Medical Teacher最新文献

{"title":"Twelve tips for using image challenges to teach clinical reasoning.","authors":"Moshe Y Flugelman, Martin R Fischer","doi":"10.1080/0142159X.2026.2738757","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2738757","url":null,"abstract":"<p><p>Clinical reasoning is fundamental to safe practice, yet teaching it effectively remains one of the persistent challenges of health-professions education. Image-based challenges-visual material paired with a short clinical vignette-offer an efficient, authentic, and low-cost way to make reasoning visible and to give learners repeated, guided practice. This article offers twelve practical tips for educators who wish to teach clinical reasoning through image challenges. The first tips start from learning objectives, ground the method in reasoning theory and the evidence on observation-based learning, and address the curation of authentic images and the organisation of small-group sessions. Four complementary formats follow, each described as a reproducible step-by-step activity: a multiple-choice challenge; assessment of general condition with dual-process thinking; comparative reasoning with progressive disclosure that exposes cognitive bias; and images that link diagnosis to management and social determinants of health. The final tips address active facilitation, structured point-of-care evidence searching, explicit naming of reasoning strategies, peer and vicarious learning, and structured reflection and evaluation. Each tip is evidence-informed and includes implementation steps and strategies for common barriers. In our own program, interns reported that image challenges were engaging and beneficial for reasoning, particularly when solved in groups. Incorporating these methods can strengthen clinical reasoning across diverse settings and better prepare learners for the complexity of clinical practice.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-6"},"PeriodicalIF":4.0,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149081345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What you legitimise is what you get: A case study of an undergraduate medical curriculum in South Africa.","authors":"Stuart Redvers Pattinson, Hans Savelberg, Anique Atherley","doi":"10.1080/0142159X.2026.2733137","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733137","url":null,"abstract":"<p><strong>Introduction: </strong>Many medical graduates are entering practice not ready in the ways that count. The prevailing explanation is a lack of opportunity for clinical experience, but this rationale is insufficient in resource constrained, high-volume clinical training contexts. What is legitimised will ultimately shape what is learned. This study aimed to explore what forms of knowledge, participation, and ways of being are legitimised within a medical curriculum in South Africa.</p><p><strong>Method: </strong>We conducted explanatory, instrumental case study research using multiple sources of data from one medical school in South Africa. 21 Final-year medical students took part in four focus groups, 12 clinical training coordinators took part in semi-structured interviews and 20 documents conveying expectations to final-year medical students were collected from the online learning management system between March and August 2025. Data were analysed using thematic analysis, using Legitimation Code Theory (LCT) as a theoretical framework.</p><p><strong>Results: </strong>Three key themes were identified: (1) medical school aspires to ready graduates with the holistic range of competencies required in practice (2) structural constraints privilege performance in assessments over participation and (3) both students and clinical teachers experience delegitimization in the clinical training environment. There is a misalignment between intended outcomes, where both knowledge and ways of being are valued, and an enacted and experienced legitimacy, where achievement is defined through performance in high-stakes assessments. This shift privileges 'what you know' while devaluing 'who you are,' resulting in the marginalisation of the competencies required for a successful transition to practice.</p><p><strong>Discussion: </strong>Clinical exposure is not enough to ensure students gain the experience they need to be prepared for practice, what is legitimised will determine whether intended learning takes place. Curriculum innovation and culture change aimed towards legitimising student participation and professional development can allow for the potential of clinical training environments to be realised.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-12"},"PeriodicalIF":4.0,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149030776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Audio-podcasts as a teaching tool in undergraduate health professions education - a scoping review.","authors":"Magali L A Heijkoop, Tuan Anh Phan, Andrea M Woltman, Jorie Versmissen, Floor van Rosse","doi":"10.1080/0142159X.2026.2733141","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733141","url":null,"abstract":"<p><strong>Introduction: </strong>Audio podcasts are increasingly popular, leading to increased use in health professions education (HPE), offering flexible, asynchronous learning. Their adoption accelerated during the COVID-19 pandemic, yet guidance on how to purposefully integrate podcasts into undergraduate curricula remains limited. This review aims to map the existing literature on the integration, design and evaluation of audio podcasts as instructor-delivered teaching tools for undergraduate students in HPE.</p><p><strong>Methods: </strong>We conducted a scoping review following PRISMA-ScR guidelines. Eligible studies included empirical research on instructor-delivered audio podcasts for undergraduate students in HPE programmes. Studies were excluded if they focused on video podcasts, if the creation of a podcast by students was the learning activity, or when the article lacked data evaluating the podcast. We searched 5 databases without date limits. Data were charted using a structured Excel form capturing study characteristics, podcast design, integration approach, and evaluation outcomes. All interventions were classified according to the PICRAT model to classify student interaction and pedagogical impact.</p><p><strong>Results: </strong>Our search identified 3395 records, of which 54 studies met inclusion criteria, spanning 13 HPE disciplines, predominantly medicine and nursing. Podcast formats ranged from lecture recordings to radio documentaries. Integration was mainly Passive-Replaces (<i>n</i> = 24) or Passive-Amplify (<i>n</i> = 17), with fewer Interactive (<i>n</i> = 3) or Creative (<i>n</i> = 8) uses. We identified four categories of learning activities in which podcasts were used, with listening as a standalone learning activity and listing as part of an assignment being most common. Podcasts were able to amplify and transform teaching by creating insights into the lives and experiences of patients and their families or into clinical practice.</p><p><strong>Discussion: </strong>Podcasts can supplement or replace traditional teaching and address challenges in HPE. Their greatest potential lies in providing learning experiences that are difficult to recreate through conventional teaching. Purposeful integration guided by educational theory is essential to maximize impact.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-18"},"PeriodicalIF":4.0,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149030801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Twelve tips for implementing deliberate reflection in clinical reasoning education.","authors":"Francisco Carlos Specian Junior, Henk G Schmidt, Dario Cecilio-Fernandes","doi":"10.1080/0142159X.2026.2733150","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733150","url":null,"abstract":"<p><p>Diagnostic reasoning is fundamental to safe clinical practice, yet it is often taught through unstructured case discussions that provide limited support for the development of diagnostic expertise. Deliberate reflection is a structured educational strategy supported by more than 15 years of experimental research demonstrating its effectiveness in improving diagnostic reasoning by promoting the refinement of illness scripts, reducing cognitive biases, and supporting learning. However, despite this growing body of evidence, educators still lack concise, evidence informed guidance on how to implement deliberate reflection across different educational contexts. Drawing on the accumulated experimental evidence and recent advances in clinical reasoning education, this article provides twelve practical tips to support the implementation of deliberate reflection. Organised around key implementation decisions, including selecting appropriate learners, choosing reflection formats, matching case complexity to learner expertise, calibrating instructional guidance, promoting transfer, integrating deliberate reflection throughout the curriculum, and preserving its core cognitive principles, these recommendations translate current evidence into a practical guidance.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-7"},"PeriodicalIF":4.0,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149017349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A passport to practice or an administrative burden? A qualitative study of EPA-based E-portfolios in undergraduate medical education.","authors":"Fanny-Blanche Lombard, Marie-Claude Audétat, Michael Buyck","doi":"10.1080/0142159X.2026.2733156","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733156","url":null,"abstract":"<p><strong>Introduction: </strong>In undergraduate medical education (UME), the implementation of Competency-Based Medical Education (CBME) has led to the widespread use of Entrustable Professional Activities (EPAs) and electronic portfolios. Although EPA-based e-portfolios are intended to scaffold learning, reflection, and progressive clinical autonomy, their educational effects in undergraduate clinical clerkships remain insufficiently explored. This study examines how students and supervisors experience and interpret an EPA-based electronic portfolio in workplace-based undergraduate training.</p><p><strong>Methods: </strong>Using an interpretivist qualitative design, we conducted peer-facilitated focus groups with undergraduate medical students and clinical supervisors at a Swiss medical faculty following four years of EPA-based e-portfolio implementation. Data were analysed using reflexive thematic analysis to explore how stakeholders made sense of the portfolio and how its digital structure shaped learning, assessment, and supervision practices.</p><p><strong>Results: </strong>Three interconnected themes were identified. First, the EPA-based e-portfolio functioned as a learning scaffold and a legitimising 'passport', enabling students to claim clinical agency and access learning opportunities in the workplace. Second, a 'granularity paradox' emerged, whereby the digital entrustment scale imposed an assessment ceiling that failed to capture nuanced learning progression during short undergraduate rotations. Third, excessive documentation requirements, delayed entrustment, and perceptions of surveillance transformed the portfolio into a bureaucratic burden, eroding feedback quality and straining student-supervisor relationships.</p><p><strong>Discussion: </strong>EPA-based e-portfolios can legitimise undergraduate students' clinical participation and scaffold reflective practice; however, their implementation within short clerkships reveals critical limitations. Digital entrustment scales tend to flatten meaningful progression, whilst excessive documentation requirements risk transforming portfolios into bureaucratic rituals at the expense of genuine feedback dialogue. The resulting assessment pressure fosters a perception of surveillance that undermines student well-being and erodes supervisory relationships. These findings suggest that EPA-based portfolios can support undergraduate learning only when simplified, developmentally aligned, and embedded within a structured supervisory framework.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-13"},"PeriodicalIF":4.0,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149012650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"One size does not fit all: How contextual factors shape learning needs in guideline development - a multiple case study.","authors":"Chloé A de Mortier, Mirthe J Klein Haneveld, Dunja H H Dreesens, Aggie T G Paulus, Marian H J M Majoie, Daniëlle M L Verstegen","doi":"10.1080/0142159X.2026.2733148","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733148","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical guideline development is a complex, multidisciplinary process in which panels formulate recommendations. Many panel members have limited education before participating in a panel, even if this can enhance their competencies. There is variety in guidelines and healthcare contexts for which guidelines are developed. Currently, it is unclear how contextual factors shape guideline development processes and panel members' learning needs. This study examined how contextual factors affected guideline panel members during the guideline development process and influenced their learning needs.</p><p><strong>Methods: </strong>We conducted a qualitative multiple-case study of five Dutch multidisciplinary guideline projects supported by an educational programme. Panels were followed longitudinally from their first meeting to the final training session (March 2024-June 2025). Semi-structured interviews were conducted with eighteen panel members and ten project leads. Data were analysed using an iterative inductive-deductive reflexive thematic analysis approach, with the levels of Bronfenbrenner's social-ecological model as sensitising concepts.</p><p><strong>Results: </strong>Three interrelated themes shaped learning needs. First, the guideline topic influenced panel composition, methodological choices, and the extent to which panels had to rely on expert judgment due to limited or low-certainty evidence. Second, participation dynamics, including individual characteristics (i.e. confidence and prior experiences), hierarchy, and psychological safety, affected engagement and whose expertise was integrated into the guideline. Third, task allocation varied substantially between projects, particularly regarding involvement in evidence appraisal and drafting recommendations, resulting in different competency requirements. Meeting formats (online versus in-person) further shaped interaction and learning. Importantly, the themes interacted; for example, topic-driven methodological demands shaped task allocation and participation, while participation dynamics influenced topic (key question) prioritisation.</p><p><strong>Discussion: </strong>Methodological competence alone is insufficient for effective participation in guideline development. Learning needs arise from the combined influence of the guideline topic, participation dynamics, and task allocation. Educational initiatives should therefore adopt a flexible, context-sensitive, and role-specific approach.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-20"},"PeriodicalIF":4.0,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149017413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Burnout origins and psychological training needs of medical students and junior doctors: Mixed methods study.","authors":"Sian Gwendoline Ellett, Nathan Consedine, Amelia Akroyd, Andy Wearn, Anna Serlachius","doi":"10.1080/0142159X.2026.2733136","DOIUrl":"10.1080/0142159X.2026.2733136","url":null,"abstract":"<p><strong>Introduction: </strong>Burnout continues to proliferate in medicine, with reductions in demands failing to reduce rates of burnout or distress, particularly affecting junior doctors and medical students. A broader understanding of antecedents are needed to understand how effective support can be offered. This study aimed to delineate rates of burnout in a sample of junior doctors and medical students in the wake of COVID-19, identify clinical challenges and training needs for these groups, and explore contemporary workplace origins of distress and burnout, with implications for similar cohorts internationally.</p><p><strong>Methods: </strong>A mixed method design explored the perspective and needs of medical students and junior doctors through a cross-sectional online survey (early 2023, recruitment via social media and networks) and interviews. Those who had experienced distress were deliberately sought. 102 participants completed demographic and survey measures (junior doctors <i>n</i> = 50; medical students <i>n</i> = 52). The Maslach Burnout Scale-2 measured burnout; Depression, Anxiety and Stress Scale-21 measured psychological distress. Semi-structured interviews were conducted with a subset of survey participants (junior doctors <i>n</i> = 7; medical students <i>n</i> = 6). Interviews were analysed using Framework Method thematic analysis.</p><p><strong>Results: </strong>Rates of burnout were high compared to previously published data; 98% of junior doctors and 75% of medical students identified as burnt out, reflecting our recruitment aim. Qualitative analysis foregrounded disconnections between university ideals and clinical realities and challenges associated with hierarchical dysfunction, perfectionism and narrow coping beliefs.</p><p><strong>Discussion: </strong>Rates of burnout remain persistently high in medical students and junior doctors. Qualitative findings indicated burnout and distress may reflect dysfunctional clinical cultures and limited psychological coping techniques, highlighting why reductions in practical demands may not improve wellbeing for these groups. This research has implications for training and professional development of medical practitioners, the identification and treatment of burnout, and calls for a greater depth and variety of psychological skills and support.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-13"},"PeriodicalIF":4.0,"publicationDate":"2026-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149008677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student-related impacts on health professional educator wellbeing: A scoping review of influences and recommendations.","authors":"Josephine Paparo, Anna Chur-Hansen, Fiona Dobson, Michelle Fair, Anita Horvath, Elaina Kefalianos, Daniela Ramirez-Duran, Bernadette Richards, Victoria Langton, Vikki Langton","doi":"10.1080/0142159X.2026.2733145","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733145","url":null,"abstract":"<p><strong>Introduction: </strong>There are growing institutional and regulatory imperatives to provide increasing support to higher education students, particularly those at risk of failure to succeed. These demands can be especially challenging for Health Professional Educators (HPEs), who are tasked with delivering meaningful and supportive learning experiences, while also ensuring graduates meet minimum competency thresholds for safe professional practice-a complex dynamic that can negatively impact educator wellbeing. Despite strong evidence linking student success to educator wellbeing, limited systematic attention has been given to the wellbeing needs of HPEs. This scoping review aimed to identify student-related impacts on HPE wellbeing and highlight recommendations to support educators as they seek to meet their obligations to students, institutions, and the profession.</p><p><strong>Method: </strong>Following best-practice scoping review methodology, six electronic databases were searched in April 2025, alongside supplementary strategies. Screening against inclusion criteria resulted in data extraction from 41 articles using a purpose-designed charting tool.</p><p><strong>Results: </strong>The identified literature spanned a range of professions, with nursing the most represented. Studies revealed highly deleterious physical and emotional consequences for educators exposed to negative student interactions-a theme that was replicated across disciplines and termed 'student incivility' within the nursing literature. Few studies explored the positive effects on HPEs working closely with students at the coalface of health professional education. Although comprehensive support strategies were scarcely recommended, findings emphasized the importance of multilevel, whole-of-university approaches, with strong administrative and faculty support seemingly critical for safeguarding HPE wellbeing.</p><p><strong>Discussion: </strong>These findings provide invaluable interdisciplinary insights for researchers and higher education providers that yield the potential to inform both research and strategy to protect the wellbeing and workforce sustainability of those educators tasked with the preparation of future health professionals.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-26"},"PeriodicalIF":4.0,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148990470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adding epistemic influence to task-based AI disclosure.","authors":"Malcolm Koo","doi":"10.1080/0142159X.2026.2735284","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2735284","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":4.0,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148990467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling organizational capacity development through faculty development programs.","authors":"Mahla Salajegheh, Azim Mirzazadeh, Roghayeh Gandomkar","doi":"10.1080/0142159X.2026.2733151","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733151","url":null,"abstract":"<p><strong>Introduction: </strong>Faculty development programs are widely recognized for enhancing individual academic competencies in higher education. However, their systemic influence on organizational capacity, especially within complex academic institutions, remains underexplored. This study aimed to develop a conceptual model that illustrates the mechanisms underlying the contribution of faculty development programs to organizational capacity development.</p><p><strong>Methods: </strong>A conceptual model development design was employed, guided by Crawford's framework and informed by three complementary sources: literature, empirical experience, and theory. A narrative literature review identified capacity development indicators relevant to faculty development programs. Twenty-two semi-structured interviews with faculty participants provided contextualized insights into organizational impacts, facilitators, and barriers. Morgan's Capacity Development Framework supplied the theoretical foundation. Findings from all sources were integrated and refined through expert review to construct the final conceptual model.</p><p><strong>Results: </strong>Literature review generated 36 organizational capacity development indicators, categorized into six domains. Interview findings revealed how faculty development influenced instructional capabilities, professionalism, program sustainability, and contextual interactions. The integrated analysis produced a conceptual model illustrating dynamic interactions among contextual conditions, program characteristics, individual and interpersonal factors, and organizational capacity outcomes.</p><p><strong>Discussion: </strong>Faculty development programs contribute meaningfully to organizational capacity when aligned with systemic, interpersonal, and contextual dynamics. The proposed conceptual model provides a strategic, theory-informed framework for planning, implementing, and evaluating faculty development initiatives aimed at sustainable organizational improvement.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":4.0,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148990515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}