International Journal of Medical Education最新文献

{"title":"Associations between professional values and self-actualization among South Korean and Chinese medical students.","authors":"Hyojeong Hwang, Jun-Ki Lee, Qiuyue Fang, Hyo Hyun Yoo","doi":"10.5116/ijme.6ac6.3280","DOIUrl":"https://doi.org/10.5116/ijme.6ac6.3280","url":null,"abstract":"<p><strong>Objectives: </strong>To compare professional values endorsed at one South Korean and one Chinese medical school, examine which values were associated with endorsement of self-actualization, and identify latent value classes.</p><p><strong>Methods: </strong>Cross-sectional convenience survey of 321 medical students: 211 second- and third-year students at a Korean national university, 110 at a Chinese medical college. Twelve items (11 values, self-actualization) were scored as endorsed or not, with unlimited selections; the Chinese version was back-translated. Analyses were t-tests, phi coefficients, logistic regression, and latent class analysis with Benjamini-Hochberg correction.</p><p><strong>Results: </strong>Competence was endorsed most frequently in both samples. Korean students endorsed competence, t₍₃₁₉₎ = 3.27, p = .001, and collaboration, t₍₃₁₉₎ = 4.05, p < .001, more often, Chinese students endorsed social recognition, t₍₃₁₉₎ = -3.01, p = .003; all survived correction, with small effects (d = 0.38, 0.48, -0.35). Satisfaction with the major was higher in the Korean sample, t₍₃₁₈₎ = 27.66, p < .001, d = 3.26, reported descriptively only. Social contribution was associated with self-actualization in both samples (r = .25 Korean, .44 Chinese) and was the only logistic coefficient to remain significant after adjustment (OR = 5.42, p = .001, Chinese sample); Korean associations attenuated after adjusting for the number of values endorsed. Latent classes (two Korean, three Chinese) differed mainly in endorsement breadth.</p><p><strong>Conclusions: </strong>Social contribution was the most consistent correlate of endorsement of self-actualization. Because each country was represented by one institution, differences cannot be attributed to culture. Career guidance may address value heterogeneity within cohorts; multi-institutional longitudinal research is needed.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"146-155"},"PeriodicalIF":1.9,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149227964","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":"Evaluating undergraduate academic prerequisites across institution types in an integrated med-ical curriculum.","authors":"Christian C Steciuch, Sarah A Keim, David W Becker, Brian D Steele","doi":"10.5116/ijme.6ab2.3ff3","DOIUrl":"https://doi.org/10.5116/ijme.6ab2.3ff3","url":null,"abstract":"<p><strong>Objectives: </strong>This evaluation study examines how undergraduate courses, institution type, and the presence of a gap year relate to outcomes at an MD-granting medical school in the United States.</p><p><strong>Methods: </strong>Archival educational data was analyzed from 1,476 matriculating students between 2017 and 2023. Variables included undergraduate science grade point average, medical college aptitude test subscale scores, course credit hours, institution type, and gap time since graduation. Correlational analyses and mean comparison between groups were conducted.</p><p><strong>Results: </strong>Students' grade point average in required prerequisites at four-year universities was moderately correlated with academic performance (Pearson's r's = .17-.29), but grade point average in the same courses at community colleges was not. The one exception was physics, (Pearson's r = .20). Notably, the number of credit hours in required prerequisites was not correlated with medical school performance in any institution type. There were no significant differences between students who graduated from a public or private, or domestic or international university. Students who had at least one gap year (M = 83.8%, SD = 5.56%) performed slightly lower on internal block exams than students who had no gap year (M = 84.9%, SD = 5.16%), t₍₁₂₃₅₎ = 3.686, p < .001, Cohen's d = .21.</p><p><strong>Conclusions: </strong>Although the findings are from a single institution, institution-level analyses are essential for dispelling commonly held beliefs about applicant readiness, giving credence to a more holistic view of applicants.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"139-145"},"PeriodicalIF":1.9,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13653654/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is readiness for interprofessional learning maintained until graduation? A longitudinal study of medical students.","authors":"Takami Maeno, Ryohei Goto, Junji Haruta, Ayumi Takayashiki, Sachiko Ozone, Masatsune Suzuki, Tetsuhiro Maeno","doi":"10.5116/ijme.6aab.f620","DOIUrl":"https://doi.org/10.5116/ijme.6aab.f620","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to examine changes in medical students' readiness for interprofessional learning before and after community-based medical education (CBME), and whether these changes are sustained until graduation.</p><p><strong>Methods: </strong>This longitudinal observational study included medical students at T University who participated in CBME during the 2018-2019 and 2019-2020 academic years. Data were collected as part of routine curriculum evaluation, with written informed consent obtained for research use. Participants were followed prospectively until graduation, with earlier data obtained from interprofessional education (IPE) programs. Readiness for interprofessional learning was assessed using the Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS). The primary analysis focused on changes before CBME (T5), after CBME (T6), and at graduation (T7). A one-way repeated-measures analysis of variance (ANOVA) with Greenhouse-Geisser correction was conducted, followed by Bonferroni-adjusted post hoc comparisons.</p><p><strong>Results: </strong>Analyses were conducted among participants with complete data at T5-T7 (n = 192). RIPLS scores increased after CBME, peaked at T6, and decreased at graduation. Repeated-measures ANOVA showed a significant effect of time (F_{(1.60, 305.28)} = 31.50, p < .001, ηp² = 0.14). Post hoc analyses showed higher scores at T6 than T5 (p < .001) and lower scores at T7 than T6 (p < .001), with no difference between T5 and T7 (p = .062).</p><p><strong>Conclusions: </strong>Readiness for interprofessional learning increased after CBME but was not sustained until graduation. Strengthening continuity between undergraduate IPE and postgraduate training may help sustain readiness and support transition to clinical practice.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"131-138"},"PeriodicalIF":1.9,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13630424/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149109226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence in psychiatric care and education: a qualitative study of factors influencing adoption in Singapore.","authors":"Daniel Poremski, Ker-Chia Wei, Boon Tat Ng, Jia Wang, Kang Sim","doi":"10.5116/ijme.6a7f.60c5","DOIUrl":"10.5116/ijme.6a7f.60c5","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to understand how AI's perceived role interacts with emerging barriers and facilitators to identify factors influencing its adoption across clinical and educational professions in Singapore.</p><p><strong>Methods: </strong>This study followed a qualitative approach guided by a medical-pedagogical theoretical framework. Semi-structured interviews were conducted between May and July 2025 and followed an interview guide based on the medical-pedagogical framework. Twenty-four people participated, including eight nurses, six psychiatrists, and 10 allied health professionals. All were clinicians and educators. Data were analysed using thematic analysis, with attention to emergent patterns across patient care and educational contexts.</p><p><strong>Results: </strong>Participants recognised significant potential for AI in patient care and healthcare professions education, particularly for information access, retrieval, clinical documentation, AI-augmented training methods such as virtual patients and educational content creation. Barriers included fears of professional skill degradation, role confusion, lack of familiarity with capabilities and the need for personal evidence of benefit. Enablers encompassed integrated, context-specific training, clear governance frameworks, and peer networks facilitating experiential learning and responsible use. Participants emphasised maintaining human connection and reflective practice as essential to psychiatric care and education.</p><p><strong>Conclusions: </strong>Effective AI adoption in psychiatric care and education can be facilitated by clearly delineating tasks, embedding digital literacy into training, communicating robust governance structures, and introducing peer-led communities of practice. Relevant stakeholders should be engaged to align AI deployment with real clinical workflows, optimising both patient care and educational outcomes.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"121-130"},"PeriodicalIF":1.9,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13563281/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148839703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"My bad tooth and why it matters: the neglected value of \"Medical Touch\".","authors":"Ami Schattner","doi":"10.5116/ijme.6a5f.3a9d","DOIUrl":"10.5116/ijme.6a5f.3a9d","url":null,"abstract":"","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"119-120"},"PeriodicalIF":1.9,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13563276/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148758209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An international, cross-sectional comparative study of general practice curricula in medical school programmes.","authors":"Rachel Roskvist, Shomel Gauznabi, Ellen Walker, Ranche Johnson, Kyle Eggleton, Susan Wells, Felicity Goodyear-Smith","doi":"10.5116/ijme.6a37.f280","DOIUrl":"10.5116/ijme.6a37.f280","url":null,"abstract":"<p><strong>Objectives: </strong>To describe and compare how undergraduate general practice (GP) is taught across medical school programmes in selected high-income countries, to inform curriculum redesign at the University of Auckland, New Zealand.</p><p><strong>Methods: </strong>International observational cross sectional comparative study. Study participants were academic leads responsible for undergraduate general practice curricula in medical schools in Australia, England, Ireland, Canada, Norway, Iceland. Forty-four medical schools. Pragmatic purposive sampling to maximise diversity in geography, institutional age, programme structure, rural-urban context, student intake size. Single semi-structured interviews conducted April to November 2024, face-to-face or by videoconference. Interviews audio recorded with consent, transcribed verbatim, and supported by field notes. Data analysed using EPIC GP, modified SPICES derived framework examining electives, problem-based learning, curriculum integration, community based exposure, GP focused university teaching, and interprofessional education. Programmes coded and scored using a structured consensus process. Descriptive statistics and hierarchical cluster analysis used to identify patterns.</p><p><strong>Results: </strong>Marked variation observed in the organisation and visibility of general practice. Three curriculum typologies identified: hospital focused programmes with limited GP exposure; GP focused programmes with integrated, GP-led teaching; and community- or primary-health-care-focused programmes emphasising interprofessional education.</p><p><strong>Conclusions: </strong>This study provides an international comparative description of undergraduate GP teaching models. The findings demonstrate multiple approaches to embedding general practice beyond traditional block placements. Medical schools facing placement constraints may consider earlier GP engagement, increased GP led campus teaching, and selective use of simulation or digital learning. Further studies should examine educational and workforce outcomes.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"109-118"},"PeriodicalIF":1.9,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13563277/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148421001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Traditionalist, supplementer, or reformer? medical student use of non-official curricular resources.","authors":"Donovan Makus, Jessica Maher, Mark Labib, Anushu Kashyap, Susan Humphrey-Murto","doi":"10.5116/ijme.6a31.72ef","DOIUrl":"10.5116/ijme.6a31.72ef","url":null,"abstract":"<p><strong>Objectives: </strong>The purpose of this study was to explore why and how medical students use non-traditional learning resources relative to the formal curriculum, to inform curriculum development efforts, and support self‑directed learning.</p><p><strong>Methods: </strong>A qualitative study grounded in a pragmatic research approach was conducted using semi structured interviews with medical students at the University of Ottawa. Participant recruitment occurred via email/social media, and a pre survey was used to ensure sampling of both low- and high-level resource users. Transcripts were analyzed using reflexive thematic analysis in NVivo. Analysis was both deductive, guided by self-regulated learning (motivation, goal setting, feedback, self-monitoring), and inductive to capture unanticipated themes.</p><p><strong>Results: </strong>Twenty-nine students participated (18 pre-clerkship; 11 clerkship). Four themes were developed: two addressing motivations  for using non‑traditional resources-the traditional curriculum is repetitive and inflexible and non‑traditional resources are high‑yield and flexible; one addressing goal setting-studying for today's exam or tomorrow's patient; and one addressing how students engage with resources, captured through three archetypes-the Traditionalist, the Supplementer, and the Reformer.</p><p><strong>Conclusions: </strong>This study demonstrates how medical students navigate learning by turning to non-traditional resources, shaped by their motivations, goal orientations, and distinct engagement patterns. These insights highlight opportunities to streamline and modernize curricula, integrate vetted high yield resources, and strengthen students' self-regulated learning skills. Leveraging the three learner archetypes can further guide curriculum planning by recognizing diverse learning approaches, engaging Supplementers as indicators of curricular gaps, supporting Traditionalists with structured pathways, and viewing Reformers' non-attendance as an expression of SRL rather than disengagement.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"97-108"},"PeriodicalIF":1.9,"publicationDate":"2026-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13577449/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148390629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bullying and sexual harassment of medical and nursing students, in relation to stress, burnout and intention to dropout.","authors":"Caroline Olsson, Anna Toropova, Irene Jensen, Christina Björklund","doi":"10.5116/ijme.6a31.6bd0","DOIUrl":"10.5116/ijme.6a31.6bd0","url":null,"abstract":"<p><strong>Objectives: </strong>This study examines the prevalence and impact of bullying and sexual harassment among students in nursing and medical education programmes in Sweden.</p><p><strong>Methods: </strong>This cross-sectional survey targeted students from 38 universities. A total of 18,582 individuals responded to the questionnaire, yielding a 25% response rate. The sample included students enrolled in nursing (N = 1,083) and medical (N = 431) programmes. Data were analysed using descriptive statistics and two-sample t-tests.</p><p><strong>Results: </strong>Among female students who experienced bullying, higher levels of stress ( t ₍₁₁₈₈₎ = 4.91, p < .001), burnout (t₍₁₁₈₈₎ = 5.83, p < .001), and intention to quit studies ( t ₍₁₁₈₆₎ = 4.30, p < .001) were reported. Bullied male students showed elevated stress ( t ₍₃₁₇₎ = 3.15, p = .002), burnout ( t ₍₃₁₇₎ = 3.49, p < .001), and intention to quit ( t ₍₃₁₆₎ = 3.67, p < .001). Female students who experienced sexual harassment reported increased stress ( t ₍₁₁₈₅₎ = 4.02, p < .001), burnout ( t ₍₁₁₈₅₎ = 4.10, p < .001), and intention to quit ( t ₍₁₁₈₄₎ = 2.73, p = .006). In contrast, sexually harassed male students reported higher stress ( t ₍₃₁₄₎ = 2.04, p = .042), but no significant differences in burnout ( t ₍₃₁₄₎ = 0.80, p = .425) or intention to quit ( t ₍₃₁₄₎ = 1.86, p = .064). Students from the nursing- and medical programme reported a higher prevalence of bullying and sexual harassment than other students.</p><p><strong>Conclusions: </strong>Given the high prevalence and detrimental effects of bullying and sexual harassment in nursing and medical education, targeted interventions are needed to prevent and address these behaviours.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"90-96"},"PeriodicalIF":1.9,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13563280/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148390673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Linear virtual patients versus student role-plays in teaching patient-centeredness: a mixed-method study.","authors":"Michał Pers, Robert Kupis, Andrzej A Kononowicz, Grzegorz Cebula, Magdalena Szopa","doi":"10.5116/ijme.6a0d.902f","DOIUrl":"10.5116/ijme.6a0d.902f","url":null,"abstract":"<p><strong>Objectives: </strong>This study is aimed to assess differences in patient-centered attitudes between students using linear virtual patients focused on the patient's perspective and those participating in role-play, compare satisfaction with the methods, and explore students' perceptions.</p><p><strong>Methods: </strong>A mixed-methods study was conducted among third-year medical students attending a communication course. Students were randomly allocated to either the virtual patient or the role-play group. In total, 122 students participated. Patient-centered attitudes were assessed before and after the intervention using the Patient-Practitioner Orientation Scale. Satisfaction was measured using a 7-point questionnaire. Six students participated in semi-structured interviews. Quantitative data were analyzed using nonparametric tests and equivalence testing, while qualitative were analyzed using thematic analysis.</p><p><strong>Results: </strong>No differences were observed between the groups in patient-centered attitudes either before or after the intervention. Equivalence testing indicated that outcomes for both teaching methods fell within a predefined equivalence margin of 0.5 points on the Patient-Practitioner Orientation Scale. Students in the role-play group reported higher satisfaction (role-play: median 5.65, IQR = 5.00-6.09; virtual patients: median 5.06, IQR = 4.24-5.62; p = .001). Qualitative interviews revealed that students valued role-play for interpersonal engagement, virtual patients were appreciated for reducing stress and supporting reflective learning.</p><p><strong>Conclusions: </strong>Methods produced equivalent effects on patient-centered attitudes. Although students expressed a preference for role-play due to its realism, they recognized the reflective and low-stress advantages of virtual patients. Future research should explore hybrid approaches.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"77-89"},"PeriodicalIF":1.9,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13563274/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148294787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognitive regulation in physical therapists' clinical reasoning: a scoping review.","authors":"Yannick Perdrix, Jérémy Nael, Eric Dionne, Nicolas Pinsault","doi":"10.5116/ijme.6a0c.4c0b","DOIUrl":"10.5116/ijme.6a0c.4c0b","url":null,"abstract":"<p><strong>Objectives: </strong>The objective of this scoping review was to explore: (1) the nature and purposes of metacognitive regulation in clinical reasoning activities in Physical Therapy, and (2) the breadth and diversity of methods and tools used to assess metacognitive regulation in clinical reasoning activities in Physical Therapy.</p><p><strong>Methods: </strong>The nine steps of the JBI guideline and the Prisma-Scr checklist were used. The Pubmed, Google Scholar, PsycINFO, EBSCO, and ERIC databases were queried. Resources published after 2000, in English and French, were searched using a broad range of terms defining metacognitive regulation. Two researchers carried out the parallel and blinded selection and extraction of data concerning the nature of metacognitive regulation (timing, type, task characteristics) and its purposes, as well as assessment methods and tools.</p><p><strong>Results: </strong>Of the 1,025 identified articles, 36 were analyzed. An integrative model was created, synthesizing the relationships between five key characteristics: the type, timing, task, focal, interaction, and purposes of metacognitive regulation. Assessment methods showed diversity, while remaining underdeveloped overall.</p><p><strong>Conclusions: </strong>This research formalizes a conceptual framework specific to Physical Therapists metacognitive regulation during clinical reasoning. It establishes a framework and synthesizes existing tools, opening up possible avenues to clarify and develop metacognitive regulation, or engage in research in the field of education.</p>","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"17 ","pages":"61-76"},"PeriodicalIF":1.9,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13563282/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148163176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}