Journal of veterinary medical education最新文献

{"title":"Validation of a Behavioral Observation System for Evaluating Routine Gonadectomy Surgical Skill.","authors":"Erik H Hofmeister, Nalani Yamada, Brian K Sidaway, Stephanie L Shaver","doi":"10.3138/jvme-2025-0203","DOIUrl":"https://doi.org/10.3138/jvme-2025-0203","url":null,"abstract":"<p><p>Assessment of surgical skills for educational research purposes is challenging. Behavioral observation systems (BOSs) seek to quantify specific behaviors by observation. The purpose of this study was to develop and provide evidence supporting the validity of a BOS for evaluating surgical skills during gonadectomy. A BOS was developed with input from four American College of Veterinary Surgery board-certified surgeons through a Delphi process. Twelve gonadectomy procedures were filmed, six each from veterinary students and board-certified surgeons. The BOS was designed to count the frequency of skills observed during key steps of a gonadectomy procedure. Four evaluators performed scoring twice, a minimum of 3 months apart. The BOS scores were compared between the surgeons and students using a multivariate linear regression with BOS as the dependent variable and the evaluation time point, evaluator, and surgeon type as independent variables. Intra-and interrater reliability were calculated using the intraclass correlation coefficient (ICC). Significance was set at α = 0.05. An initial list of 33 surgical skills was reduced to a BOS with 11 skills. There was a significant difference in the BOS between student surgeons and board-certified surgeons (-13; 95% CI = -15.5 to -10.6; <i>p</i> < .001). The interrater ICC was 0.814 (0.690-0.904), and the intrarater ICC was 0.890 (0.812-0.937). There was a significant relationship between BOS and duration of surgery time (<i>p</i> = .03, R2 = 0.38). A behavioral observation system was developed and evidence provided for content validity, response processes, reliability, and relationships with other variables. Using the BOS described here in future research pursuits will continue to accrue evidence for validity and produce data that are valid and reliable. This will enhance the quality of the data used to make decisions about student surgical education.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250203"},"PeriodicalIF":1.1,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148471510","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-Directed Learning Objectives Prior to Workplace-Based Placements: Insights from Final-Year Veterinary Students on Intramural Rotations.","authors":"Paul Pollard, Dona Wilani Dynatra Subasinghe","doi":"10.3138/jvme-2026-0027","DOIUrl":"https://doi.org/10.3138/jvme-2026-0027","url":null,"abstract":"<p><p>Distributed teaching models replace traditional on-campus veterinary hospitals with networks of partner practices, enabling authentic workplace-based learning supported by clinical preceptors. Within this model, final-year veterinary students at the University of Surrey generate up to five personalized SMART (Specific, Measurable, Attainable, Relevant, and Time-bound) Learning Objectives (LOs) prior to each clinical placement to guide their self-directed development. This study aimed to investigate the nature and focus of these self-directed LOs to identify whether student priorities align with the competences required for successful transition to professional practice. This study analyzed 336 student-generated LOs from 68 final-year students to explore how learners conceptualize their goals as they transition into workplace-based education. Data were analyzed using inductive thematic analysis conducted independently by two researchers to enhance rigor and credibility. Emerging themes were compared, discussed, and refined through consensus. LOs were subsequently classified using Biggs' Structure of Observed Learning Outcomes (SOLO) taxonomy to assess levels of cognitive complexity. Four dominant themes were identified: <i>application of knowledge, clinical competence development, professional identity formation,</i> and <i>communication and interpersonal skills.</i> Most LOs were categorized as <i>multistructural</i> (61%, <i>n</i> = 209) or <i>relational</i> (36%, <i>n</i> = 122), indicating moderate to high cognitive complexity, with very few categorized at <i>unistructural</i> (3%, <i>n</i> = 9) or <i>extended abstract</i> levels (0.003%, <i>n</i> = 1). Although students strongly prioritized clinical competence development and professional identity formation, relatively few objectives explicitly addressed communication skills, despite their recognized importance in professional satisfaction, client relationships, and workforce retention. These findings provide insight into students' developmental priorities at a critical transition point in veterinary education. Supporting students to construct higher-order, integrative LOs and to foreground communication alongside technical competence may enhance deeper learning and better align workplace preparation with the realities of contemporary veterinary practice.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20260027"},"PeriodicalIF":1.1,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148536158","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":"Creation of Digital and 3D-Printed Models to Teach the Mechanisms of Action of Benzodiazepines (BZDs) to Veterinary Medicine Students.","authors":"Alcides Loureiro Santos, Regiane Guimarães da Silva, Yuri Karaccas de Carvalho","doi":"10.3138/jvme-2024-0158","DOIUrl":"https://doi.org/10.3138/jvme-2024-0158","url":null,"abstract":"<p><p>Benzodiazepines (BZDs) are commonly administered as pre-anesthetic medications in veterinary practice. Understanding the mechanisms of action and function of these compounds in patient animals is thus of utmost importance when training in veterinary medicine. This subject is typically taught through expository lectures using flat diagrams. However, the use of three-dimensional (3D) models could increase students' learning levels and reduce the degree of abstraction related to BZDs. Therefore, the present study aimed to create and evaluate 3D models representing benzodiazepine drugs and their binding sites. We hypothesized that 3D models of benzodiazepines (3D BZDs) could be used effectively as teaching tools, making it possible to learn about the mechanisms of action and their functions during the training of veterinary medicine students. In this study, 52 students from a veterinary medicine course participated and were divided equally into two groups: the 3D group (G3D) comprised students who used 3D BZDs, and the control group (CG) comprised students who used flat schemes for learning. A pre-test, post-test, and satisfaction questionnaire (each comprising 10 questions) were used to assess the student performance in both groups. Between the pre-tests and post-tests, the G3D group showed greater improvements in their scores than the CG group, suggesting that use of 3D BZDs was effective at promoting student learning. The satisfaction evaluation revealed good acceptance of the methodology employed. In conclusion, the use of 3D printed models can contribute to learning pharmacology and anesthesiology.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20240158"},"PeriodicalIF":1.1,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148437196","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":"Design and Implementation of an Educational Escape Room for Clinical Simulation in Veterinary Emergency Training: Students' Perceptions.","authors":"Cantal Del Río-Martínez, Cristina Bonastre, Sandra López-Mínguez, Cristina González Pastor, Julia Laliena Aznar, Francisco Javier Miana-Mena","doi":"10.3138/jvme-2025-0175","DOIUrl":"https://doi.org/10.3138/jvme-2025-0175","url":null,"abstract":"<p><p>Emergency medicine presents unique educational challenges for veterinary students, who often face limited clinical exposure and high levels of stress during rotations. To address this, a gamified clinical simulation-designed as an escape room-was developed to simulate a night shift in a small animal emergency service. The activity combined computer-based scenarios with practical tasks using simulators and ultrasound phantoms, allowing students to work collaboratively through five sequential clinical challenges. Forty-five students, including final-year undergraduates and post-graduate interns, participated voluntarily in teams. Completion times and post-experience survey data were used to evaluate performance and perceptions. Participants reported high levels of enjoyment (4.84 ± 0.36), motivation (4.87 ± 0.40), and peer interaction (4.94 ± 0.30). They also perceived strong educational value, particularly for decision making (4.76 ± 0.49) and confidence in emergency procedures (4.46 ± 0.69). Qualitative feedback highlighted the value of simulation-based procedural training, emotional engagement, and the narrative structure of the activity. Although implementation requires simulation resources, the escape room demonstrated strong educational value and alignment with competency-based education frameworks. The integration of gamification and clinical simulation fostered active learning and reinforced both cognitive and procedural skills. This approach may serve as a replicable model for competency-based veterinary education in emergency and critical care training.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250175"},"PeriodicalIF":1.1,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148422105","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 Does It Mean to Be a Veterinarian? A Grounded Theory of Veterinary Professional Identity.","authors":"Amy Nichelason, Calico Schmidt, Lara Tomich, Margene Anderson","doi":"10.3138/jvme-2025-0111","DOIUrl":"https://doi.org/10.3138/jvme-2025-0111","url":null,"abstract":"<p><p>Professional identity formation (PIF) is traditionally understood as the developmental process through which individuals internalize professional values and norms. However, despite growing interest in PIF, veterinary literature offers limited clarity about the nature of veterinary professional identity (PI) itself and how it is expressed in everyday practice. This study addresses this gap by analyzing anonymous survey data from veterinary practitioners (<i>n</i> = 54) to develop a grounded conceptual framework that defines the core elements of PI and how they interact. The resulting model identifies six core values as stable anchors of professional identity. These values are expressed within the competing demands of practice, which create tension between what veterinarians believe is important and what they are able to do in a given context. This tension shapes how values are enacted, shifting expression along a spectrum from pro-social to self-oriented. Neither form of expression is inherently positive or negative; instead, identity coherence or dissonance depends on how well a veterinarian's actions align with their underlying values. By reframing tension as an inherent feature of practice rather than a sign of incomplete development, this framework offers a foundation for educational strategies that support value awareness, decision-making, and professional identity stability across a veterinary career. As the first phase of an exploratory sequential design, these findings will inform future quantitative evaluation of the model across diverse veterinary contexts.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250111"},"PeriodicalIF":1.1,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148422119","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":"Iterative Design and Mixed Methods Approach to Developing a Multi-Spectrum of Care Education Model.","authors":"Ryan M B Gibson, Melinda Camus, Diane Delmain, Jessica Klabnik, Ashley Smith, Amy B Yanke","doi":"10.3138/jvme-2025-0161","DOIUrl":"https://doi.org/10.3138/jvme-2025-0161","url":null,"abstract":"<p><p>Veterinary students must be equipped to navigate the complex contextual factors that influence clinical decision-making. The Spectrum of Care (SOC) framework, which emphasizes tailoring medical decisions to contextual factors such as client resources, patient needs, and practice limitations, has gained traction in veterinary education. However, practical tools to teach and apply SOC principles remain limited. This manuscript describes the development and iterative refinement of the Multi-Spectrum of Care (MSOC) educational model at Auburn University College of Veterinary Medicine. Designed as a learning tool to enhance student understanding and application of SOC concepts, the MSOC model was integrated into clinical rotations and evaluated across three deployment phases. Using a mixed methods approach, feedback from veterinary students informed successive revisions, leading to a final version that emphasizes independent consideration of contextual factors and avoids hierarchical framing of care options. Survey data and thematic analysis revealed that the model increased student awareness of non-cost contextual factors, improved critical thinking, and supported the development of multiple care pathways. Students reported that the model helped to structure their clinical reasoning and fostered a deeper understanding of SOC principles. The MSOC model demonstrates promise as a flexible educational tool that can be implemented across varied clinical and educational settings. While further refinement and broader testing are warranted, this model represents a meaningful step toward operationalizing SOC education and preparing students for the realities of contemporary veterinary practice.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250161"},"PeriodicalIF":1.1,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148422181","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":"Improving Inclusivity in the Curriculum via the Introduction of an Equine Industry-Specific Language eGlossary.","authors":"Charlotte Maile, Katrina Cave, Charlotte Hutchings, Alison Prutton","doi":"10.3138/jvme-2025-0128","DOIUrl":"https://doi.org/10.3138/jvme-2025-0128","url":null,"abstract":"<p><p>The equine veterinary profession is frequently considered inaccessible to veterinary students who have had limited exposure to the equine industry. One of the perceived reasons for this inaccessibility is the use of what is often coined \"horsey\" language within the industry. If a student has limited experience of the equine industry, there is a potential language barrier to teaching, which may result in poor engagement with equine teaching and placements. The aim of this Teaching Tip is to describe the development and evaluation of a new teaching resource designed to demystify equine industry-specific language. An online anonymous survey based on the Twenty Statements Test was shared via social media and used to generate a list of terms that equine veterinary surgeons, horse owners, and paraprofessionals believed essential for a new graduate veterinary surgeon to understand in the equine industry. The list of terms and their definitions was then developed into an e-book glossary resource that students could download and access offline, ensuring they could access it during placement in remote locations. The eGlossary was presented to fourth-year veterinary students at the University of Surrey. Students were surveyed on their perceptions of the resource in terms of usefulness and whether it improved their confidence in using and understanding equine industry-specific language. This Teaching Tip provides evidence that language can be a barrier to learning and that with the development of an easily navigable eGlossary resource, this barrier can be mitigated. By increasing student engagement and enabling students to feel less like outsiders during clinical placements, this teaching resource could have a direct effect on the proportion of graduates considering a career in equine practice, thereby helping address the current recruitment and retention crisis within the field of equine veterinary medicine.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250128"},"PeriodicalIF":1.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148376195","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":"Students' Short-Term Learning Processes in the Workplace and the Role of the Learning Environment: An Intensive Longitudinal Study.","authors":"Evelyn Steinberg, Takuya Yanagida, Stephan Marsch, Laura Dörrenbächer-Ulrich, Lukas Schwarz, Ulrike Auer, Christopher Pfeiffer, Petra Bührle, Arowotosuna E Smith, Franziska Perels","doi":"10.3138/jvme-2025-0023","DOIUrl":"https://doi.org/10.3138/jvme-2025-0023","url":null,"abstract":"<p><p>Health sciences undergraduates, including veterinary students, face many cognitive, motivational, and emotional challenges during workplace learning, especially in constantly changing learning environments like clinical rotations. A better understanding of students' short term learning processes in the workplace is needed. This study investigated how the use of various learning strategies, motivation, and emotions changed over the course of 1 week and assessed the impact of the learning environment on these changes. Using a quantitative daily diary, the researchers collected intensive longitudinal data on learning strategies, motivation, emotion, and learning environment from 188 veterinary students over 75 days during clinical rotations in the ninth study semester (winter semester 2022-2023). The students rotated between workplaces on a weekly basis. The authors analyzed the data by conducting mixed-effects modeling with weekday nested in week and week nested in students for each aspect of workplace learning. The results revealed a linear decrease in most aspects of learning over the course of the week. A positive perception of the learning environment buffered the decrease in most aspects of the current week, but not of the following week. However, a positive perception of the learning environment in the current week was positively associated with some learning aspects at the beginning of the subsequent week. In conclusion, this study highlights the dynamic nature of learning processes during workplace learning in clinical rotations, emphasizing the critical role of the learning environment. These findings underscore the importance of fostering supportive and well-structured environments to enhance student learning.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250023"},"PeriodicalIF":1.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148375957","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 Positive Impacts of Mentored Summer Research Programs on Veterinary Student Career Outcomes.","authors":"Kate KuKanich, Kylie Bitcon, Tamara S Hancock, Robert L Larson, Elizabeth G Davis, Barbara L F Kaplan, Craig L Franklin, Jenny M Dahlberg","doi":"10.3138/jvme-2025-0135","DOIUrl":"10.3138/jvme-2025-0135","url":null,"abstract":"<p><p>Summer veterinary research scholars programs (VRSPs) provide valuable hands-on mentored research experience to pre-clinical veterinary students with exposure to various career options. In response to ongoing funding challenges, we aimed to document program impact on participants' careers. We hypothesized that a higher proportion of VRSP participants would pursue a graduate degree, internship, residency, and peer-reviewed publication than non-participants. Veterinarians who graduated in 2000-2024 from Kansas State University, Mississippi State University, the University of Missouri, or the University of Wisconsin completed an online survey. We analyzed quantitative data using logistic regression, including VRSP participation, school, and their interaction as fixed effects. We coded and themed open-ended responses. The study enrolled 1614 alumni (385 VRSP, 1,229 non-VRSP). Participation in VRSPs was associated with increased odds of MS (odds ratio [OR] 3.2, 95% CI = 1.7-5.8, <i>p</i> = .0002), PhD (OR = 9.9, CI = 4.3-22.9, <i>p</i> < .0001), internship (OR = 2.3, CI = 1.7-3.2, <i>p</i> < .0001), residency (OR = 3.7, CI = 2.6-5.3, <i>p</i> < .0001), and peer-review publication (OR = 7.9, CI = 5.7-11.0, <i>p</i> < .0001). The likelihood of pursuing a career in academia (OR = 3.0, CI = 1.8-4.8, <i>p</i> < .0001) was also associated with participation in a VRSP. Qualitative results included five main themes related to how VRSP was significant to participants' careers: Influential, Catalytic, Pivotal, Valuable, and Possible. Early exposure to hands-on mentored research through VRSP successfully impacts alumni careers, contributing to the education and advancement of veterinary researchers. Favorable outcome measures from this study support advocacy to justify renewed federal funding for VRSPs as well as ongoing support from academia and industry.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250135"},"PeriodicalIF":1.1,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148376008","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":"Structured AI-Supported Assessment (SAISA): A Novel Design Integrating ChatGPT to Support Clinical Reasoning and Reflective Engagement in Veterinary Students.","authors":"Santiago Alonso Sousa, Syed Saad Ul Hassan Bukhari, Mathew Tang, Yung Kit Man, Stefan Hobi, Paulo V Steagall","doi":"10.3138/jvme-2025-0198","DOIUrl":"https://doi.org/10.3138/jvme-2025-0198","url":null,"abstract":"<p><p>The rapid emergence of generative artificial intelligence (AI) tools such as ChatGPT is reshaping higher education and challenging traditional approaches to assessment. In veterinary education, these developments raise critical questions about how clinical reasoning and professional judgement can be validly evaluated in an AI-enabled learning environment. Rather than excluding AI from assessment, there is growing interest in designing structured assessment models that integrate AI while preserving educational validity. This study describes and evaluates a Structured AI-Supported Assessment (SAISA) designed to integrate ChatGPT into veterinary assessment in a controlled, pedagogically grounded manner. SAISA was implemented within a fifth-year veterinary course (Equine Medicine and Surgery) and comprised three AI-integrated exercises: an AI-mediated role-playing consultation with ChatGPT functioning as a simulated client or instructor, an AI-supported stepwise clinical case resolution task, and an AI-based case creation and critical appraisal exercise. Student performance in a final non-AI-assisted case-based examination served as the primary outcome measure and was compared with a historical cohort from the same course and a concurrent cohort from a related course without AI-supported assessment. Students exposed to SAISA scored significantly higher on the final non-AI-assisted examination than both comparison cohorts. Exploratory survey data indicated high levels of reported engagement, reflective behavior, and confidence in clinical reasoning during AI-integrated assessment activities. These findings suggest that structured integration of generative AI within assessment is associated with improved performance on case-based tasks requiring clinical reasoning, supporting the redesign of assessment structures, rather than restriction of AI use alone, as a viable strategy for preserving assessment validity in an AI-enabled educational context.</p>","PeriodicalId":17575,"journal":{"name":"Journal of veterinary medical education","volume":" ","pages":"e20250198"},"PeriodicalIF":1.1,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148352121","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}