GMS Zeitschrift für Medizinische Ausbildung最新文献

{"title":"Volker Heyse and Max Giger (eds): Erfolgreich in die Zukunft: Schlüsselkompetenzen in Gesundheitsberufen","authors":"R. Putz","doi":"10.3205/zma000990","DOIUrl":"https://doi.org/10.3205/zma000990","url":null,"abstract":"This book buys into the current trend of structuring every and any target-oriented interpersonal interaction in education, ongoing education and on-the-job training along competency boundaries. More than anything else, key competency has become a slogan that dominates every program and renders colorless any conventional educational approaches, which are oriented on knowledge, ability and ethos. This might be off-putting for many an experienced practitioner, but also for younger educators, since it means asking a series of foundational questions relevant to adult education, as well as challenging a number of established opinions. This sizable volume gives voice to 51 authors through 29 individual contributions. It opens with an exhausive introduction, which ties together the independent chapters. This framework permits the reader to systematically approach relevant topics. There is a certain sense ofmission discernible in the introduction, and it is defined by the editors' self-understanding, but it considerately and helpfully serves its purpose as a guide toward the concept and structure of the book. The book itself covers five broad topics situated at the intersection points ofmultiple special themes and aspects of methodology:","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126819888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction of the HAM-Nat examination – applicants and students admitted to the Medical Faculty in 2012-2014","authors":"K. Werwick, K. Winkler-Stuck, W. Hampe, Peggy Albrecht, B. Robra","doi":"10.3205/zma000995","DOIUrl":"https://doi.org/10.3205/zma000995","url":null,"abstract":"Background/aim: In the 2012/13 winter semester, the Magdeburg Medical Faculty introduced a test of knowledge for the selection of applicants. The Hamburg Assessment Test for Medicine - Natural Sciences (HAM-Nat) comprises a multiple-choice test with questions on the aspects of biology, physics, chemistry and mathematics relevant to medicine, which was specifically developed for the selection of medicine applicants. The aim is to study how the HAM-Nat influences student selection, the reasons why students decide to take the test as part of their application procedure and what expectations they have of their course of study. Methods: The selection procedures applied at the university in 2011 (without HAM-Nat) and in 2012-2014 (with HAM-Nat) are compared. On the basis of the results of exploratory interviews, university entrants in winter semester 2013/2014 participated in a written survey on why they chose their subject and place of study and their expectations of their course of study. Results: No problems were encountered in introducing the extended selection procedure that included the HAM-Nat Test. The HAM-Nat had a great influence on the selection decision. About 65% of the students admitted would not have obtained a place if the decision had been based exclusively on their Abitur grade [grade obtained in the German school-leaving examination]. On average, male applicants obtained better HAM-Nat results than female ones. The questionnaire was answered by 147 out of 191 university entrants (77%). In the case of applicants from Saxony-Anhalt, the principle reasons for choosing the regional capital are its proximity, the social environment offered, good conditions for studying and the feel-good factor at the university. For the majority of applicants, however, particularly applicants from other federal states, the relatively good chances of admission in Magdeburg were the main reason. Conclusion: The Magdeburg Medical Faculty regards the HAM-Nat as a suitable tool for selecting applicants with outstanding knowledge of natural sciences and thus of increasing and harmonising levels of knowledge at the start of the course. Completion of the standard period of study and success in the 1st part of the German Medical Examination will be the subject of further observation of the students. The HAM-Nat, as a performance-related selection procedure, is not suitable for giving active preference to natives of Saxony-Anhalt in the application procedure but their number has increased since it was introduced. Applicants primarily use the selection procedure tactically to obtain the university place they want to study medicine. Specifics relating to curricula and university profile and research areas are not critical to their choice.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115522216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of \"social and communicative competencies\" in medical education. The importance of curriculum, organisational and human resource development","authors":"S. Pruskil, N. Deis, S. Druener, C. Kiessling, Swetlana Philipp, K. Rockenbauch","doi":"10.3205/zma000992","DOIUrl":"https://doi.org/10.3205/zma000992","url":null,"abstract":"Objective: With this article we want to support teachers and curriculum planners to be aware of and apply knowledge and recommendations of organisational (OD), curriculums (CD) and human resource development (HRD) ideas already in the planning phase of a project. Taking these into account can influence the process of change successfully and controlled during the introduction and establishment of curricula in the field of communication and social skills in medical education. Approach and Results: In the context of a multi-stage developmental process, a recommendation on CD for \"Communicative and social competencies\" was developed. The basis for it was made during two workshops of the GMA-committee \"Communicative and social competencies\" and supplemented by the available literature and the experience of communication experts. The \"Undeloher Recommendation\" (see attachment ) includes a compilation of recommendations and guiding questions, which is geared to the various phases of CD. Additionally, general approaches and recommendations of organisational and human resource development were integrated, which turned out to be particularly relevant in the process of CD. Thus, the \"Undeloher recommendation\" includes an orientation for each phase of the curriculum development process, the organisation and the staff in order to successfully implement a longitudinal curriculum. In addition to theoretical models the long-term discussion process and the personal experiences of a variety of curriculum planners and teachers have been integrated. Conclusion: The \"Undeloher recommendation\" can support the implementation processes of curricula in communication and social skills during development and realisation. Its application was reviewed in the context of workshops based on concrete examples. The participating teachers and curriculum planners assessed it to be very helpful. The recommendation goes beyond of what has been described in terms of content models in the CD so fare. In particular, the organisational and human resource development related aspects such as the formation of a steering committee and recommendations for the phase of sustainability.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130119964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internationalizing Medical Education: The Special Track Curriculum 'Global Health' at Justus Liebig University Giessen","authors":"M. Knipper, Adrian Baumann, Christine Hofstetter, R. Korte, M. Krawinkel","doi":"10.3205/zma000994","DOIUrl":"https://doi.org/10.3205/zma000994","url":null,"abstract":"Internationalizing higher education is considered to be a major goal for universities in Germany and many medical students aspire to include international experiences into their academic training. However, the exact meaning of “internationalizing” medical education is still poorly defined, just as is the possible pedagogic impact and effects. Against this background, this article presents the special track curriculum on global health (in German: Schwerpunktcurriculum Global Health, short: SPC) at Justus Liebig University Giessen, which was established in 2011 as a comprehensive teaching program to integrate international perspectives and activities systematically into the clinical years of the medical curriculum. The report of the structure, content, didactic principles and participants’ evaluations of the SPC is embedded into a larger discussion of the pedagogic value of a broad and interdisciplinary perspective on “global health” in medical education, that explicitly includes attention for health inequities, social determinants of health and the cultural dimensions of medicine and health abroad and “at home” (e.g. in relation to migration). We conclude that if properly defined, the emerging field of “global health” represents a didactically meaningful approach for adding value to medical education through internationalizing the curriculum, especially in regard to themes that despite of their uncontested value are often rather weak within medical education. The concrete curricular structures, however, have always to be developed locally. The “SPC” at Giessen University Medical School is only one possible way of addressing these globally relevant issues in one particular local academic setting.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126669227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Questionnaire D-RECT German: Adaptation and testtheoretical properties of an instrument for Evaluation of the learning climate in medical specialist training","authors":"P. Iblher, Michaela Zupanic, Thomas Ostermann","doi":"10.3205/zma000997","DOIUrl":"https://doi.org/10.3205/zma000997","url":null,"abstract":"Aim: Boor et al [1] developed and validated the questionnaire D-RECT (Dutch Residency Educational Climate Test ) to measure the clinical learning environment within the medical specialist training. In this study, a German version of this questionnaire (D-RECT German) is analyzed regarding testtheoretical properties. Problem: Are the results of Boor et al replicable as a proof for validity of the questionnaire D-RECT? Material & Methods: The study was performed as online survey using the questionnaire D-RECT German (50 items in 11 subscales). To determine item characteristics and internal consistency (Cronbach’s α), item- and reliability analyses were performed. Furthermore, a confirmatory factor analysis was performed using a model for maximum-likelihood estimation to evaluate validity. Results: This replication study on the psychometric properties of the D-RECT with 255 residents at 17 German hospitals revealed heterogeneous discriminatory power for all items and an internal consistency of Cronbach’s α between 0.57 and 0.85. Within the confirmatory factor analysis, 6 items showed standardized regression coeffizients <0.5, two of them in the subscale “Attendings role”. Furthermore, strong interdependencies (>0.7) were found between the subscales “Supervision”, “Coaching” and “Attendings role”. Conclusion: The present replication study with the D-RECT German showed structural differences with respect to factorial validity underpinning the need of further validation studies.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117284604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual Patients in continuing medical education and residency training: a pilot project for acceptance analysis in the framework of a residency revision course in pediatrics","authors":"Ronny Lehmann, B. Hanebeck, S. Oberle, Anke Simon, D. Choukair, B. Tönshoff, S. Huwendiek","doi":"10.3205/zma000993","DOIUrl":"https://doi.org/10.3205/zma000993","url":null,"abstract":"Aim: Virtual patients (VPs) are a one-of-a-kind e-learning resource, fostering clinical reasoning skills through clinical case examples. The combination with face-to-face teaching is important for their successful integration, which is referred to as “blended learning”. So far little is known about the use of VPs in the field of continuing medical education and residency training. The pilot study presented here inquired the application of VPs in the framework of a pediatric residency revision course. Methods: Around 200 participants of a pediatric nephology lecture (‘nephrotic and nephritic syndrome in children’) were offered two VPs as a wrap-up session at the revision course of the German Society for Pediatrics and Adolescent Medicine (DGKJ) 2009 in Heidelberg, Germany. Using a web-based survey form, different aspects were evaluated concerning the learning experiences with VPs, the combination with the lecture, and the use of VPs for residency training in general. Results: N=40 evaluable survey forms were returned (approximately 21%). The return rate was impaired by a technical problem with the local Wi-Fi firewall. The participants perceived the work-up of the VPs as a worthwhile learning experience, with proper preparation for diagnosing and treating real patients with similar complaints. Case presentations, interactivity, and locally and timely independent repetitive practices were, in particular, pointed out. On being asked about the use of VPs in general for residency training, there was a distinct demand for more such offers. Conclusion: VPs may reasonably complement existing learning activities in residency training.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120958719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use and future of wiki systems in veterinary education? – A survey of lecturers in German-speaking countries","authors":"Darius Kolski, W. Heuwieser, S. Arlt","doi":"10.3205/zma000996","DOIUrl":"https://doi.org/10.3205/zma000996","url":null,"abstract":"Objectives: Wiki systems are becoming increasingly important in university teaching. Not much is known about the opinion of lecturers of veterinary medicine regarding the active participation of students in teaching, their opinion on wiki systems and their motivation to use them in courses and to improve the quality of information. The objective of the present study was to evaluate how lecturers of veterinary medicine estimate learning management systems and the production of text or material by students in courses, if they rate wiki systems as an appropriate tool for teaching, if they would use wiki systems for their courses and if they are willing to improve the quality of information. Methods: The data collection was carried out as an online survey using a five-point Likert scale. Lecturers of veterinary medicine in Germany, Austria and Switzerland were contacted (n=approx. 1700) out of which 139 completed (8.2%) the survey. Results: Most lecturers use LMS and consider it to be suitable for providing course material. Half of all respondents indicated that they believe that students achieve greater learning success by developing their own learning material. In courses 23.0% of their students develop own materials. The majority of lecturers considered wiki systems as an appropriate and complementary tool for teaching (53.6%). A collection of wiki articles is seen as useful (56.6%), particularly when experts review the contents. One third of the lecturers would use wiki systems for the creation of material by students, but 82.5% have not yet used them in teaching. One third is willing to participate in the review of articles with regard to their quality. Conclusion: The results show that many lecturers are willing to use veterinary wiki systems and that they regard them useful for teaching. According to the opinion of the majority of lecturers, the creation of material by students can lead to greater learning success and wiki systems are suitable for this purpose. We are about to develop strategies to support the implementation of wiki systems into veterinary education and a peer review system supported by lecturers. In a further project the actual learning success provided by the active use of wiki-systems by students will be evaluated.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130976516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Replication – The ugly duckling of science?","authors":"Götz Fabry, M. Fischer","doi":"10.3205/zma000999","DOIUrl":"https://doi.org/10.3205/zma000999","url":null,"abstract":"This August “Science” published a much-noticed paper by a collective of authors demonstrating that the results of many studies in the field of psychology could not be replicated [1]. With great methodological effort the Open Science Collaboration that incorporates 270 scientists from all over the world selected 100 up-to-date experimental studies from three top-ranked psychological journals in order to assign them for replication to designated and qualified research groups. In these replication studiesmaterial and instruments from the original studies were used and the authors of these studies were also consulted during the preparation phase. The results are sobering: While 97% of the original studies reported significant results only 36% of the replication studies did so. Furthermore, the reported effect sizes of the replication studies were only half as large as the original ones and even when the original data and the replicated data were analyzed conjointly only 68% of the results turned out to be significant. What do these findings mean? First of all the problem itself is known for a long time and is not restricted to psychology. Quite recently, wewitnessed a sometimes heated discussion circled around the question whether toomuch “research waste” is produced in the biomedical sciences [2]. As a matter of fact, the replication of many studies in this field fails, even if they are published in top-ranked journals. It is estimated that the proportion of non-replicable studies within the biomedical domain is actually larger than in psychology (approximately 75–90%) and even frequently cited studies make no exception [3].","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130489020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Suzanne Verdonschot, Marloes de Jong, Paul Keursten: Innovationen im Hier und Jetzt – Eine Toolbox mit neuen Ideen und ungewöhnlichen Ansätzen zum Ausprobieren","authors":"S. Harendza","doi":"10.3205/zma000991","DOIUrl":"https://doi.org/10.3205/zma000991","url":null,"abstract":"As in medical education, innovation processes play an important role in many other fields and the involved stakeholders struggle with similar problems. However, such difficulties in development processes can also be considered as tasks which have to be solved successfully without wrecking one’s own nerves. The handbook enclosed in the toolbox reports the investigation of such processes which can be successfully worked on with proper “project management”. Not only does it provide explanations, but it also offers tools printed on handy cards which can be directly used in one’s own workshop. Hence, it is very useful for everyone who wishes to manage group processes that do not always run smoothly (e.g. curriculum development). In the first chapter of the handbook, innovations are described as a mutual learning process that depends on the different perspectives. So called “innovation practices” are the focus of this chapter, i.e. groups of people who want to work jointly on a difficult task in practice. By means of investigations of different innovation practices from different work and life areas the authors developed a model for the design process of breakthroughs to facilitate innovations. In addition, they identified factors in several studies which influence the design process. Being aware of these relationships they developed 11 design principles in the second chapter of this handbook which can serve as guidelines for individual work in innovation processes in practice. These design principles sound very intuitive and pragmatic, for instance: „Draft an urgent and fascinating question” or “Establish unfamiliar contacts between people with different expertise” or “Work on the basis of mutual attraction”. All design principles are displayed according to the same principle. Initially, the mode of operation of the principle is explained, afterwards, the principle is exemplified further with a practical example, and finally, a guideline is given how to use this principle in one’s own practice. Every design principle is prefaced by a motto and a cartoon which help tomemorize the principle easily. An abbreviated version of every design principle can be found in the toolbox printed on a DIN A6 card including important tips to be used in practice. The toolbox also contains a set of 27 DIN A5 cards, so called cards with methods, which described possible","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123136148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Desire and reality – teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe – a survey","authors":"A. Härtl, C. Bachmann, Katharina Blum, S. Höfer, Tim Peters, Ingrid Preusche, Bianca Raski, S. Rüttermann, M. Wagner-Menghin, A. Wünsch, C. Kiessling","doi":"10.3205/zma000998","DOIUrl":"https://doi.org/10.3205/zma000998","url":null,"abstract":"Objectives: Increasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland – ”D-A-CH”). In support of further curricular development of communicative competencies, the survey by the “Communicative and Social Competencies” (KusK) committee of the German Society for Medical Education (GMA) systematically appraises the scope of and form in which teaching and assessment take place. Methods: The iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14), assessment (n=48), local conditions (n=5), with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute’s curriculum were invited to take part in the survey. Results: Thirty-nine medical schools (40 degree programmes) took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38) and feedback (n=37). Exams are exclusively summative (n=11), exclusively formative (n=3), or both summative and formative (n=16) and usually take place in the fifth or sixth year of studies (n=22 and n=20). Apart from written examinations (n=15) and presentations (n=9), practical examinations are primarily administered (OSCE, n=31); WPA (n=8), usually with self-developed scales (OSCE, n=19). With regards to the examiners’ training and the manner of results-reporting to the students, there is a high variance. Conclusions: Instruction in communicative competencies has been implemented at all 39 of the participating medical schools. For the most part, communicative competencies instruction in the D-A-C-H region takes place in small groups and is tested using the OSCE. The challenges for further curricular development lie in the expansion of feedback, the critical evaluation of appropriate assessment strategies, and in the quality assurance of exams.","PeriodicalId":125822,"journal":{"name":"GMS Zeitschrift für Medizinische Ausbildung","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131564037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}