Journal of veterinary medical education最新文献

{"title":"An Exploratory Study of the Relationships Between Social Values, Work Values, General Self-Efficacy, and Career-Related Self-Efficacy Among Veterinary Students in Taiwan.","authors":"Pei-Chuan Hsu, Zheng-Wei Lin, Chung-Hsi Chou, Peck Toung Ooi, Jyh-Mirn Lai","doi":"10.3138/jvme-2025-0144","DOIUrl":"10.3138/jvme-2025-0144","url":null,"abstract":"<p><p>Career development in veterinary education is shaped by multiple psychological and contextual factors, with career-related self-efficacy recognized as a primary driver of professional choice and persistence. This exploratory study investigated the relationships between social values, work values, general self-efficacy, and career-related self-efficacy among 100 first-year and fifth-year students within the Department of Veterinary Medicine at National Taiwan University. Participants completed a structured questionnaire derived from validated scales. Descriptive analyses revealed moderately high levels across all constructs, and demonstrating robust internal consistency. Although male students reported higher general self-efficacy, no significant sex differences were observed in career-related self-efficacy or other values. Notably, fifth-year students scored significantly lower than first-year students in social values, work values, and career-related self-efficacy. Pearson correlation analysis revealed significant positive associations among the variables, with general self-efficacy exhibiting the most robust correlation with career-related self-efficacy, followed by work values and social values. Multiple regression analysis was performed to identify the unique contributions of social values, work values, and general self-efficacy to career-related self-efficacy, beyond the effects of demographic and experiential factors, collectively accounting for 60.7% of the variance. Within the work values domain, the Reward dimension received the lowest scores, aligning with realistic outcome expectations regarding the local labor market. These findings underscore the need to bolster students' general self-efficacy and align veterinary curricula with their work values to foster career-related self-efficacy. Further research is warranted to explore whether integrating these elements into veterinary training enhances students' preparedness for clinical practice.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"640-646"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148840721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Veterinary Student Knowledge, Attitudes, and Perspectives on Differing Viewpoints Regarding Pain Management After a Role-Play Case Study on Piglet Castration.","authors":"Kathryn L Proudfoot, Lucía Améndola, Monique Pairis-Garcia, Maria Huayamave Hernandez, Beth A Ventura, Suzanne T Millman","doi":"10.3138/jvme-2024-0161","DOIUrl":"10.3138/jvme-2024-0161","url":null,"abstract":"<p><p>Case studies can be valuable tools in veterinary curricula to help students develop critical thinking skills. Little research has investigated how cases can affect student attitudes on complex animal welfare issues. The objectives were to determine if a role-play case on piglet castration would affect veterinary students' (a) ability and confidence in recalling scientific concepts regarding identification and management of pain in animals; (b) attitudes toward pigs, animal pain, and pain management; and (c) self-reflection on different viewpoints on pain and pain management in animals. First-year veterinary students enrolled in a core animal welfare course participated in a 4-week piglet castration case that included group assignments and role-playing. Students completed pre- and post-case quizzes and surveys (<i>n</i> = 128), as well as a written reflection after the case (<i>n</i> = 133). The effects of the case were assessed using quantitative (paired <i>t</i>-tests and Cochran's Q tests for quiz and survey responses) and qualitative (thematic analysis of written reflections) analyses. Students scored 8.6% higher on their post-case quiz and had slightly more positive attitudes toward pigs and the practicality of providing pain management for pigs after the case. Qualitative analysis of the written reflections revealed four main themes, including student preconceptions about pain in animals, flexibility or resistance to change their views on pain management, challenges associated with navigating different perspectives, and key takeaways from the case. Results indicate that role-play cases may help veterinary students learn about, and reflect on, complex animal welfare issues such as pain management.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"656-668"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144475769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Regulated Learning in Early-Year Veterinary Students: Analyzing Strategy Usage and Strategy Knowledge in Anatomy Classes.","authors":"Laura Dörrenbächer-Ulrich, Balazs Gerics, Evelyn Steinberg","doi":"10.3138/jvme-2025-0016","DOIUrl":"10.3138/jvme-2025-0016","url":null,"abstract":"<p><p>Self-regulated learning (SRL) is critical in enabling students to manage extensive learning material effectively. However, the transition from secondary to tertiary education presents significant challenges for students as the demands on their SRL skills increase substantially. In veterinary education, this is particularly evident in anatomy. A better understanding of early-year students' SRL strategy knowledge and SRL strategy usage is needed to design effective interventions. Here we conducted cross-sectional and longitudinal analyses. The cross-sectional approach aimed to investigate: (1a) levels in SRL strategy knowledge and usage; (1b) relations between strategy knowledge and usage; and (1c) their relation to academic achievement. Furthermore, differences between first- and third-semester students were analyzed. The longitudinal approach aimed to: (2) investigate changes in strategy knowledge and usage during one semester. A sample of 181 veterinary anatomy students (108 first and 73 third semester) completed an SRL strategy knowledge test and an SRL strategy usage self-report questionnaire. Sixty students filled out both instruments one semester later. Results showed: (1a) moderate levels of knowledge and usage; (1b) low-to-moderate correlations between knowledge and usage; and (1c) a moderate correlation between usage and achievement. First- and third-semester students only differed in the relation of usage to achievement. Furthermore, (2) motivational strategy usage increased while cognitive and metacognitive strategy usage decreased over one semester, but there were no changes in strategy knowledge. Based on our results, it seems that early-year students need training not only to enhance strategy knowledge but also on how to transfer this knowledge to their everyday study life, especially practical settings.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"647-655"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144289484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Collaborative Game to Assist Veterinary Undergraduate Students in the Conceptualization of a Research Dissertation.","authors":"Delphine Grézel, Anaïs Loizon, Claire Vandermeersch, Thomas Chetot","doi":"10.3138/jvme-2025-0013","DOIUrl":"10.3138/jvme-2025-0013","url":null,"abstract":"<p><p>The veterinary thesis, mandatory in many veterinary curricula, represents an important step in terms of students' autonomy and research-led education. The choice of topic is crucial, especially when the student initiates it rather than accepting a teacher's proposal. To promote diverse thesis work and provide greater support to students, a collaborative game and preparatory activity have been designed with a focus on the thesis project. The game was developed to raise awareness among students of the challenges of creativity and feasibility. The training sequence began with a short presentation by the instructor about the ideation process and project management tools. Then, under instructor supervision, the students played using a deck of cards and worksheets. In the first phase, each group of students drew four cards and used them to imagine an experimental or a clinical thesis topic. The cards represented the elements of a PICO-like question (Population, Intervention, Comparison, Outcome). In the second phase, the groups exchanged their forms with another group, allowing them to evaluate each other's work and suggest modifications. This evaluation phase was based on de Bono's six-thinking-hats method, which encourages students to adopt different perspectives such as critical, creative, or objective thinking when assessing their peers' work. The student appreciation survey, conducted after the training, yielded positive results, particularly in terms of helping students identify different approaches to a topic and fostering collaborative peer discussions.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"609-618"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144553813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Experience of Using CASPer at One College of Veterinary Medicine in the United States.","authors":"Malathi Raghavan, S Kathleen Salisbury, James L Weisman, Lori Stout","doi":"10.3138/jvme-2024-0136","DOIUrl":"10.3138/jvme-2024-0136","url":null,"abstract":"<p><p>CASPer (Computer-based Assessment for Sampling Personal characteristics), an online, open-response situational judgment test, screens applicants to educational programs early in the selection process for non-cognitive abilities. CASPer was applied in Purdue University's DVM admissions cycle in 2020-2021 in two ways: applicants met a threshold criterion of eligibility for further review by having a reported CASPer <i>Z</i>-score >-1.5, and applicants were awarded points for a <i>Z</i>-score >0 during in-depth review. The requirement that applicants meet a threshold CASPer <i>Z</i>-score affected male, underrepresented minority (URM), and international students adversely: higher proportions of these individuals were eliminated early from admissions consideration. Among those with <i>Z</i>-score >-1.5, first-generation, male, URM, and international applicants scored lower, on average, than non-first-generation, female, and non-URM applicants. Additionally, <i>Z</i>-scores were correlated with undergraduate grade point average (uGPA). The correlation coefficient <i>r</i> of <i>Z</i>-scores with cumulative and core uGPA was 0.20 (<i>p</i> < .001) and 0.12 (<i>p</i> < .001), respectively, for all applicants. Hoping to select high-potential applicants without overemphasizing cognitive abilities, we expected CASPer <i>Z</i>-score to be independent from uGPA, which is already weighted appropriately in our process. The nonrandom distribution of <i>Z</i>-scores systematically influenced early rejection and possibly biased later selection of applicants. Concerned that CASPer incorporation may have unintentionally narrowed access to DVM admissions for some applicant groups, and not seeing added value in a standardized test whose predictive validity remains understudied in veterinary medicine-a profession aiming to diversify its workforce-our admissions committee suspended CASPer as an admissions criterion until systematic, multi-source information becomes available within the profession.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"588-599"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144608703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Veterinary Clients' and Veterinarians' Perceptions of the Value Matrix: An Exam Room Communication Aid for Teaching and Practicing Shared Decision-Making.","authors":"Catherine N H Groves, Jason B Coe, Lauren E Grant, Cathy Bauman","doi":"10.3138/jvme-2025-0200","DOIUrl":"10.3138/jvme-2025-0200","url":null,"abstract":"<p><p>Shared Decision-Making (SDM) is a communication process that supports clinical decision-making by leveraging veterinary expertise and client knowledge to create feasible care plans and has been identified to have an important role in practicing the Spectrum of Care (SpoC). One decision-making aid, the Value Matrix (VM), has been developed to support student veterinarians and practicing veterinary professionals in the practice of SDM. Involving one-on-one semistructured interviews, the present study explored veterinary clients' and veterinarians' perceptions of the VM. Interviews were conducted with 21 veterinary clients and 14 veterinarians. Content analysis was performed on verbatim transcripts. All client participants (CPs) (21/21, 100%) and most veterinarian participants (VPs) (12/14, 86%) had an immediate positive reaction to a video example of the VM used in a clinical context. All participants identified advantages to using the VM in support of veterinarian-client decision-making, including the ability to involve the client, address client and patient barriers, and assist clients with information recall and understanding. CPs and VPs described some potential challenges, most commonly fitting discussion of the VM within allotted appointment times. CPs and VPs identified that the VM would be best utilized in complex cases in which preference-sensitive decisions existed. Overall, findings suggest that the VM offers a valuable communication aid for practicing veterinary professionals to consider when engaging clients in SDM. Furthermore, with a recognized need to support teaching SDM as part of educating veterinary professionals, findings suggest the VM also offers a potential educational resource to support the teaching of SDM to student veterinarians.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"619-630"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148578727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multicentric Survey on Learning Styles Between Members of the Veterinary Field.","authors":"Valentina Vitale, Michael P Ward, Gaby van Galen, Vinciane Toppets, Giovanni Barsotti, Judit Viu, Denis Verwilghen","doi":"10.3138/jvme-2025-0012","DOIUrl":"10.3138/jvme-2025-0012","url":null,"abstract":"<p><p>Teaching medical sciences is a continuously evolving process that requires an ongoing update for both students and teachers. Several methods are used to measure learning styles, among which the Visual, Auditory, Read/Write, Kinesthetic (VARK) framework focuses on how learners prefer to obtain information. With this study, we aimed to assess the VARK learning style in a large sample of veterinary students and educators in an aged-variety, multi-lingual, and multi-institutional setting. We obtained a total of 873 replies to our survey: 78.7% students, 6.6% veterinarians, 5.9% people with another occupation inherent to veterinary medicine, 5.7% European or American board-certified specialists, 1.1% veterinary nurses, 0.9% veterinary interns, and 0.9% veterinary residents of different specialties. The replies were obtained from French (56.0%), English (31.7%), Italian (11.5%), and Spanish (0.8%) versions of the survey. Most respondents (52.6%) were unimodal learners, while 47.4% exhibited two or more learning styles. Baby Boomers and Millennials were significantly less likely to use the visual and the aural styles, respectively, compared with Generation Z. Moreover, Baby Boomers were approximately 54.2% less likely to be multimodal learners than Generation Z (χ² = 4.291, <i>p</i> = .038). According to our results, the current veterinary student population is composed of multimodal learners highly adapted to learn visually and by listening, although there are some differences between countries. An initial assessment with the VARK survey at the beginning of the course may help teachers to study their specific population. Finally, here we collect some specific recommendations to follow based on the country where students are enrolled.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"669-675"},"PeriodicalIF":1.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144600870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Small Grants, Big Impact: Outcomes of an Internal Excellence in Education Grant Program.","authors":"Jessica L Ward, Aliye Karabulut-Ilgu","doi":"10.3138/jvme-2026-0119","DOIUrl":"https://doi.org/10.3138/jvme-2026-0119","url":null,"abstract":"<p><p>Evidence-based innovation is essential for advancing veterinary medical education, yet dedicated funding for educational research remains limited. In 2016, the Iowa State University College of Veterinary Medicine established the Excellence in Education Grant (EEG) program to provide competitive intramural funding for faculty-led educational research. This Best Practice report evaluates the first 8 years of the program and compares its outcomes with similar initiatives in human medical education. Administrative records, financial data, and project reports from seven funding cycles (2016-2024) were retrospectively reviewed. Outcomes evaluated included project completion, achievement of objectives, curricular implementation, creation of durable educational resources, scholarly dissemination, fiscal utilization, and investigator perceptions of the program. Twenty-three projects received a total of $287,836 in funding (mean award: $12,416); 21 projects proceeded to implementation. Of these, 81% achieved their stated objectives and 71% resulted in sustained curricular adoption, including integration of point-of-care ultrasound, cardiopulmonary resuscitation, antimicrobial stewardship, and faculty development initiatives. Nearly half of funded projects generated durable educational resources including simulation models and digital learning tools. Thirty-eight percent of projects produced conference presentations or peer-reviewed publications. Faculty consistently described the program as an important catalyst for educational innovation, scholarship, and professional development, particularly for clinician-educators. Although project timelines frequently required extension, these challenges informed subsequent improvements in program oversight and fiscal management. The EEG program demonstrates that relatively small institutional seed grants can generate substantial returns through sustained curricular innovation, educational scholarship, and faculty development, providing a practical and replicable best practice model for advancing veterinary medical education.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260119"},"PeriodicalIF":1.1,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Practical Approach to a Realistic Problem: Rapid Blueprinting a Progress Test for Veterinary Medicine in North America.","authors":"Kent G Hecker, Janine Hawley, Richard A Feinberg, Fen Fan, Courtney Vengrin, Heather Case, Raja Subhiyah","doi":"10.3138/jvme-2025-0134","DOIUrl":"https://doi.org/10.3138/jvme-2025-0134","url":null,"abstract":"<p><p>A blueprint is a template for an assessment that outlines the knowledge, skills, attributes, species, and systems to be assessed and the respective weightings (percentage of the assessment) for the key content areas. This is a foundational step in building content validity for an assessment method. The rapid blueprinting process is reported to be a quick and cost-effective approach to developing a blueprint that consists of two phases. The first is an in-person advisory committee meeting consisting of educational experts and key stakeholders (10-15 people) to build the framework of the assessment, based on identified foundational knowledge and skills (common across schools) at a specific time point (e.g., graduation). Key documents used to guide these discussions could include information on the type of assessment (low-stakes or high-stakes assessments), the types of items to be used (i.e., multiple-choice questions), and competency frameworks from which to build the assessment (i.e., the Competency-Based Veterinary Education framework and the Council on Education competencies). The second phase involves engaging the broader community in a validation step, via a modified Delphi procedure, to review the content and provide emphasis on those areas. Here, we outline the steps of the rapid blueprinting process to build a test blueprint for academic veterinary medicine progress test in North America. This method could assist both schools and post-graduate veterinary specialty colleges in building test or curriculum blueprints in a rapid, cost-effective manner and to develop validity evidence for the use and interpretation of test scores.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250134"},"PeriodicalIF":1.1,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"It Does Tend to Be a Sort of One-Size-Fits-All Approach\": Perceptions and Experiences of Staff Teaching Neurodivergent Students in Veterinary Clinical Learning Environments.","authors":"Helena Ivey, Kirstie J Pickles, Sabine Tӧtemeyer","doi":"10.3138/jvme-2026-0013","DOIUrl":"https://doi.org/10.3138/jvme-2026-0013","url":null,"abstract":"<p><p>Clinical learning environments (CLEs) are integral in veterinary education, providing short placements of hands-on learning in clinical practices at veterinary schools or external practices. Staff must facilitate neurodivergent (ND) students' reasonable adjustments, while balancing teaching and other competing interests, while university-designed support plans are based on the traditional academic environment. CLEs are usually commercial businesses where students are taught by academic and non-academic clinical staff, the latter often having limited educational training. Understanding CLE staff's attitudes, perceptions, and experiences is required to enable optimal student support. A questionnaire investigated these attributes at one UK veterinary school. Thirty-two staff responded; 12 undertook follow-up interviews. Mixed-method data analysis was performed. Most participants agreed ND students need extra support in CLEs; opinion differed about how and to what extent. Some participants expected ND students to become \"more resilient\" as they considered reasonable adjustments would not be available following graduation. Additional individual student information, including strategies and accommodations on other placements, was wanted. Staff attitudes to neurodiversity awareness training varied widely. Training barriers included insufficient time, staff workloads, negative attitudes, perceived challenges in implementing training, and lack of relevant training. Conversely, enabling factors included sufficient time, compulsory training, improving training accessibility and flexibility, opportunities to hear from ND individuals, highlighting benefits of training and improved support, and external training. Improving psychological safety in CLEs was identified as critical. Most participants advocated increasing awareness and visibility of neurodiversity, enhancing the clarity of support structures, and providing time to undertake meaningful, relevant neurodiversity training pertaining to CLEs.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260013"},"PeriodicalIF":1.1,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149111603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"农林科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}