Anatomical Sciences Education最新文献

{"title":"A workflow for 3D printing highly accurate, customized human skull models for anatomical education and clinical practice.","authors":"Marina Moser, Michel Beyer, Magdalena Müller-Gerbl, Sandra Blache, Florian M Thieringer, Szilvia Mezey","doi":"10.1002/ase.70352","DOIUrl":"https://doi.org/10.1002/ase.70352","url":null,"abstract":"<p><p>Accurate representation of human skulls is essential for anatomy education and clinical training. Although real skulls are considered the gold standard, their use is limited by fragility, cost, ethical considerations, and restricted availability. Commercial plastic models are durable and accessible but are typically derived from standardized specimens and therefore lack anatomical variability, pathological features, and the precision required for professional education and clinical practice. This study aimed to establish and validate a workflow for producing anatomically accurate, durable, customizable, and cost-effective 3D-printed human skulls that represent clinically relevant anatomical diversity. Using CT data, one female and one male cadaveric head were selected to ensure sex-specific representation. The specimens underwent specialized anatomical preparation to optimize CT image acquisition and 3D reconstruction quality. Segmented CT datasets were converted into digital skull models and fabricated using a custom blend of commercially available printing materials, enabling accurate reproduction of fine structures and individual variation. Educational relevance was explored through a structured questionnaire completed by dentistry students (n = 30), evaluating perceived anatomical realism and the value of anatomical diversity for learning. The workflow enabled rapid and flexible production of high-fidelity skulls using accessible resources. Compared with commercial models, the custom prints preserved intricate anatomical detail and authentically depicted sex-specific traits, individual variation, and pathology. Students emphasized the educational value of incorporating anatomical diversity into training. Custom 3D-printed skulls provide a practical enhancement to existing teaching resources. The workflow is readily extensible to additional datasets, allowing progressive expansion of anatomical diversity in anatomy education.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056725","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}

{"title":"Learning beyond the lab: A gamified approach to anatomy education in a museum-based experience.","authors":"Wendell Nunes da Silva, Diego Pulzatto Cury, Silvia Lacchini, Ana Paula Cremasco Takano","doi":"10.1002/ase.70360","DOIUrl":"https://doi.org/10.1002/ase.70360","url":null,"abstract":"<p><p>Anatomy education, traditionally rooted in descriptive instruction and cadaveric dissection, is undergoing a significant transformation through the integration of educational technologies and contemporary pedagogical strategies. Among these, active learning methodologies, such as gamified-based learning, have emerged as approaches designed to foster engagement, enhance interactivity, and support students' learning process. This study explores the implementation of a gamified learning activity within a Human Anatomy Museum, leveraging its rich collection of anatomical specimens to create a dynamic educational experience. The study included first-year undergraduate health sciences students enrolled in systemic morphofunctional sciences courses. All students participated in expository lectures and an initial museum visit. A subset of students later returned to the museum for a gamified session focused on cardiorespiratory anatomy. Data collected from the groups included sociodemographic profiles, pre- and post-test knowledge assessments, and a perception questionnaire. Dental students also completed the late post-test. The results showed improvements in the post-test in both groups compared to the pre-test. Post-test scores were comparable between the gamified and control groups, indicating no additional effect of the intervention on test performance. Students who engaged in the gamified activity reported high levels of perceived usefulness, engagement, and enjoyment. Gamified strategies, when thoughtfully integrated into museum-based learning environments, hold promise as an innovative pedagogical tool in undergraduate health science curricula.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149056654","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}

{"title":"The hows and whys-A new teaching model for anatomy learning supported by customized 3D printed models.","authors":"Rocky Chun Chung Cheung, Tomasz Cecot, Susan M Bridges, George L Tipoe, Jian Yang","doi":"10.1002/ase.70350","DOIUrl":"https://doi.org/10.1002/ase.70350","url":null,"abstract":"<p><p>The advent of three-dimensional (3D) printing technology has enabled educators to design customized 3D printed models (3DPMs), but the current literature shows conflicting evidence regarding the impact of 3DPMs on students' knowledge acquisition. Moreover, the methodology of existing studies is limited to investigating if 3DPMs work but fail to provide insights into why and how they work. This study investigated behaviors of a cohort of 80 first-year dental students in a learning environment assisted by 3DPMs and generated design principles for 3DPMs integration in the classrooms. To observe students' behaviors and determine their achievement of the learning outcomes, a list of tasks and their respective hypothetical learning trajectories (HLTs) were developed. The HLTs were compared with the actual learning trajectories (ALTs) based on students' work, observers' notes, video recordings of the classroom and focus group interviews. Overall, there is a gradual decrease in alignment for HLTs and ALTs as the cognitive level of the task goes up. Notably, students were more likely to apply their knowledge on human prosections having learned with 3DPMs, as shown by the video creation task. The study offered several implications for the design and delivery of modern undergraduate anatomy curricula. Focus group analysis revealed that the design of the 3DPMs played a role in increasing perceived confidence, assisting quicker knowledge acquisition, and increasing students' motivation. 3DPMs play a supportive and transitional role, particularly in early stages of students' learning, in motivating them to transfer knowledge to real human prosections.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981639","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}

{"title":"Dissecting the dissection laboratory: Elements for designing a human anatomy laboratory: The Human Anatomy and Physiology Society (HAPS)-Anatomical Donor Stewardship (ADS) Committee, Lab Resources Subcommittee.","authors":"Rhiannon E Robinson, Abbey Breckling, Danielle N Edwards, Nicole Geske, Burhan Gharaibeh, Bobbie J Leeper, Molly Ostwald, Mary Schilling, Bridgett Severt, Kelsey Stevens, J P Swigart, Jonathan J Wisco, Melissa Zolnierz, Jeremy J Grachan","doi":"10.1002/ase.70344","DOIUrl":"https://doi.org/10.1002/ase.70344","url":null,"abstract":"<p><p>The human anatomy dissection laboratory is a critical component of anatomical and medical education. Development, maintenance, and stocking of these laboratory spaces have unique demands, with all of the challenges in running a laboratory with Biosafety Laboratory Level 2 (BSL-2) classification, housing a large volume of tissues saturated with volatile chemicals, and safeguarding human beings all within the same space. At times, educators or laboratory managers may be tasked with helping to design a new anatomy laboratory from scratch, to give input on the renovation of an existing laboratory space (which may or may not have been used with human anatomy donors previously), or may inherit a human anatomy laboratory space as their own to manage. This Guide was written by members of the Human Anatomy and Physiology Society (HAPS) Anatomical Donor Stewardship (ADS) Lab Resources Subcommittee to guide those developing new anatomy dissection laboratories or working in existing ones.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981666","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}

{"title":"Investigating the changes in skin color representation within US medical textbook imagery.","authors":"Justin Lyon, Dillon Stevens, Adriene Pavek, Annabelle Huntsman, Jennifer L Hamilton","doi":"10.1002/ase.70343","DOIUrl":"https://doi.org/10.1002/ase.70343","url":null,"abstract":"<p><p>Medical education traditionally relies on textbooks with limited representation of dark skin tones, contributing to \"visual racism.\" This study sought to answer: \"To what extent has skin-of-color representation changed in widely used U.S. medical textbooks over twenty years?\" Older and newer editions of four widely used medical textbooks were reviewed: Bates' Guide to Physical Examination and History Taking, Katzung's Basic & Clinical Pharmacology, Netter's Atlas of Human Anatomy, and Basic Immunology. Images (teaching photographs and illustrations) depicting human skin were evaluated independently by trained coders using the Fitzpatrick scale. Images were classified as skin of color when coded as Fitzpatrick Types IV-VI. Proportions of skin of color images were compared across editions. Intercoder reliability was maintained below 15%. An independent two-sided t-test was used to assess representation of darker skin tones in images over time. A total of 1222 teaching photographs and 926 illustrations met inclusion criteria. The representation of darker skin tones increased from 12.4% in earlier editions to 32.1% in later editions. Bates' (8th and 13th editions) demonstrated the largest increase and was the only text to show statistically significant improvement in photographic representation of darker skin tones (p < 0.05). Illustration-based resources (Bates' and Netter's) demonstrated modest gains (5.2% to 17.7% and 2.4% to 4.6%, respectively) but continued to underrepresent darker skin tones. The total image counts for each text varied across editions. Continued advocacy, publisher accountability, and standardized guidance for inclusive medical imagery are needed to support equitable healthcare education.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981706","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}

{"title":"Bones, sweat, and tears: Creating comics to explore student experiences in dissection.","authors":"Elizabeth Vojvoda, Yeonjae A Lee, Daniela Krahe, Nathan Gray","doi":"10.1002/ase.70346","DOIUrl":"https://doi.org/10.1002/ase.70346","url":null,"abstract":"<p><p>Human dissection is an impactful and formative experience in medical training, during which students experience a variety of emotions. Recently, there has been growing interest in providing opportunities through the humanities to reflect on dissection. The field of \"graphic medicine,\" which combines comics with health discourse, proposes comic art as an effective way to share stories and process high-impact moments in health and education. Hypothesizing that graphic medicine would be useful for exploring dissection experiences, we hosted a voluntary reflection event for graduate students in anatomy that culminated in attendees producing a 3-panel comic to share their best, worst, and/or most memorable moment in anatomy. Student feedback was collected using a Likert-format survey tool. Comics were analyzed via quantitative analysis for the frequency of visual variables-including setting, bodily region of dissection, and facial expressions-and qualitative analysis for over-arching themes. In two annual workshops, 30 students participated, submitting 25 comics for review. Students rated the event favorably and depicted a spectrum of emotions, including excitement, curiosity, fear, isolation, camaraderie, and shock. Common features included bone saws, accidental tissue exposure, perceived educational pressure, and tears. Dominant themes included discovery and distress, humanization and detachment, and humor and seriousness. Our study highlights the potential utility of graphic reflection events as another form of humanistic reflection which may be useful in allowing students to share their experiences in dissection.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981617","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}

{"title":"Acceptance of evolution theory and understanding of human evolution among health sciences students in France: A national cross-sectional study.","authors":"Thomas Colard, Damien Charabidzé, Margaux Matha, Salomé Zublena, Mathilde Savignat","doi":"10.1002/ase.70351","DOIUrl":"https://doi.org/10.1002/ase.70351","url":null,"abstract":"<p><p>Evolutionary theory provides a fundamental framework for understanding human anatomy and health. However, evolution acceptance and conceptual understanding are distinct constructs that may not co-vary. This study aimed to assess (1) evolution acceptance and (2) knowledge of human evolution in health sciences students. A national cross-sectional survey was conducted among 1144 health sciences students from 22 French universities across medicine, dentistry, pharmacy, midwifery, and biology programs. Evolution acceptance was measured using the MATE 2.0 instrument. Knowledge of human evolution was assessed using an 11-item questionnaire covering evolutionary mechanisms, chronology, geographic origins, and phylogenetic relationships. Students showed high acceptance of evolution (mean MATE 2.0 score: 4.12 ± 0.66/5), with differences between academic tracks but no effect of year of study. Knowledge scores were moderate to high (9.73 ± 2.1/11) but heterogeneous. Strong performance was observed for evolutionary mechanisms, whereas substantial gaps persisted in human evolutionary chronology (29.5% correct for the emergence of Homo sapiens) and geographic origins (56% correct for exclusive African origin). Misconceptions such as inheritance of acquired characteristics remained common (57%). Evolution acceptance and knowledge were positively but weakly correlated (ρ = 0.214, p < 0.001). French health sciences students widely accept evolutionary theory but display uneven understanding of human evolution. The weak association between evolution acceptance and knowledge highlights the need for explicit teaching of evolutionary concepts within anatomy and health sciences curricula. Integrating evolutionary perspectives may strengthen conceptual understanding and reduce persistent misconceptions.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981641","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}

{"title":"Using Q-methodology to evaluate digital 3D tools in anatomy education.","authors":"Sidney Wright, Katelyn Wood","doi":"10.1002/ase.70342","DOIUrl":"https://doi.org/10.1002/ase.70342","url":null,"abstract":"<p><p>The use of three-dimensional (3D) models as anatomical teaching tools has grown in popularity. While these models enhance engagement and knowledge acquisition, best practices for their implementation remain uncertain. This exploratory study uses Q-methodology to identify and understand perspectives that emerge within different student groups regarding the integration of digital 3D models into an undergraduate anatomy curriculum. Q-methodology examines participants' viewpoints by having them rank a series of statements based on their level of agreement into structured distributions called Q-sorts, which are analyzed to identify emerging factors. Undergraduate anatomy students in the Faculty of Health Sciences (FHS) as well as the Department of Anatomy and Cell Biology (ACB) at Western University were given access to the digital anatomical modeling tool Visible Body (VB) throughout their course. At the end of the term, students from FHS (n = 31) and ACB (n = 27) ranked 35 statements into a Q-sort based on their experience with VB. By-person factor analysis revealed distinct groups of students within each course who shared similar perspectives on the use of VB. Our findings suggest that students' opinions of digital models are shaped by academic level, course design, available resources, and individual learning preferences. Recognizing these grouped opinions can help inform best practices for integrating digital technologies into the anatomy curriculum, particularly by guiding educators on which student groups may benefit most from targeted implementation.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981684","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}

{"title":"Undergraduate health professional students' perceptions of neuroanatomy: A cross-sectional study.","authors":"Anri Human, Katryn Henn, Mariné Pretorius, Anke Minnaar, Yanga Mathu, Kelsey Lee Prost, Gerda Venter","doi":"10.1002/ase.70328","DOIUrl":"https://doi.org/10.1002/ase.70328","url":null,"abstract":"<p><p>Neuroanatomy is a foundational component of undergraduate education for health professionals, including students in physiotherapy, occupational therapy, and speech-language pathology. Negative perceptions of neuroanatomy and the phenomenon of neurophobia have been reported in healthcare education, yet limited data exist for rehabilitation-focused healthcare disciplines in South Africa. This study aimed to describe undergraduate health professional students' perceptions of neuroanatomy, its perceived relevance to clinical practice, learning preferences, and the prevalence of self-identified neurophobia at a South African university. A descriptive, cross-sectional survey design with a predominantly quantitative approach was employed, comprising five dichotomous items, seven single-response questions, seven Likert-scale items, and ten free-text questions to contextualize and clarify quantitative findings. Sixty-six second- and third-year students completed an adapted, previously validated survey (response rate: 24.1%). Data were analyzed using descriptive statistics, with free-text responses used to contextualize quantitative findings. Most respondents reported positive perceptions of neuroanatomy and recognized its relevance to clinical practice. Cranial nerves were the most preferred neuroanatomy topic, while nervous system histology was the least preferred. Lectures supported by PowerPoint presentations were favored, whereas self-study and tutor-led sessions were least preferred. Only 6.1% of respondents reported self-identified neurophobia. These findings suggest that health professional students generally hold positive attitudes toward neuroanatomy, with low levels of neurophobia. The study contributes discipline-specific insights that may inform curriculum reflection and refinement, as well as future research on neuroanatomy education within healthcare sciences.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148981698","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}

{"title":"The performance of ChatGPT and other large language models on multiple-choice questions in biomedical disciplines: A meta-analysis","authors":"Colleen M. Cheverko,&nbsp;Volodymyr Mavrych,&nbsp;Olena Bolgova,&nbsp;Fathima Raahima Riyas Mohamed,&nbsp;Jennifer Westrick,&nbsp;Lorena Juarez,&nbsp;Emily Rush,&nbsp;Kathryn A. Solka,&nbsp;Alison F. Doubleday,&nbsp;Jessica N. Byram,&nbsp;Robert Becker,&nbsp;Victoria Gomez,&nbsp;Brenda K. Anak Ganeng,&nbsp;Leslie A. Hoffman,&nbsp;Victoria A. Roach,&nbsp;Kirsten M. Brown,&nbsp;Nicole DeVaul,&nbsp;Colleen N. Garnett,&nbsp;Hannah L. Herriott,&nbsp;Rebecca S. Lufler,&nbsp;Jason C. Mussell,&nbsp;Joy Y. Balta,&nbsp;Michael A. Pascoe,&nbsp;Jason W. Middleton,&nbsp;Sharon Duffy,&nbsp;Georgina C. Stephens,&nbsp;Adam B. Wilson","doi":"10.1002/ase.70262","DOIUrl":"10.1002/ase.70262","url":null,"abstract":"<p>While large language models (LLMs) have shown promise as learning tools for medical education, their reported accuracy on multiple-choice questions (MCQs) varies widely across studies, necessitating synthesis. This meta-analysis synthesizes LLM accuracy on text-based MCQs from biomedical disciplines and USMLE Step 1-level content and explores study characteristics that moderate LLM performance. Studies published between January 1, 2022, and August 5, 2025, were identified using seven databases. Titles and abstracts were screened against eligibility criteria, which included testing LLM performance on text-based MCQs in English. Extracted data included accuracy rates (correct responses/total questions) and study characteristics. A random-effects proportional meta-analysis was used to calculate the pooled accuracy of LLM versions across studies, and a meta-regression tested the effects of study characteristics on accuracy. The final analysis included 41 articles comprising 207 proportions. Newer OpenAI models (GPT-4o through GPT o1 = 90%; GPT-4 = 82%) demonstrated significantly higher accuracy than earlier versions (GPT-3/3.5 = 59%; <i>p</i> &lt; 0.001). Model version explained 56% of the total variance (<i>p</i> &lt; 0.001). The pooled accuracy of newer Anthropic (Claude 3 through 3.7 = 86%) and DeepSeek (R1 = 86%) versions fell within the range of performance for the newer OpenAI versions, while newer Google (Gemini series = 76%) and Microsoft (Copilot = 69%) versions demonstrated lower performance. A discipline-level analysis demonstrated that OpenAI's GPT-4 through GPT-o1 models achieved pooled accuracy rates between 83 and 87% for most disciplines, including the anatomical sciences. These findings demonstrate that newer LLMs are achieving higher accuracy than older models on biomedical and Step 1-level MCQs, supporting their potential integration as supplementary study tools in foundational biomedical education.</p><p>\u0000 \u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure>\u0000 </p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":"19 9","pages":"1556-1569"},"PeriodicalIF":5.1,"publicationDate":"2026-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13545332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147968995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}