GMS Zeitschrift fur Medizinische Ausbildung最新文献

{"title":"See your GP, see the world - An activating course concept for fostering students' competence in performing vaccine and travel consultations.","authors":"Esther Beltermann,&nbsp;Sibylla Krane,&nbsp;Jan Kiesewetter,&nbsp;Martin R Fischer,&nbsp;Jörg Schelling","doi":"10.3205/zma000970","DOIUrl":"https://doi.org/10.3205/zma000970","url":null,"abstract":"<p><strong>Aim: </strong>Performing vaccine and travel consultations is a crucial aspect of the daily routine in general medicine. However, medical education does not provide adequately and structured training for this future task of medical students. While existing courses mainly focus on theoretical aspects, we developed a course aiming to foster practical experience in performing vaccine and travel consultations. Project report: The course was implemented in the simulation clinic at the University of Munich in the summer 2011 semester using role-plays in a simulation-based learning environment. The course represents different disciplines involved in vaccine and travel medicine. Students' learning is supported through active engagement in planning and conducting consultations of patients.</p><p><strong>Discussion and summary: </strong>The course was implemented successfully and students' acceptance was high. However, there is a need for structured teaching of theoretical basics in vaccine and travel medicine earlier in medical curriculum. The insights gained through our course are used for the development of the structured longitudinal curriculum \"vaccine medicine\".</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 3","pages":"Doc28"},"PeriodicalIF":0.0,"publicationDate":"2015-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4580438/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34109433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards a measurement of internalization of collaboration scripts in the medical context - results of a pilot study.","authors":"Jan Kiesewetter,&nbsp;Martin Gluza,&nbsp;Matthias Holzer,&nbsp;Barbara Saravo,&nbsp;Laura Hammitzsch,&nbsp;Martin R Fischer","doi":"10.3205/zma000974","DOIUrl":"https://doi.org/10.3205/zma000974","url":null,"abstract":"<p><strong>Background: </strong>Collaboration as a key qualification in medical education and everyday routine in clinical care can substantially contribute to improving patient safety. Internal collaboration scripts are conceptualized as organized - yet adaptive - knowledge that can be used in specific situations in professional everyday life. This study examines the level of internalization of collaboration scripts in medicine. Internalization is understood as fast retrieval of script information.</p><p><strong>Goal: </strong>The goals of the current study were the assessment of collaborative information, which is part of collaboration scripts, and the development of a methodology for measuring the level of internalization of collaboration scripts in medicine.</p><p><strong>Method: </strong>For the contrastive comparison of internal collaboration scripts, 20 collaborative novices (medical students in their final year) and 20 collaborative experts (physicians with specialist degrees in internal medicine or anesthesiology) were included in the study. Eight typical medical collaborative situations as shown on a photo or video were presented to the participants for five seconds each. Afterwards, the participants were asked to describe what they saw on the photo or video. Based on the answers, the amount of information belonging to a collaboration script (script-information) was determined and the time each participant needed for answering was measured. In order to measure the level of internalization, script-information per recall time was calculated.</p><p><strong>Results: </strong>As expected, collaborative experts stated significantly more script-information than collaborative novices. As well, collaborative experts showed a significantly higher level of internalization.</p><p><strong>Conclusions: </strong>Based on the findings of this research, we conclude that our instrument can discriminate between collaboration novices and experts. It therefore can be used to analyze measures to foster subject-specific competency in medical education.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 3","pages":"Doc32"},"PeriodicalIF":0.0,"publicationDate":"2015-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4580441/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34041276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding the right doctoral thesis - an innovative research fair for medical students.","authors":"Julius Steffen,&nbsp;Markus Grabbert,&nbsp;Tanja Pander,&nbsp;Maximilian Gradel,&nbsp;Lisa-Maria Köhler,&nbsp;Martin R Fischer,&nbsp;Philip von der Borch,&nbsp;Konstantinos Dimitriadis","doi":"10.3205/zma000971","DOIUrl":"https://doi.org/10.3205/zma000971","url":null,"abstract":"<p><strong>Introduction: </strong>The importance of research, as promoted by the CanMEDS framework, is widely acknowledged. Many medical students in Germany work on a research project as part of their doctoral thesis whilst still going to medical school. However, a significant amount of projects are abandoned unfinished, which leads to substantial wastage of resources. One reason for this is an information deficit concerning undergraduate research projects.</p><p><strong>Project description: </strong>To counteract this, we introduced an annual event at LMU Munich called DoktaMed with more than 600 visitors each year. It combines medical convention and research fair including keynote lectures, workshops and poster sessions as well as an exhibition of research groups and institutes. DoktaMed is a peer-to-peer event organized by a team of 40 students.</p><p><strong>Results: </strong>A needs analysis before its implementation underlined the information deficit as a possible cause for the high rate of abandoned projects. In the annual evaluation, visitors of DoktaMed rate the event with an average grade of 2.1 on a six-level Likert scale (n=558, SD=1.06, with \"1=very good\", \"6=poor\"). They stated to now feel better informed about the topic and regarded visiting DoktaMed as a worthwhile investment of time.</p><p><strong>Discussion: </strong>Students are generally satisfied with the event and feel better informed after visiting DoktaMed. However, many students never visit DoktaMed for various reasons. A possible improvement would be to present a greater number of clinical studies in addition to the laboratory work that DoktaMed focuses on now.</p><p><strong>Conclusion: </strong>Evaluation after six years of DoktaMed is very promising. Visitors seem to be better informed. Nevertheless there is space for improvement in order to get more students and more faculty members involved. More studies are needed to assess long-term effects.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 3","pages":"Doc29"},"PeriodicalIF":0.0,"publicationDate":"2015-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34109435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Position statement GMA Committee--\"Interprofessional Education for the Health Care Professions\".","authors":"Ursula Walkenhorst, Cornelia Mahler, Regina Aistleithner, Eckhart G Hahn, Sylvia Kaap-Fröhlich, Sven Karstens, Karin Reiber, Beate Stock-Schröer, Beat Sottas","doi":"10.3205/zma000964","DOIUrl":"10.3205/zma000964","url":null,"abstract":"","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc22"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4446653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33357556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing family medicine trainees--what can we learn from the European neighbours?","authors":"Elisabeth Flum,&nbsp;Roar Maagaard,&nbsp;Maciek Godycki-Cwirko,&nbsp;Nigel Scarborough,&nbsp;Nynke Scherpbier,&nbsp;Thomas Ledig,&nbsp;Marco Roos,&nbsp;Jost Steinhäuser","doi":"10.3205/zma000963","DOIUrl":"https://doi.org/10.3205/zma000963","url":null,"abstract":"<p><strong>Background: </strong>Although demands on family physicians (FP) are to a large extent similar in the European Union, uniform assessment standards for family medicine (FM) specialty training and assessment do not exist. Aim of this pilot study was to elicit and compare the different modalities and assessment methods of FM specialty training in five European countries.</p><p><strong>Methods: </strong>A semi structured survey was undertaken based on a convenient sample in five European countries (Denmark, Germany, Poland, the Netherlands and the United Kingdom). The respondents were asked to respond to ten items about aspects of FM specialty training and assessment methods in their respective countries. If available, this data was completed with information from official websites of the countries involved.</p><p><strong>Results: </strong>FM specialty training is performed heterogeneously in the surveyed countries. Training time periods range from three to five years, in some countries requiring a foundation program of up to two years. Most countries perform longitudinal assessment during FM specialty training using a combination of competence-based approach with additional formative and summative assessment. There is some evidence on the assessments methods used, however the assessment method used and costs of assessment differs remarkably between the participating countries.</p><p><strong>Conclusions: </strong>Longitudinal and competence-based assessment is the presently preferred approach for FM specialty training. Countries which use less multifaceted methods for assessment could learn from best practice. Potential changes have significant cost implications.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc21"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33357555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Core Competencies for Medical Teachers (KLM)--A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching.","authors":"Anja Görlitz,&nbsp;Thomas Ebert,&nbsp;Daniel Bauer,&nbsp;Matthäus Grasl,&nbsp;Matthias Hofer,&nbsp;Maria Lammerding-Köppel,&nbsp;Götz Fabry","doi":"10.3205/zma000965","DOIUrl":"https://doi.org/10.3205/zma000965","url":null,"abstract":"<p><p>Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step. </p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc23"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000965","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33357557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Audience-response systems for evaluation of pediatric lectures--comparison with a classic end-of-term online-based evaluation.","authors":"Sebastian Felix Nepomuk Bode,&nbsp;Christine Straub,&nbsp;Marianne Giesler,&nbsp;Silke Biller,&nbsp;Johannes Forster,&nbsp;Marcus Krüger","doi":"10.3205/zma000960","DOIUrl":"https://doi.org/10.3205/zma000960","url":null,"abstract":"<p><strong>Aim: </strong>Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students' prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students.</p><p><strong>Method: </strong>During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place.</p><p><strong>Results: </strong>On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic.</p><p><strong>Conclusion: </strong>The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturer/lecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc18"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000960","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33355547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Annual Conference of the GMA, Hamburg, Germany, 2014.","authors":"Wolfgang Hampe,&nbsp;Olaf Kuhnigk","doi":"10.3205/zma000958","DOIUrl":"https://doi.org/10.3205/zma000958","url":null,"abstract":"these topics was the focus of the annual conference of the GMA, held fromSeptember 25-27, 2014, in Hamburg, Germany. Almost 700 participants met in the “Campus Lehre”, themain teaching facility of the University Medical Center Hamburg-Eppendorf, to learn and discuss in 118 lectures, 21 workshops, 18 GMA committee meetings, and with 200 posters what is new in scientific teaching. Beside the interesting lectures and poster presentations, the excellent keynote speakers provided the audience with food for thought: Jonathan Silverman fromCambridge talked about teaching in clinical communication, Geoff Norman fromMcMaster distinguished between effective and less effective means to improve medical education at universities. Hans-Jochen Heinze, chairman of the Medicine Committee of the German Council of Science and Humanities, committedly presented the council’s current recommendations for the advancement of medical education in Germany. Olaf von demKnesebeck (UKE) and Victor Oubaid of the German Aerospace Center completed the programme with thoughts on how to educate socially competent medical doctors and on the possibility of transferring knowledge gained in flight security and pilot selection to medical education and student admission tests. Fortunately, the GMA annual conferences have been growing continuously over the past years, and during the meeting in Hamburg, the 1,000 society member was received! It proved to be a major logistic challenge to arrange all contributions evaluated by the more than 40 reviewers reasonably between Thursday afternoon and Saturday lunchtime. The generous spaciousness of the site of the meeting (see Figure 2) allowed the temporal separation of the various types of contributions such as poster tours and short lectures, though. Thus, we were able to ensure the participants’ full attention for all formats. This was only possible by placing the committee meetings and workshops outside of the actual congress time. In case that the interest in the GMA and our annual conferences continues to grow, a prolongation of the congress time might be worth considering.","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc16"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000958","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33355545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"State of Digital Education Options in the areas of Medical Terminology and the History, Theory and Ethics of Medicine.","authors":"Maximilian Schochow,&nbsp;Florian Steger","doi":"10.3205/zma000959","DOIUrl":"https://doi.org/10.3205/zma000959","url":null,"abstract":"<p><strong>Background: </strong>Institutes of the history of medicine, the theory of medicine, and medical ethics at German institutions of higher learning have created various e-learning options that are based on different learning platforms and tailored to the specific curricular needs of individual teaching. Up to now no valid data has been available about the types of such e-learning options as well as possibilities of future developments thanks to coordinated cooperation among the different institutes.</p><p><strong>Methods: </strong>Of 31 German institutes of the history and theory of medicine and medical ethics that were asked to fill out a questionnaire, 30 answered, which equals a return rate of 97 per cent. The questionnaire was completed between July and August 2012 using a telephone survey.</p><p><strong>Results: </strong>Available to students online, digitally interactive teaching tools have boomed in the course of the last few years at German institutes of the history of medicine, the theory of medicine, and medical ethics. This trend is also reflected in a willingness of more than half of the respective departments (67 per cent) to expand their e-learning options on the basis of previous experience. The offered e-learning systems are accepted very well by the students. 57 per cent of the institutes stated, that 90-100 per cent of the students use the offered systems regularly. E-learning courses for terminology are offered particularly often, this is also reflected in the intended extension of these courses by the majority of institutes which plan to expand their e-learning systems.</p><p><strong>Conclusions: </strong>This article discusses the results of a comprehensive empirical survey about e-learning. It illustrates ways in which individual German institutes plan to expand their e-learning options in the future. Finally, specific proposals for cooperation among institutions (not just online) are introduced, the purpose of which is to produce synergy in e-learning.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc17"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000959","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33355546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Teamwork Assessment Scale: A Novel Instrument to Assess Quality of Undergraduate Medical Students' Teamwork Using the Example of Simulation-based Ward-Rounds.","authors":"Jan Kiesewetter,&nbsp;Martin R Fischer","doi":"10.3205/zma000961","DOIUrl":"https://doi.org/10.3205/zma000961","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based teamwork trainings are considered a powerful training method to advance teamwork, which becomes more relevant in medical education. The measurement of teamwork is of high importance and several instruments have been developed for various medical domains to meet this need. To our knowledge, no theoretically-based and easy-to-use measurement instrument has been published nor developed specifically for simulation-based teamwork trainings of medical students. Internist ward-rounds function as an important example of teamwork in medicine.</p><p><strong>Purposes: </strong>The purpose of this study was to provide a validated, theoretically-based instrument that is easy-to-use. Furthermore, this study aimed to identify if and when rater scores relate to performance.</p><p><strong>Methods: </strong>Based on a theoretical framework for teamwork behaviour, items regarding four teamwork components (Team Coordination, Team Cooperation, Information Exchange, Team Adjustment Behaviours) were developed. In study one, three ward-round scenarios, simulated by 69 students, were videotaped and rated independently by four trained raters. The instrument was tested for the embedded psychometric properties and factorial structure. In study two, the instrument was tested for construct validity with an external criterion with a second set of 100 students and four raters.</p><p><strong>Results: </strong>In study one, the factorial structure matched the theoretical components but was unable to separate Information Exchange and Team Cooperation. The preliminary version showed adequate psychometric properties (Cronbach's α=.75). In study two, the instrument showed physician rater scores were more reliable in measurement than those of student raters. Furthermore, a close correlation between the scale and clinical performance as an external criteria was shown (r=.64) and the sufficient psychometric properties were replicated (Cronbach's α=.78).</p><p><strong>Conclusions: </strong>The validation allows for use of the simulated teamwork assessment scale in undergraduate medical ward-round trainings to reliably measure teamwork by physicians. Further studies are needed to verify the applicability of the instrument.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc19"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000961","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33355548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}