Anatomical Sciences Education最新文献

Escaping the ordinary: Mechanics, dynamics, and aesthetic-guided design and evaluation of an escape room for high yield review in basic medical sciences. 逃离平凡：力学、动力学和美学指导下的设计和评价，用于基础医学科学的高产量审查。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-08-01 DOI: 10.1002/ase.70100

Jesse Bakke, Brianne E Lewis

{"title":"Escaping the ordinary: Mechanics, dynamics, and aesthetic-guided design and evaluation of an escape room for high yield review in basic medical sciences.","authors":"Jesse Bakke, Brianne E Lewis","doi":"10.1002/ase.70100","DOIUrl":"https://doi.org/10.1002/ase.70100","url":null,"abstract":"Escape rooms (ERs) offer an immersive, time-constrained, puzzle-solving environment that mirrors real-world challenges and fosters collaboration. This study aimed to evaluate the design and implementation of an ER for medical students preparing for a high-stake examination using the Mechanics-Dynamics-Aesthetics (MDA) framework. Designed for flexibility, the game can be delivered in-person, online, or in a hybrid format, and utilizes a low-cost board/card style game structure to ensure accessibility and feasibility. Key design considerations included fostering peer collaboration, building excitement and tension, visual and narrative immersion, and ease of implementation. To evaluate the game, we collected both quantitative and qualitative data through post-game surveys and direct observation of gameplay. Deductive coding of qualitative feedback was used, and final codes were mapped to the MDA framework. Players reported high levels of overall satisfaction with the game experience. Analysis revealed that elements of the aesthetics and game mechanics contributed to emotional immersion, which facilitated learning and mirrored test-taking pressures. Dynamics such as collaborative puzzle-solving and strategy were observed. This study demonstrates that ERs can be a valuable pedagogical strategy for high-stake examination review as they mimic a high-pressure scenario for cognitive rehearsal. Using the MDA framework for both game design and evaluation provided valuable insights into how specific elements influence learner experience. The emotional and collaborative nature of the game makes it a promising model for educators seeking to enhance review sessions through gamified learning.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144764229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive apprenticeship in the anatomical sciences: A study of the relationship between the anatomical expertise and clinical expertise of medical students as demonstrated on standardized assessments. 解剖科学中的认知学徒：一项关于医学生解剖专业知识和临床专业知识之间关系的研究，这是在标准化评估中证明的。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-30 DOI: 10.1002/ase.70099

Bradley R Collins, Kent J Crippen, Phuong B Huynh, A Corinne Huggins-Manley, Kyle E Rarey

{"title":"Cognitive apprenticeship in the anatomical sciences: A study of the relationship between the anatomical expertise and clinical expertise of medical students as demonstrated on standardized assessments.","authors":"Bradley R Collins, Kent J Crippen, Phuong B Huynh, A Corinne Huggins-Manley, Kyle E Rarey","doi":"10.1002/ase.70099","DOIUrl":"https://doi.org/10.1002/ase.70099","url":null,"abstract":"Knowledge of gross anatomy and embryology continues to be important for medical student training. However, the relevance of anatomical knowledge during the preclinical years remains underexplored considering recent revisions to the scoring of the United States Medical Licensing Examination (USMLE). Guided by the framework of cognitive apprenticeship, which conceptualizes the anatomy laboratory as a learning environment that leads to medical student expertise, the focus of this study was on the relationship between the anatomical expertise and clinical expertise of medical students as measured by scores on standardized assessments. Data from 108 medical students who graduated as part of the Class of 2024 at a Southeastern institution were included in the analysis. A multiple linear regression model was created with the predictor variables of Gross Anatomy and Embryology Sub-score on the National Board of Medical Examiners (NBME) Comprehensive Basic Science Examination and MCAT Score for each of the following outcome variables: USMLE Step 2 Score; NBME Clinical Science Subject Examination (CSSE) Scores for Medicine, Surgery, Pediatrics, Obstetrics and Gynecology, Psychiatry, Family Medicine, and Clinical Neurology; and NBME Advanced CSSE Score for Emergency Medicine. In the resulting models, Gross Anatomy and Embryology Sub-score was a statistically significant predictor of USMLE Step 2 Score as well as for all NBME CSSE Scores and NBME Advanced CSSE Scores. The findings of this study support cognitive apprenticeship as a theoretical perspective for anatomical sciences education by providing evidence for a relationship between medical students' anatomical expertise and clinical expertise.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144751863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Repurposing the anatomy lab: A developmental model for physician formation and human flourishing. 重新利用解剖实验室：医生形成和人类繁荣的发展模式。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-27 DOI: 10.1002/ase.70103

Jessica Kranzlein, Berkeley Sharpe, Morgan Robinson, Emily Burbank, William G Pearson

{"title":"Repurposing the anatomy lab: A developmental model for physician formation and human flourishing.","authors":"Jessica Kranzlein, Berkeley Sharpe, Morgan Robinson, Emily Burbank, William G Pearson","doi":"10.1002/ase.70103","DOIUrl":"https://doi.org/10.1002/ase.70103","url":null,"abstract":"The anatomy lab has traditionally been a cornerstone of medical education, combining technical skill acquisition with professional identity formation. However, a predominant focus on academic performance, coupled with the intensity of this experience, has raised concerns about learner burnout and diminished humanistic development of students. To address these challenges, we adapted Michael Quinn Patton's Developmental Evaluation-a systems-based approach to social innovation-as the Developmental Change Model for Flourishing in Medical Education (DCM-FME). The DCM-FME provides a flourishing-centered approach to reframe the educational environment without altering the curriculum or compromising competency outcomes. The DCM-FME is structured around four key phases: stakeholder engagement, repurposing existing structures, promoting flourishing perspectives and practices, and continuous evaluation. Stakeholder input from faculty, students, and administrators informed changes such as reimagining attendance procedures as reflective check-ins, restructuring anatomy intern roles to emphasize mentorship, and fostering collaborative learning communities. Flourishing-focused practices emphasized agency, meaningful relationships, and professional identity. These were facilitated through reflective discussions, peer mentorship, and shared decision-making. Ongoing evaluation, using tools like the Thrive Assessment, provided actionable insights, enabling iterative improvements for all stakeholders and the educational environment. This approach reframes the anatomy lab as a developmental environment, fostering holistic growth while addressing systemic contributors to burnout. The DCM-FME offers a resourceful, scalable, and adaptable process for integrating a flourishing-centered approach to physician formation across medical education. Future efforts will explore longitudinal impacts and broader applications to support the development of compassionate and capable physicians.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144726176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Global Neuroanatomy Network: A new repository of open educational resources. 全球神经解剖学网络：开放教育资源的新资源库。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-25 DOI: 10.1002/ase.70098

Kirsten M Brown, Peter J Vollbrecht, Ronnie E Baticulon, Dara M Cannon, Valeria A Forlizzi, Doris George Yohannan, Eustathia Lela Giannaris, Amanda J Meyer, Siobhan S McMahon, Mikaela L Stiver, Matthew J Vilburn, Laura Y Whitburn, Melissa A Carroll

{"title":"The Global Neuroanatomy Network: A new repository of open educational resources.","authors":"Kirsten M Brown, Peter J Vollbrecht, Ronnie E Baticulon, Dara M Cannon, Valeria A Forlizzi, Doris George Yohannan, Eustathia Lela Giannaris, Amanda J Meyer, Siobhan S McMahon, Mikaela L Stiver, Matthew J Vilburn, Laura Y Whitburn, Melissa A Carroll","doi":"10.1002/ase.70098","DOIUrl":"https://doi.org/10.1002/ase.70098","url":null,"abstract":"Many parts of the world, especially low- and middle-income countries, lack access to supplemental, time-efficient, and engaging teaching resources. Additionally, many anatomy educators may feel ill-equipped to teach in neuro-related fields. To address these issues, the Global Neuroanatomy Network (GNN) is a new repository of open educational resources (ROER) developed for neuroanatomy educators worldwide. The GNN expands on existing ROERs within health professions and anatomical sciences education while filling the neuroanatomy gap through peer-reviewed, multilingual teaching resources and clinical cases. Funded by the American Association for Anatomy, the GNN is freely available to neuroanatomy educators at all academic institutions. GNN members can submit their teaching resources or clinical cases for peer review and view or download content that global colleagues have submitted. The GNN aims to enhance neuroanatomy education by creating and supporting the expansion of a novel repository and further growing a community of neuroanatomy educators.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144717099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creation of a 4-view cardiac exam for assessment of ultrasound competency in pre-clerkship medical students. 建立四视点心脏检查，以评估实习前医学生的超声能力。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-25 DOI: 10.1002/ase.70096

Justin Wang, Ali Aijaz, Harika Dabbara, Deniz Goodman, Brett Cassidy, Lindsey Claus, Jessica Landau-Taylor, Minali Prasad, Vincent Baribeau, Han Xu, Glenn McFadden, Jonathan J Wisco

{"title":"Creation of a 4-view cardiac exam for assessment of ultrasound competency in pre-clerkship medical students.","authors":"Justin Wang, Ali Aijaz, Harika Dabbara, Deniz Goodman, Brett Cassidy, Lindsey Claus, Jessica Landau-Taylor, Minali Prasad, Vincent Baribeau, Han Xu, Glenn McFadden, Jonathan J Wisco","doi":"10.1002/ase.70096","DOIUrl":"https://doi.org/10.1002/ase.70096","url":null,"abstract":"There has been growing interest in incorporating point-of-care ultrasound (POCUS) into the curriculum of medical schools. In this study, we describe a condensed version of the 4-view cardiac assessment and assess its reliability and validity in pre-clerkship medical students at Boston University Aram V. Chobanian & Edward Avedisian School of Medicine. Criteria regarding general POCUS principles were adapted from the Objective Structured Assessment of Ultrasound Skills (OSAUS). A condensed assessment was created based on previous studies using the 4-view cardiac exam. Pre-clerkship medical students completed the assessment before and after participation in a 2-week intensive anatomy and ultrasound summer program. Reliability was evaluated using Cronbach's alpha and \"alpha if item deleted\" analyses. Construct validity of the assessment was evaluated using item discrimination analysis and point-biserial correlation. Twenty pre-clerkship medical students completed the assessments. There was acceptable internal consistency of both assessments. Items of the parasternal long and short axis views had high positive correlation in the initial assessment, while items in the parasternal long, parasternal short, and apical 4-chamber views had high positive correlation in the final assessment. This project outlines the creation of an assessment tool of POCUS competency for future clinicians. There was good reliability and validity in both assessments, especially with the parasternal long and short views in both assessments. The flexibility of POCUS in a broad spectrum of clinical settings and disciplines combined with its growing incorporation into medical education accentuates the need for a standardized and valid assessment of ultrasound competency.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144717098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creating a novel 3D-printed model for teaching pelvic floor anatomy. 创建一个新的3d打印模型，用于教学盆底解剖学。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-25 DOI: 10.1002/ase.70101

Megan Johnson, Brian Davis, Gerard Guillot, Emily Porta-Miller, Jennifer Brueckner-Collins

引用次数: 0

A practical guide to using diary methods in qualitative research. 在定性研究中使用日记方法的实用指南。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-24 DOI: 10.1002/ase.70102

Georgina C Stephens, Ella Ottrey, Kristie Matthews

{"title":"A practical guide to using diary methods in qualitative research.","authors":"Georgina C Stephens, Ella Ottrey, Kristie Matthews","doi":"10.1002/ase.70102","DOIUrl":"https://doi.org/10.1002/ase.70102","url":null,"abstract":"The use of qualitative methods is growing in anatomical sciences education. While common qualitative methods such as interviews and focus groups can provide rich insights into participant experiences, there is a wide variety of other qualitative methods that are ideal for different research topics. Research topics that may be emotive or sensitive can be challenging for participants to discuss when face-to-face with a researcher, and thus, methods such as qualitative research diaries can be ideal in circumstances where focus groups and interviews may limit participant engagement and depth of data collection. As diaries are added to over time, they can also be used to understand change and learning. Accordingly, studies using diary methods have substantive potential for furthering anatomical sciences education research. To aid researchers interested in using diary methods, this discursive article provides a practical beginner's guide to qualitative diary studies. First, we review the background and benefits of qualitative diary studies with relevance to health professions and anatomical sciences education. This includes a description of different types of diaries, such as handwritten, typed, audio, and audio-visual diaries. We also discuss key quality indicators to ensure that diary studies are conducted with rigor and ultimately contribute important research findings to advance anatomical sciences education. Drawing on case examples from our own prior health professions education research, we provide practical guidance on how to design and undertake diary studies, including ethical considerations, participant support, and analytical considerations, as well as highlighting challenges that researchers may encounter.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144705870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intentional grouping and team building within the gross anatomy laboratory. 在大体解剖实验室中有意识的分组和团队建设。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-24 DOI: 10.1002/ase.70094

Tracey Zeiner, Teressa Brown, Alexis Gillette, LaVona Traywick, Daniel Cipriani

{"title":"Intentional grouping and team building within the gross anatomy laboratory.","authors":"Tracey Zeiner, Teressa Brown, Alexis Gillette, LaVona Traywick, Daniel Cipriani","doi":"10.1002/ase.70094","DOIUrl":"https://doi.org/10.1002/ase.70094","url":null,"abstract":"Several benefits have been cited in literature discussing cadaver dissection, with the development of team building skills and group dynamics frequently toward the top of this list. This study aims to focus on the development of teamwork skills with intentional lab group formation based on individualized strength assessments in the gross anatomy lab. The participants were physical therapy students enrolled in a Clinical Gross Anatomy course at a private medical school. The students were purposely assigned their lab groups of four based on their results from the CliftonStrengths assessment. \"Strengths,\" were divided into four main categories: executing, influencing, relationship building, and strategic thinking. Each group had a student who scored highly in each of the four areas. For the pre-experimental one-group pretest-posttest design, the data measures were TCI (Team Climate Inventory) with additional open-ended questions on the posttest. Significant changes were noted in the pre/posttest TCI scores in two of the four TCI categories. Using thematic analysis, two primary dimensions of teambuilding were identified. First, personality trait differences were identified within groups and led to further understanding of competition within the group and individual self-confidence issues. Second, group dynamics were identified as they related to a positive, negative, or neutral experience. This pilot study demonstrated significant changes in team dynamics; however, intentional grouping based on individualized personality strengths did not significantly impact these results. Positive experiences were noted in some groups, considerable negative experiences were noted in others, with some neutral still.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144705871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of an immersive virtual reality anatomy lab for informal science education. 沉浸式虚拟现实解剖学实验室对非正式科学教育的影响。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-18 DOI: 10.1002/ase.70087

Leena Alkhammash, Anthony N Saraco, Cristina Goes Schaurich, Bailey S Y Lo, Claudia Krebs

{"title":"The impact of an immersive virtual reality anatomy lab for informal science education.","authors":"Leena Alkhammash, Anthony N Saraco, Cristina Goes Schaurich, Bailey S Y Lo, Claudia Krebs","doi":"10.1002/ase.70087","DOIUrl":"https://doi.org/10.1002/ase.70087","url":null,"abstract":"The use of virtual reality (VR) in anatomy education enables interactive exploration of the human body and can overcome challenges in informal education settings, such as access to donated human remains and spatial understanding of 3D structures. This study explored how individual factors-such as spatial ability, visual imagery skills, and susceptibility to cybersickness-affected high school-aged (15-18 years old) learners' experiences and perceived effectiveness of a VR anatomy lab as a learning tool. Results showed that learners with higher visual imagery skills (visualizers) report a statistically greater sense of relevance and satisfaction when learning anatomy using VR. Those parameters are reported to be less statistically significant by those with stronger mental rotation skills (rotators) who perceive VR as less beneficial. Overall, learners find VR engaging and effective for learning, with positive correlations observed between the perceived quality of the VR experience reported by the learners and the learners' motivation to learn, attention, confidence, satisfaction, and potential positive impact on their education (p < 0.05). However, both cognitive load and symptoms of cybersickness, while rare in this study population, were negatively correlated with the sense of relevance and confidence (p < 0.05). Our findings support the use of VR as a complementary tool in informal science education, particularly for those with diverse learning needs. Results also indicate that exposure to the VR anatomy lab positively influences learners' perceptions of career opportunities in STEAM, particularly in technology-enhanced fields such as medical imaging and surgical simulation, inspiring interest in fields they had not previously considered.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144666653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of exam questions using bootstrapping: Practical applications in R and SPSS with a case study. 使用引导法评估考试问题：在R和SPSS中的实际应用与案例研究。

IF 5.2 2区教育学

Anatomical Sciences Education Pub Date : 2025-07-15 DOI: 10.1002/ase.70082

Changiz Mohiyeddini

{"title":"Evaluation of exam questions using bootstrapping: Practical applications in R and SPSS with a case study.","authors":"Changiz Mohiyeddini","doi":"10.1002/ase.70082","DOIUrl":"https://doi.org/10.1002/ase.70082","url":null,"abstract":"This article presents a step-by-step guide to using R and SPSS to bootstrap exam questions. Bootstrapping, a versatile nonparametric analytical technique, can help to improve the psychometric qualities of exam questions in the process of quality assurance. Bootstrapping is particularly useful in disciplines such as medical education, where student cohorts are normally too small to reliably use parametric analysis to evaluate the quality of exam questions. Traditional parametric approaches need large samples; otherwise, they can yield unreliable estimates of metrics such as item difficulty and point-biserial correlations with small cohorts, potentially misleading the evaluation of exam questions and consequently leading to flawed assessments. By employing bootstrapping, educators can resample data to obtain robust confidence intervals for key metrics. This allows for a more accurate evaluation of question quality. This guide provides a step-by-step approach using R and SPSS, along with explaining the necessary code to bootstrap exam question means, standard deviations, item difficulty, and point-biserial correlations. In addition, the code includes automated visualizations and the capability to export results in reader-friendly tables, enhancing time efficiency and streamlining both data analysis and presentation processes. Furthermore, this article includes a case study in which the code is applied and the results are discussed to showcase how bootstrapping can inform decisions regarding exam question revisions.","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0