Journal of veterinary medical education最新文献

{"title":"Computer-Generated 3D Models in Veterinary Student Education: Improving Radiographic Interpretation of Canine Congenital Heart Disease.","authors":"Alexandria A Goodyear, Lauren E Markovic, Sherry A Clouser, Brad E Gilleland","doi":"10.3138/jvme-2025-0122","DOIUrl":"https://doi.org/10.3138/jvme-2025-0122","url":null,"abstract":"<p><p>Thoracic radiographic interpretation of congenital heart disease (CHD) is challenging for veterinary students, particularly when translating three-dimensional (3D) anatomic structures into two-dimensional (2D) images. This study evaluated the effectiveness of virtual 3D models in enhancing student interpretation of thoracic radiographs. We hypothesized that 3D models will improve students' spatial and anatomical understanding of healthy and CHD radiographs compared with traditional 2D methods. Three client-owned dogs diagnosed with patent ductus arteriosus, pulmonary valve stenosis, and a healthy control, were enrolled. Computed tomography angiography datasets were used to create 3D cardiac models using image segmentation software. Virtual models were overlaid onto each corresponding dog's thoracic radiographs. A workshop was conducted with third- and fourth-year veterinary students, divided into two interactive learning groups; 2D traditional methods versus virtual 3D models with radiographic overlays. Pre- and post-workshop multiple-choice tests and Likert scale surveys assessed the objective and subjective radiographic interpretation, and CHD understanding. Thirty students participated in the workshop. The mean overall pre-test score was 67.9, and the mean post-test score was 87.5 (<i>p</i> < .001). The mean percentage increase in pre- to post-workshop test scores was 16.8 and 22.1 in the 2D and 3D groups, respectively; however, the difference in score improvement between the groups was not significant (<i>p</i> = .42). Feedback was generally positive, with participants preferring 3D over 2D resources. Both traditional and 3D methods improved students' ability to interpret thoracic radiographs in dogs. Participants preferred 3D resources, highlighting their potential as a valuable adjunct tool in veterinary education.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250122"},"PeriodicalIF":1.1,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148592355","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":"Exploring Female Leadership Globally Across Veterinary Medical Institutions: A Narrative Inquiry of Opportunities, Challenges, and Organizational Strategies.","authors":"Christin Kleinsorgen, Jennifer A Hammond, Sarah Baillie, Kimberly A Carney, Nayana Wijayawardhane, Eloise K P Jillings, Catherine E May, Begum Yurdakok-Dikmen, Elpida Artemiou","doi":"10.3138/jvme-2025-0159","DOIUrl":"https://doi.org/10.3138/jvme-2025-0159","url":null,"abstract":"<p><p>Despite the rapid feminization of the profession, in some regions in the world, women remain underrepresented in veterinary leadership roles worldwide. A similar trend is observed globally within veterinary medical institutions in which women are consistently underrepresented in senior leadership positions This highlights the importance of evaluating the continued gender inequity in academic advancement. This study employed a convenience sampling approach to recruit 33 women from eight geographical regions: the United States and Canada, Africa, Latin America, the Middle East, Australia and New Zealand, Asia, Continental Europe, and the United Kingdom and Ireland. All participants held leadership roles within veterinary education. The study aimed to explore the career paths of these women and to identify common themes, challenges, and regional differences in their leadership journeys. Participants took part in structured Zoom interviews that were analyzed using an inductive thematic analysis approach. Three themes were identified and were centered on leadership, opportunities, and challenges. Female veterinary leaders described being motivated by beneficence and the desire to serve, develop others, and improve veterinary medical education despite persistent challenges related to gender, culture, limited financial support, and ongoing dependent-care demands. Although similarities and differences were noted across geographical regions, participants from Africa and Latin America reported heightened challenges linked to gender bias and cultural and societal expectations. The findings underscore the resilience of female veterinary leaders and highlight the need for continued research and initiatives to foster networks, enhance sponsorship opportunities, and establish formal leadership programs that address the complexities of leadership in veterinary medical education.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250159"},"PeriodicalIF":1.1,"publicationDate":"2026-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148579176","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":"Cat Play or Cat Fray? Investigating the Accuracy of Veterinary Student Classifications of Human-Cat Interactions.","authors":"Jordan Rademacher, Saige Kendall, Torben Nielsen, Julia S L Henning, Susan J Hazel, Peter J Atkinson","doi":"10.3138/jvme-2025-0199","DOIUrl":"https://doi.org/10.3138/jvme-2025-0199","url":null,"abstract":"<p><p>Accurate interpretation of domestic cat behavioural cues is critical for ensuring animal welfare and veterinary staff safety in clinical settings; however, the ability of veterinary students to reliably distinguish between affiliative and agonistic human-cat interactions remains underexplored. This study evaluated the ability of Australian veterinary students to accurately determine feline behavioural cues during human-cat interactions, utilising diagnostic sensitivity and specificity as measures of behavioural interpretation accuracy. A cross-sectional survey was distributed online to Australian veterinary students enrolled in an accredited veterinary program. Participants viewed 10 of 16 randomly selected short videos of human-cat interactions. The videos utilised were previously classified by an expert panel (of five) as affiliative or agonistic interactions, based on ≥80% consensus between the experts. Students classified each interaction as <i>affiliative</i> or <i>agonistic</i>, and diagnostic sensitivity (DSe) and diagnostic specificity (DSp) were calculated to determine student accuracy. Univariate metaregression was used to assess possible associations between accuracy measures and cat vocational experience, confidence in rating, cat ownership, and university year level. Students demonstrated higher sensitivity (DSe; 86.9%; 95% CI 84.3%-89.2%) than specificity (DSp; 65.4%; 95% CI 61.8%-68.8%). Student accuracy decreased when assessing subtle videos (DSe 78.5%; 95% CI 74.0%-82.4% and DSp 41.3%; 95% CI 35.9%-46.9%), suggesting that subtle agonistic cues were frequently misclassified. There were no significant associations identified between diagnostic accuracy and any predictor (all <i>p</i>>0.05). Australian veterinary students may require additional education on cat behaviour cues, particularly subtle agonistic behaviours.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250199"},"PeriodicalIF":1.1,"publicationDate":"2026-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148579226","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":"Building Endoscopy Skills on a Budget: Practical Low-Cost Simulators for Veterinary Endoscopy Teaching.","authors":"Jesus Villalobos, Jose Manuel Martínez Gómez Rodulfo, Berenice Cerón-Trujillo, Edgar Ramírez-Ramírez","doi":"10.3138/jvme-2025-0188","DOIUrl":"https://doi.org/10.3138/jvme-2025-0188","url":null,"abstract":"<p><p>Flexible gastrointestinal endoscopy in small animal veterinary practice requires psychomotor and visuospatial skills that differ from those used in open surgery. Training opportunities are often limited by reliance on live animals, which raises ethical and logistical challenges, while high-fidelity simulators remain cost-prohibitive for many programs. This creates a gap in accessible, early-stage endoscopy training. This Teaching Tip describes the development and implementation of a set of low-cost, modular simulation models designed to support acquisition of core endoscopic skills in veterinary learners. Two custom-built task trainers were designed for foreign body retrieval and polypectomy, and a biological model incorporated porcine gastrointestinal tissue into a life-size canine dummy to provide realistic anatomical context and haptic feedback. Although the biological model is based on canine anatomy, the technical skills targeted (endoscope navigation, instrument handling, and visuospatial coordination) are not species-specific and are readily transferable across veterinary and human endoscopy contexts. Training was delivered in a clinical skills laboratory using a station-based format with demonstration and supervised practice. The simulators enabled repeated, hands-on practice of key skills, including scope navigation, mucosal visualization, retroflexion, biopsy, and object retrieval, in a controlled, low-risk environment. Informal feedback from learners and faculty indicated high usability and perceived educational value, particularly for early skill acquisition. These low-cost simulation models offer an accessible and practical approach to veterinary endoscopy training, reducing reliance on live animals and expanding opportunities for deliberate practice in resource-limited settings. Future work should focus on formal validation and integration of objective performance assessment.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250188"},"PeriodicalIF":1.1,"publicationDate":"2026-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148579223","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":"Skillful Handling and Accurate Positioning in Echographic Simulation (SHAPES): Assessment of an Ultrasound Training Simulator for Teaching Basic Ultrasound Use.","authors":"Marissa McGaffey, Alex Zur Linden, Deep Khosa, Shauna Blois","doi":"10.3138/jvme-2025-0172","DOIUrl":"https://doi.org/10.3138/jvme-2025-0172","url":null,"abstract":"<p><p>Ultrasonography is a challenging skill to teach given the long learning curve and requirement for hands-on practice, coupled with saturated veterinary academic programs and the shortage of academic veterinary radiologists. Ultrasound skill simulators can help bridge the gap by providing students with access to individual, reusable simulators for skill acquisition and practice. A reusable 3D SHAPES ultrasound skill simulator was created to teach basic ultrasound skills. Fifty second-year veterinary students watched an instructional video and performed two basic ultrasound skill tests on a simulator, separated by a period of practice. Students improved their time to completion on the second test by an average of 5.52 seconds. Improvements were also noted in the number of shapes they interrogated (16.8% increase, 3.64/5 to 4.48/5) and the average number of correctly identified shapes (19.6% increase, 2.08/5 to 3.06/5). The number of correctly located shapes increased in both planes (x-y: 2.18/5 to 2.56/5; x-z: 1.2/5 to 1.4/5). Feedback on a post-session survey was overwhelmingly positive, with 100% (50/50) students in agreement that the simulator should be incorporated into the curriculum, 98% (49/50) indicating that they would use the simulator again for practice, 92% (46/50) indicating that the simulator increased their basic ultrasound skills and knowledge, and 80% (40/50) indicating the simulator improved their confidence using ultrasound. Students were most challenged by the spatial reasoning component of the simulator and its curved surface, and overall considered it a valuable learning tool that improved their spatial reasoning abilities, skill, and confidence using ultrasound.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250172"},"PeriodicalIF":1.1,"publicationDate":"2026-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148579282","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":"Development and Use of Two Low-Cost Models for Training Veterinary Students in Equine Reproductive Skills.","authors":"Sarah E Eaton, Joseph Scarber","doi":"10.3138/jvme-2025-0184","DOIUrl":"https://doi.org/10.3138/jvme-2025-0184","url":null,"abstract":"<p><p>Veterinary schools are tasked with teaching an increasing number of clinical skills to a constantly increasing number of veterinary students. In addition, they are faced with the ethical and logistical challenges of using live animals for teaching. This perfect storm has prompted a shift toward using non-animal teaching models for training and evaluation of student learning. Veterinary school-developed teaching models are becoming more common as educators look for nontraditional methods of teaching important clinical skills. The current commercial large animal reproduction models include bovine and equine dystocia simulators, bovine and equine theriogenology models, and a ewe artificial insemination model. These models are expensive, which may limit accessibility to students. This article presents two low-cost, low- and moderate-fidelity models of the caudal equine reproductive tract that can be used to teach and evaluate student skills in equine endometrial sampling or infusion, both skills commonly performed in clinical practice. The models have been used successfully in student teaching and for Objective Structured Clinical Examinations (OSCEs). The low cost and ease of production allow students to have easy access to the models for self-review. The models described demonstrate instructional value by improving access by students, standardizing OSCE evaluation tools, and reducing live animal usage. These models can be implemented at other veterinary teaching institutions to increase student knowledge and clinical skills.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250184"},"PeriodicalIF":1.1,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148535908","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":"Making the Most of Travel Time for Teaching and Learning in Ambulatory Practice: A Focus Group Study With Students and Veterinarians.","authors":"Sarah Wood, Katie Bonefaas, Rebecca Vallis, Sarah Baillie","doi":"10.3138/jvme-2025-0195","DOIUrl":"https://doi.org/10.3138/jvme-2025-0195","url":null,"abstract":"<p><p>During ambulatory practice, veterinary students spend time traveling between visits with the veterinarian. Focus groups were conducted in person with final-year veterinary students (six groups, 25 students in total) and online with veterinarians involved in teaching at production animal ambulatory practices (six groups, 23 veterinarians in total) to investigate how the time in the vehicle was used for student learning and explore the experiences of both groups in depth. A process of inductive, reflexive thematic analysis was used to analyze the focus group data. Non-clinical discussions were important to build rapport and help create an environment conducive to learning. Travel time on the way to the farm was used to discuss the upcoming visit, establish student knowledge level, and set expectations for involvement with cases. Travel time after the visit was useful for de-briefing. Clinical discussions enable students to apply their knowledge to real-life cases. Prior awareness of planned work to facilitate preparation for clinical discussions in the vehicle was important to the students, as well as the veterinarian's questioning style during clinical discussions. The time students and veterinarians spend traveling between visits is unique to ambulatory practice and represents a valuable opportunity for teaching and learning. Our study findings can help universities enhance training for veterinarians involved in teaching students during ambulatory rotations and improve student preparation so that both veterinarian and student can use the time in the vehicle as effectively as possible to support and enhance learning.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250195"},"PeriodicalIF":1.1,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148536096","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":"Increasing Engagement with Transferable Skills Teaching in the Veterinary Curriculum: Learning From Our Learners.","authors":"Nicole J Fernandez, Tierney Kinnison, Rachel C Davis","doi":"10.3138/jvme-2026-0034","DOIUrl":"https://doi.org/10.3138/jvme-2026-0034","url":null,"abstract":"<p><p>Transferable skills such as teamwork and communication are essential for success in any workplace, including veterinary practice. Veterinary schools are increasingly incorporating transferable skills into their curricula, but there is little in-depth research investigating how students engage with this teaching. Student engagement is a result of the interplay of numerous influences that include not just the teacher/teaching environment, but also the student's background, circumstances, and identity. Two focus groups with 7 students total were conducted to address the question of how students engage with transferable skills in the first year of a veterinary program and how their developing professional identity affects their decisions to engage. Reflexive thematic analysis was used. An overarching theme was developed of \"who I am and who I want to be affects my engagement with transferable skills\" encompassing the themes of \"the unspoken culture of veterinary medicine impacts my decisions\" and \"recognizing and fostering diversity-transferable skills teaching must have value for me as an individual.\" Students identified factors that both hindered and promoted engagement with transferable skills, such as instructional methods, expertise and engagement of their instructors, and placement within the curriculum. They demonstrated strategic decision making regarding whether to engage, but also, as neophytes to the profession, sometimes relied on a fledgling professional identity without a full understanding of the possible implications (eg, by prioritizing short term goals or a clinical practice identity). These student insights could help educators design engaging transferable skills sessions that meet the learning goals of both students and the veterinary program.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260034"},"PeriodicalIF":1.1,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148536015","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":"Multinational Perspectives on Professionalism Skills in the Veterinary Medicine Curriculum: Teaching, Assessment and Program Development.","authors":"Sue Rackard, Talia Guttin, Diane Cashman, Pratiksha Nagar, Gheorghe Valentin Goran, Md Ahasanul Hoque","doi":"10.3138/jvme-2025-0173","DOIUrl":"https://doi.org/10.3138/jvme-2025-0173","url":null,"abstract":"<p><p>Professionalism skills (PS) including communication, teamwork, and lifelong learning are recognized as core veterinary graduate competencies. However, consensus remains limited regarding which PS are essential and how they should be taught and assessed. More recently, professionalism has also been conceptualized as a longitudinal, identity-forming process extending beyond the acquisition of discrete skills. This study aimed to provide a multinational overview of how veterinary teaching institutions teach and assess PS, and to identify factors influencing the sustainability of professionalism curricula. A mixed-methods study was undertaken to address these aims. Quantitative data were collected through a survey examining current PS teaching, assessment practices, and implementation challenges. Qualitative data were gathered through focus groups and individual interviews, with participants recruited across six Council on International Veterinary Medical Education regions. In total, 95 survey responses were analyzed. Most respondents (93%) reported that PS are currently embedded in their curricula, 3% planned to introduce them within 5 years, and 4% reported no inclusion. Among institutions delivering PS, 44% used a hybrid delivery model combining standalone modules with integration across existing courses. Communication skills were the most frequently taught and were commonly delivered using interactive and teaching-led approaches. Ethics and welfare, along with evidence-based veterinary medicine, were most often assessed through written assessments. Barriers to sustaining PS programs included inadequate educator training (46%), limited curriculum space (44%), and insufficient faculty engagement (39%). Five focus groups and five interviews were conducted. Thematic analysis identified the importance of educational champions, institutional support for curriculum change, stakeholder perspectives, and the influence of the hidden curriculum. Participants emphasized the need for educator support and networks to sustain professionalism within the curriculum. This study provides the first multinational overview of PS education in veterinary curricula, underscoring the importance of educator support and institutional approaches to sustain professionalism as a core, identity-forming component of veterinary education.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250173"},"PeriodicalIF":1.1,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148471476","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":"What Residency Applicants Value and Why: A Means-End Chain Analysis of Veterinary Anesthesiology and Neurology Residency Applicants.","authors":"Erik H Hofmeister, Amy B Yanke, Jun Bum Chang, Rachel Reed","doi":"10.3138/jvme-2026-0024","DOIUrl":"https://doi.org/10.3138/jvme-2026-0024","url":null,"abstract":"<p><p>The purpose of this study was to determine the characteristics of programs that anesthesia and neurology residency applicants evaluate when deciding where to apply and rank residency programs and relate these characteristics to the applicant's core values. This was designed as a cross-sectional interview-focused qualitative data study. Interview questions were designed to elicit characteristics of a residency program and applicant values through means-end choice theory. Relationships among characteristics, consequences, and values were determined by one author as informed by the data and themes identified in previous publications. Fourteen interviews were completed (six with anesthesiology applicants and eight with neurology applicants). Common themes were identified in both groups, with no meaningful distinctions identified between the two groups. Program characteristics identified were caseload, foreign student acceptance, interest in applicants, location, mentorship, number of mentors, number of residents, on-call responsibilities, online program information, positive working environment, program stability, reputation, research opportunities, resident support, salary, structure, and teaching opportunities. Consequences identified were acceptance to a program, becoming a competent academic, becoming a competent clinician, completing the program and passing boards, enjoying learning, enjoying work, meeting financial needs, social support, and time outside of work. Values identified were achievement, belonging, impact, security, and well-being. Residency programs should consider how they can align their characteristics with those desired by applicants.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260024"},"PeriodicalIF":1.1,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148536166","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}