Journal of Clinical and Translational Science最新文献

{"title":"National dissemination of an online research mentor training intervention: Evidence of an asynchronous model to promote learning outcomes and behavior change.","authors":"Anne Marie Weber-Main, Kimberly Spencer, Emma Dums, So Hee Hyun, Christine Pfund","doi":"10.1017/cts.2025.84","DOIUrl":"10.1017/cts.2025.84","url":null,"abstract":"<p><p>Engaging, accessible, evidence-based interventions are needed to support the professional development of research mentors within the clinical and translational sciences. This article reports on the usage and impact of the University of Minnesota Clinical and Translational Science Institute's online mentor training module, <i>Optimizing the Practice of Mentoring (OPM).</i> Among the 1,124 <i>OPM</i> users in our contemporary evaluation sample (Feb 2019-June 2022), retrospective pre-to-post gains were observed in respondents' self-rated mentorship skills (11 items), perceptions of the overall quality of mentoring they provide, and mentoring confidence. A high proportion (83%) of users reported making or intending to make changes in their mentoring practices as a result of the training. Example behavior changes included a greater focus on aligning expectations, more proactive attention to the relationship (overall and its distinct phases), increased usage of active communication skills, adoption of tools such as Individual Development Plans, and ongoing self-reflection. Over a 10-year period, 4,011 unique individuals registered for the module, representing over 650 different institutions (a majority being affiliated with past or current Clinical and Translational Science Hubs). <i>OPM</i> has the versatility to be employed as a standalone, asynchronous approach for mentor development or as one curricular component of more comprehensive, multimodal programs.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e113"},"PeriodicalIF":2.1,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12171925/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317057","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":"Community perspective analysis: Informing the design of a community-academic research readiness protocol.","authors":"Kendra Juliette, Noelle Gorka, Athena S McKay, Donald Vereen, Bettina Campbell, Sarah Bailey, Luther Evans, Vaishali Nambiar, Elias Samuels, Patricia Piechowski, Ella Greene-Moton, Arlene Sparks, E Hill De Loney, DeWaun Robinson, Kent D Key, Susan J Woolford","doi":"10.1017/cts.2025.83","DOIUrl":"10.1017/cts.2025.83","url":null,"abstract":"<p><strong>Introduction: </strong>Community-engaged partnerships (community/academia/government) can play a role in developing effective protocols that address public health crises. Systemic racism, prioritization of money over humanity, and the repression of the local democratic processes through the State of Michigan Emergency Manager Law (Order of Act 439) all played a role in the Flint Water Crisis. Despite decades of collaboration between Flint-based community organizations and academic institutions, ways to navigate such crises and conduct relevant research were ineffective.</p><p><strong>Methods: </strong>The Michigan Institute for Clinical and Health Research Community Engagement program at the University of Michigan and Flint's Community Based Organization Partners co-developed the Research Readiness and Partnership Protocol (R2P2) to provide community-engaged recommendations that inform a rapid research response to public health emergencies. The R2P2 Workgroup conducted an extensive literature review and key interviews to inform protocol development.</p><p><strong>Results: </strong>This manuscript provides an overview of the Workgroup's methods, key interview findings, and the main principles identified. Detailed recommendations and key elements to address prior to and during a crisis will be presented including methods for: establishing and maintaining trust, ensuring transparency, supporting clear communication, establishing a \"front door\" to academic institutions including a means to \"sound the alarm,\" addressing academic incentives, achieving equitable resource sharing, and addressing systemic racism.</p><p><strong>Conclusion: </strong>This manuscript of community perspectives provides essential elements to develop meaningful community-academic research partnerships to address public health crises impacting communities, particularly communities of color. Furthermore, this work highlights an opportunity for greater acknowledgment and utilization of community-based participatory research (CBPR) by academic institutions.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e124"},"PeriodicalIF":2.1,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12209965/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144540429","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":"Development and implementation of a novel mentoring program for clinical and translational team scientists.","authors":"Kathy K Griendling, Jocelyn G Baker, Lauren A James, Lillian T Eby","doi":"10.1017/cts.2025.73","DOIUrl":"10.1017/cts.2025.73","url":null,"abstract":"<p><p>The importance of mentoring for professional development in Science, Technology, Engineering, Mathematics and Medicine (STEMM) fields is well established. With the increasing prevalence of team science, mentoring that incorporates team science skills is essential. Here, we describe a novel mentoring program designed to develop technical and relational/interpersonal skills for working in multi-disciplinary team science environments and to develop networks to improve collaboration in multi-disciplinary team science. The Georgia Clinical and Translational Science Alliance Translational Education and Mentoring in Science program is a nine-month program consisting of one-on-one mentoring, peer mentoring groups, mentoring resources, and shared learning experiences. Mentees (fellows) are exposed to a wide range of learning opportunities related to the goals of the program. This multi-institutional effort, in its fifth year, has been well received by participants. To date, 95 faculty, post-doctoral fellows, and research scientists have participated in the program as mentees. Participants indicated that they enjoyed the program, identified new networking opportunities, and would recommend it to others. In addition, fellows reported improved relational, technical, and networking skills over the duration of the program. Mentor ratings were also quite favorable. The multi-institutional nature of the program enriched learning and its unique structure combining traditional one-on-one mentoring with peer learning communities has been beneficial to those participating.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e97"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089851/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110329","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":"Erratum: Addressing the challenges of conducting community-engaged research during COVID-19: Rapid development and evaluation of a COVID-19 Research Patient and Community Advisory Board (PCAB) - CORRIGENDUM.","authors":"J Harrison, N Palmer, A Cabrera, P Fleisher, E Wong, M LeSarre, K Grumbach, J Banta, L Tealer, A Reynolds, A Wassmann, T Rose, T Nguyen","doi":"10.1017/cts.2025.87","DOIUrl":"10.1017/cts.2025.87","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1017/cts.2022.413.].</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e100"},"PeriodicalIF":2.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089844/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110508","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":"Measuring the interpersonal component of the mentoring relationship: The mentorship working alliance scale - mentee version.","authors":"Jenna Griebel Rogers, Angela Byars-Winston","doi":"10.1017/cts.2025.72","DOIUrl":"10.1017/cts.2025.72","url":null,"abstract":"<p><strong>Introduction: </strong>The interpersonal and relational dimensions of mentoring have been identified as critical components of effective mentorship. However, no scale currently exists to assess this specific aspect of the relationship. This study introduces a new instrument, the mentorship working alliance (MWA) - mentee version, and presents initial evidence supporting its validity in evaluating the interpersonal elements of mentoring relationships.</p><p><strong>Methods: </strong>Through a series of pilot tests and revisions, we developed a 12-item scale that assesses two dimensions of the MWA: relational quality (6 items), which captures how a mentee feels about the relationship, and relational effectiveness (6 items), which reflects the mentee's perception of their mentor's actions in facilitating or advancing the working relationship. To evaluate the scale's construct validity and reliability, we conducted a confirmatory factor analysis (CFA) and internal consistency reliability analysis on a sample of 345 graduate students.</p><p><strong>Results: </strong>CFA provided evidence for the validity of the two-dimensional MWA scale, which assesses relational quality and relational effectiveness, with Cronbach's alpha coefficients of 0.96 and 0.89, respectively. All parameter estimates for individual items were significant, with standardized factor loadings ranging from 0.66 to .83.</p><p><strong>Conclusions: </strong>The MWA scale - mentee version enables researchers to assess the interpersonal dimensions of mentoring relationships, offering valuable insights into the components of effective mentorship. By introducing this scale, we pave the way for further investigation into how mentorship interventions influence the MWA, thereby enhancing the overall quality of mentoring experiences. Additionally, we offer recommendations for future studies.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e99"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110517","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":"Development and assessment of a Mentor Training Workshop Series and Certificate Program.","authors":"Kenzie A Cameron, Mercedes R Carnethon, Morgan Barrowman, Leah J Welty","doi":"10.1017/cts.2025.71","DOIUrl":"10.1017/cts.2025.71","url":null,"abstract":"<p><p>Within the Northwestern University Clinical and Translational Sciences Institute, we created a foundational and fluid mentor training curriculum to provide competency-based mentor training for faculty. Via our \"Developing and Enhancing Mentoring Relationships\" mentor workshop series, launched in 2020, we present eight 90-minute workshops each academic year. This series is designed for both training naive participants and previously trained mentors across ranks and tracks and offers both repeating (\"required\") and new (\"elective\") workshops annually. We implemented a Mentor Training Certificate Program (MTCP) in 2021 to formally recognize faculty who complete a minimum of nine hours of training, consisting of three required and at least three elective training sessions. Over the first four years of the workshop series, 345 unique faculty attended at least one workshop; 46 completed requirements for the MTCP. MTCP participants complete baseline and annual surveys focused on self-assessment of nine mentoring skills (e.g., providing feedback) and frequency of engaging in five recommended mentoring behaviors (e.g., aligning expectations). Scores increased significantly across all skills; participants reported increased frequency of mentoring behaviors and high satisfaction with the program. Our mentor workshop series, offering both repeating and new workshops annually, provides faculty the opportunity for either initial or advanced training.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e98"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089858/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110327","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":"Participant experiences in a decentralized clinical trial using digital health technologies: The ACTIV-6 study.","authors":"Carrie Reale, Janelle Faiman, Russ Beebe, Jessica S Marlin, Sean Collins, David R Boulware, Sarah E Dunsmore, Florence Thicklin, Thomas G Stewart, Adrian F Hernandez, Russell L Rothman, Christopher J Lindsell, Shilo Anders","doi":"10.1017/cts.2025.69","DOIUrl":"10.1017/cts.2025.69","url":null,"abstract":"<p><strong>Background: </strong>Inadequate recruitment and retention impede clinical trial goals. Emerging decentralized clinical trials (DCTs) leveraging digital health technologies (DHTs) for remote recruitment and data collection aim to address barriers to participation in traditional trials. The ACTIV-6 trial is a DCT using DHTs, but participants' experiences of such trials remain largely unknown. This study explored participants' perspectives of the ACTIV-6 DCT that tested outpatient COVID-19 therapeutics.</p><p><strong>Methods: </strong>Participants in the ACTIV-6 study were recruited via email to share their day-to-day trial experiences during 1-hour virtual focus groups. Two human factors researchers guided group discussions through a semi-structured script that probed expectations and perceptions of study activities. Qualitative data analysis was conducted using a grounded theory approach with open coding to identify key themes.</p><p><strong>Results: </strong>Twenty-eight ACTIV-6 study participants aged 30+ years completed a virtual focus group including 1-4 participants each. Analysis yielded three major themes: perceptions of the DCT experience, study activity engagement, and trust. Participants perceived the use of remote DCT procedures supported by DHTs as an acceptable and efficient method of organizing and tracking study activities, communicating with study personnel, and managing study medications at home. Use of social media was effective in supporting geographically dispersed participant recruitment but also raised issues with trust and study legitimacy.</p><p><strong>Conclusions: </strong>While participants in this qualitative study viewed the DCT-with-DHT approach as reasonably efficient and engaging, they also identified challenges to address. Understanding facilitators and barriers to DCT participation and DHT interaction can help improve future research design.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e121"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12209966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144540439","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":"Comparing mentored research experiences for undergraduates across institutional contexts.","authors":"Jazzmine K Waugh, MacKenzie J Gray, Sanya Surya, Thomas E Keller","doi":"10.1017/cts.2025.59","DOIUrl":"10.1017/cts.2025.59","url":null,"abstract":"<p><strong>Background: </strong>Mentored undergraduate research experiences (UREs) can play a critical role in developing science identity and skills, especially for students from historically underrepresented backgrounds. This study investigates science identity and responsibility for scientific roles among scholars in a program aiming to diversify the biomedical workforce. Scholars were placed in UREs at either their home institution (a minority-serving institution [MSI]) or at a research-intensive medical institution with a Clinical and Translational Science Award (CTSA).</p><p><strong>Methods: </strong>We analyze data from surveys administered annually to the scholars. We first compare changes in science identity for scholars placed at the MSI and the CTSA site from the term after the scholar started their URE to one year later. We then analyze differences in responsibility in scientific roles performed by scholars at the two institutions.</p><p><strong>Results: </strong>We found evidence of gains in science identity after a year for scholars placed at both institutions but of a somewhat larger magnitude at the CTSA site. However, no significant differences were observed across institutions on science identity at the endpoint. An exploration of scientific roles suggests that scholars at the CTSA site assumed more responsibility in roles related to data curation and analysis, while scholars at the MSI had higher responsibility for resource acquisition-related roles.</p><p><strong>Conclusion: </strong>These results suggest that CTSA site URE placements may offer distinct opportunities for both identity formation and skill development beyond placements at home institutions. Overall, these results suggest opportunities for partnerships between MSIs and CTSA sites in the training of biomedical researchers.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e95"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089855/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110392","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":"Implementing electronic health record-based anxiety and depression screening in an epilepsy clinic: Theory-based implementation strategy and pre-post quantitative outcomes using Reach, Effectiveness, Adoption, Implementation, and Maintenance.","authors":"Heidi M Munger Clary, Halley B Alexander, Sabina Gesell, Mingyu Wan, Kelly R Conner, Cormac O'Donovan, Jane Boggs, Christian Robles, Maria Sam, Jerryl Christopher, Christina Marini, Beverly M Snively","doi":"10.1017/cts.2025.74","DOIUrl":"10.1017/cts.2025.74","url":null,"abstract":"<p><strong>Introduction: </strong>Anxiety and depression in epilepsy are common and impactful. Screening with validated measures at every epilepsy visit is a quality measure, yet screening remains limited due to time constraints.</p><p><strong>Methods: </strong>This study aimed to develop an implementation strategy for anxiety and depression screening at an epilepsy center and evaluate it in a pre-post design with RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance). Guided by the Capability, Opportunity, Motivation-Behavior behavior change wheel framework, the strategy incorporated electronic health record tools and support staff activation of electronic screeners during visit check-in. Outcomes were evaluated over five months post-implementation and compared with two 3-month pre-implementation timeframes.</p><p><strong>Results: </strong>Post-implementation, 29.2% of 943 visits met the anxiety and depression screening quality measure, a significant increase from 12.6% immediately pre-implementation (p < 0.0001) and 6.28% before any screening interventions (p < 0.0001). Patients who completed electronic screeners post-implementation were younger than non-completers (mean 39.3 vs. 43.4 years, <i>p</i> = 0.001) and more likely to be white than other race/ethnicity categories (p = 0.002). There was substantial variability in screening rates among clinic staff (0-80% for support staff, 10.1-55.3% for providers), with higher screening among neurology support staff than temporary staff. Only 0.23% of post-implementation visits had screeners initiated but left incomplete. A shift to virtual visits during COVID-19 complicated Maintenance.</p><p><strong>Conclusions: </strong>This framework-based implementation strategy effectively increased screening rates by epilepsy specialists, though challenges remain, including variability across clinic team members and lower reach among older and non-white patients. This study describes a feasible strategy for epilepsy centers to use for improved performance on an American Academy of Neurology quality measure (depression and anxiety screening for patients with epilepsy).</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e108"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12171918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317055","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":"Advancing research translation in addiction and pain: A portfolio analysis of the NIH HEAL initiative.","authors":"Ginnie Sawyer-Morris, Merve Ulukaya, Bryce Kushmerick-McCune, Kendra J Clark, Jacqueline Bruce, Scott Gatzke, Scott T Walters, Faye S Taxman","doi":"10.1017/cts.2025.68","DOIUrl":"10.1017/cts.2025.68","url":null,"abstract":"<p><strong>Background: </strong>To date, the NIH Helping to End Addiction Long-term (HEAL) Initiative has funded over 1,000 projects that aim to identify new therapeutic targets for pain and substance use disorder (SUD), develop nonpharmacological strategies for pain management, and improve overdose and addiction treatment across settings. This study conducted a portfolio analysis of HEAL's research to assess opportunities to advance translation and implementation.</p><p><strong>Methods: </strong>HEAL projects (FY 2018-2022) were classified into early (T0-T1) and later (T2-T4) translational stages. Eleven coders used a 54-item data collection tool based on the Consolidated Framework for Implementation Research (CFIR) to extract project characteristics (e.g., population, research setting) relevant to translation and implementation. Descriptive statistics and visualization techniques were employed to analyze and map aggregate characteristics onto CFIR's domains (e.g., outer setting).</p><p><strong>Results: </strong>HEAL's portfolio comprised 923 projects (33.7% T0-T1; 67.3% T2-T4), ranging from basic science (27.1%) and preclinical research (21.4%) to clinical (36.8%), implementation (27.1%), and dissemination research (13.1%). Most projects primarily addressed either addiction (46.3%) or pain (37.4%). Implementation-related gaps included the underrepresentation of certain populations (e.g., sexual/gender minorities: 0.5%). T0-T1 projects occurred primarily in laboratory settings (35.1%), while T2-T4 projects were concentrated in healthcare settings (e.g., hospitals: 21.6%) with limited transferability to other contexts (e.g., community: 12.9%).</p><p><strong>Conclusion: </strong>Opportunities to advance translational and implementation efforts include fostering interdisciplinary collaboration, prioritizing underserved populations, engaging with community leaders and policy stakeholders, and targeting evidence-based practices in nonclinical settings. Ongoing analyses can guide strategic investments to maximize HEAL's impact on substance use and pain crises.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e92"},"PeriodicalIF":2.1,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089859/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110340","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}