of leading questions, whole class discussion, and instructor guidance helpful in fostering meaningful learning. They expressed satisfaction with this teaching method. Additionally, the key concepts and explanations developed jointly by the students and instructor were beneficial for all students, including those who are typically more reserved.<b>NEW & NOTEWORTHY</b> This article presents the essential concepts of the human parallel circulation system, shedding light on how this knowledge can help clarify the common jargon and practices students encounter in everyday life. The explanation is based on a leading-question teaching strategy, with answers and insights gathered from undergraduate health science students through whole class discussions.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"749-757"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144286962","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":"Mindset matters: exploring the link between mindsets, learning intentions, and performance in biomedical science students.","authors":"Angus Linklater-Steele, Kay Colthorpe, Louise Ainscough","doi":"10.1152/advan.00012.2025","DOIUrl":"10.1152/advan.00012.2025","url":null,"abstract":"<p><p>Students' \"mindset\" (self-beliefs and attitudes toward their abilities) can impact academic achievement, with those possessing a growth mindset more likely to succeed. It has been postulated that students with a growth mindset, who believe they can improve their abilities through dedication, effort, and learning may have deeper intentions when learning, thereby enabling a deeper understanding. However, the relationship between students' mindset and their learning intentions remains unexplored. Using a mixed-method study we examined the relationship between mindset, learning intentions, and academic performance in second-year biomedical science students (<i>n</i>_consent = 256). Through inductive and deductive thematic analysis of open-ended questions, we determined students' mindsets and learning intentions. Qualitative themes were then quantified to determine theme-response frequencies. Statistical analysis was then conducted to assess the relationship between mindsets, learning intentions, and academic performance. Nearly two-thirds of students held a growth mindset about their bioscience ability. Growth mindset students reported a greater number of deep learning intentions and achieved higher academic performance compared to fixed mindset students. Targeted interventions to further support growth-oriented beliefs and address fixed or mixed mindsets may facilitate positive changes in students' learning intentions.<b>NEW & NOTEWORTHY</b> This study demonstrates that growth mindset students in biomedical science report more deep learning intentions and achieve higher academic performance compared to their fixed mindset peers. Through a mixed-method approach, it highlights the unexplored relationship between mindset, learning intentions, and performance. The findings underscore the role of mindset in shaping learning behaviors and suggest that fostering a growth mindset could improve educational outcomes in science disciplines.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"780-788"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295304","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":"Virtual escape rooms in anatomy education: case studies from two institutions.","authors":"Aaron W Beger, Sarah Hannan, Riya Patel, Eva M Sweeney","doi":"10.1152/advan.00248.2024","DOIUrl":"10.1152/advan.00248.2024","url":null,"abstract":"<p><p>Virtual escape rooms (ERs) require learners to solve puzzles and answer riddles while trying to \"escape\" a digital room. Although the educational merit of such gamified learning activities continues to be realized, guides on the development of ERs are lacking, as well as student perceptions on how, if, and where they should be integrated into medical curricula. Therefore, the aim of this study was to describe the experiences of building anatomy-themed virtual ERs of differing formats at two separate institutions, Queen's University Belfast (QUB) and Edward Via College of Osteopathic Medicine (VCOM), focusing on abdominal and upper limb anatomy, respectively. Google Workspace applications served as the primary platform. Three-dimensional (3-D) models were built with photogrammetry techniques or Virtual Human Dissector software (www.toltech.net) and integrated into the ER. Of 69 students and staff invited at QUB, 9 (13%) participated in the in-person virtual ER in teams of two or three (7 medical students, 2 anatomy instructors). Of 27 VCOM medical students invited, 8 (30%) agreed to participate and individually completed VCOM's virtual ER remotely. Anonymous surveys and a focus group revealed the ERs to be enjoyable and engaging and that they encouraged participants to think about material in a new way while helping them to identify knowledge gaps. Strengths and weaknesses of different designs (linear vs. nonlinear), delivery methods (in person vs. remote), and grouping of participants (team based vs. individual) were realized and discussed, revealing opportunities for optimizing the experience. Future studies would benefit from increasing sample sizes to assess the learning gain of such activities.<b>NEW & NOTEWORTHY</b> Virtual escape rooms (ERs) offer an innovative way to expose students to educational material in a creative, engaging way, particularly when they incorporate three-dimensional (3-D) models. Activities can be readily built with Google Workspace. Offering this activity to teams in a physical setting may promote collaboration and maximize the educational utility, whereas having learners complete it remotely on an individual basis may be more convenient, allowing them to fit it in their study schedule at their own convenience.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"621-632"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774843","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":"From virtual to reality: evaluating student attitudes through VR dissection preparations: a use case.","authors":"Sarah Shine, Julia Warznie, Guoli Zhou, John Zubek","doi":"10.1152/advan.00170.2024","DOIUrl":"10.1152/advan.00170.2024","url":null,"abstract":"<p><p>Animal dissections have long been central to anatomy and physiology education, despite their costs, safety issues, and ethical concerns. Alternatives like computer-based simulations and synthetic models often fail to replicate the authentic experience of live dissections. Virtual reality (VR) offers an immersive, interactive alternative that simulates hands-on dissections with real-time feedback and skill-building opportunities, while also mitigating ethical and emotional concerns associated with live specimens. We surveyed 118 undergraduate physiology students to assess their attitudes and preferences regarding both VR and live frog dissections, both before and after participating in each method. Although VR was not universally seen as a complete replacement, a large portion of students (80%) still recognized the hands-on value of live dissections in their education. A small cohort viewed them as \"neutral\" or \"unnecessary\" postsurvey, although this trend was insignificant (<i>P</i> = 0.093). Notably, 28% of students reported an increased preference for live dissections after the experiment, citing excitement and perceived educational value. In contrast, 15% expressed a preference for VR, highlighting its enhanced comfort and reduced discomfort. Our findings suggest VR as a supplementary tool, particularly for students hesitant about live dissection, and highlight its potential in science education. This research contributes to ongoing discussions on integrating new technologies into the laboratory and clinical education frameworks to improve learning outcomes.<b>NEW & NOTEWORTHY</b> As animal dissection becomes less common in science, technology, engineering, and mathematics (STEM) education, alternative methods like virtual reality (VR) are being explored. With the emphasis on training future healthcare professionals, it's crucial to understand how students perceive these methods. VR may help bridge the gap, but students' attitudes toward dissection and VR's role remain underexplored. We tested VR dissections followed by live dissections to better understand students' learning experiences in these environments.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"611-620"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057527","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":"Educators' experience and guide to scaffolding generative AI applications throughout a physiology and pharmacology undergraduate laboratory course.","authors":"Christine E Bell, Oana Birceanu","doi":"10.1152/advan.00130.2024","DOIUrl":"10.1152/advan.00130.2024","url":null,"abstract":"<p><p>One of the identified points of confusion and a barrier to students using generative artificial intelligence (GenAI) is knowing what their professor would consider appropriate use of GenAI in a classroom setting or course framework. This creates points of friction for instructors and students as they try to navigate an ever-changing landscape, while trying to ensure work readiness skills for students. This includes the development of GenAI literacy, prompt engineering as related to physiology and research, and critical thinking skills. In this paper, we suggest an innovative, two-pronged approach that scaffolds the use of GenAI in a third-year physiology and pharmacology course. First, we propose integrating centralized support for GenAI within a course through asynchronous means, demonstrating how GenAI can be used as a tool. Second, we provide a step-by-step guide, with a concrete example of using GenAI for developing a novel experimental question, a hypothesis, legitimate methodology and analysis, and critical evaluation of GenAI outputs. We also provide a general implementation guide and logistical considerations, and adaptations for other courses are discussed.<b>NEW & NOTEWORTHY</b> Exciting innovation in education! We are addressing generative artificial intelligence (GenAI) confusion in higher education classrooms with a two-pronged approach for a third-year physiology and pharmacology lab course. Ensuring GenAI literacy, prompt engineering, and critical thinking while providing an authentic lab experience. We present a scaffolded approach using centralized GenAI support and a step-by-step guide for developing novel experiments and supporting faculty GenAI literacy. Working to support faculty and students alike!</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"721-728"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144065188","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":"From compliance to moduli: clarifying basic mechanical properties of biological tissues.","authors":"Nora Laban, Radwa Dawood, Serena Y Kuang","doi":"10.1152/advan.00032.2025","DOIUrl":"10.1152/advan.00032.2025","url":null,"abstract":"<p><p>In physiology education, terms such as compliance, distensibility, capacitance, elastance, elasticity, etc. refer to the mechanical properties of biological tissues but are often a source of confusion in teaching and learning. This article identifies three main causes underlying the confusion: <i>1</i>) inconsistent interpretations of mathematically defined terms, <i>2</i>) a gap between physiologic and material science terminology, and <i>3</i>) a lack of illustration of the interrelationships among these terms. To address these problems, we divide these terms into three groups: terms measuring how easily a structure can be deformed, terms measuring the stiffness of a structure (i.e., how resistant a structure is to deformation), and other terms. Through clarifying the terms in groups and introducing two fundamental terms in material science (Young's modulus and bulk modulus) that are often missing in physiology education, the problems above are resolved and a relatively complete picture of the mechanical property-related terms is provided. This article serves as a critical resource for physiology educators, researchers, and clinicians and a robust foundation for improved teaching, research, and clinical applications of tissue mechanics.<b>NEW & NOTEWORTHY</b> This article advances physiology education by clarifying the basic mechanical property-related terms in physiology, introducing two fundamental terms in material science that are often missing in physiology education, and revealing the interrelationships among these terms. It serves as a handy tool kit for physiology educators, researchers, as well as clinicians to select and apply these terms appropriately based on their needs.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"651-658"},"PeriodicalIF":1.7,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081866","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}