GMS Zeitschrift fur Medizinische Ausbildung最新文献

{"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}

{"title":"Quality management of eLearning for medical education: current situation and outlook.","authors":"Jasmin Abrusch,&nbsp;Jörg Marienhagen,&nbsp;Anja Böckers,&nbsp;Susanne Gerhardt-Szép","doi":"10.3205/zma000962","DOIUrl":"https://doi.org/10.3205/zma000962","url":null,"abstract":"<p><strong>Introduction: </strong>In 2008, the German Council of Science had advised universities to establish a quality management system (QMS) that conforms to international standards. The system was to be implemented within 5 years, i.e., until 2014 at the latest. The aim of the present study was to determine whether a QMS suitable for electronic learning (eLearning) domain of medical education to be used across Germany has meanwhile been identified.</p><p><strong>Methods: </strong>We approached all medical universities in Germany (n=35), using an anonymous questionnaire (8 domains, 50 items).</p><p><strong>Results: </strong>Our results (response rate 46.3%) indicated very reluctant application of QMS in eLearning and a major information deficit at the various institutions.</p><p><strong>Conclusions: </strong>Authors conclude that under the limitations of this study there seems to be a considerable need to improve the current knowledge on QMS for eLearning, and that clear guidelines and standards for their implementation should be further defined.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"32 2","pages":"Doc20"},"PeriodicalIF":0.0,"publicationDate":"2015-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000962","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33357554","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":"Do medical students like communication? Validation of the German CSAS (Communication Skills Attitude Scale).","authors":"Anne-Kathrin Busch,&nbsp;Katrin Rockenbauch,&nbsp;Gabriele Schmutzer,&nbsp;Elmar Brähler","doi":"10.3205/zma000953","DOIUrl":"https://doi.org/10.3205/zma000953","url":null,"abstract":"<p><strong>Objectives: </strong>Attitudes towards communication skills of medical undergraduates can be gathered using the Communication Skills Attitude Scale (CSAS). We aimed to develop a German version of the CSAS (CSAS-G) in order to explore attitudes towards communication skills in a German cohort. Additionally the potential influence of demographic factors was examined.</p><p><strong>Methods: </strong>We realized the CSAS-G and conducted a survey with 529 participants from 3 different years of study. We then carried out an explorative as well as confirmatory factor analysis and compared the attitudinal scores. Multiple regression analysis was performed.</p><p><strong>Results: </strong>The confirmatory analysis confirmed the two-subscale system revealed by the explorative factor analysis. Students indicate low levels of negative attitudes and moderate levels of positive attitudes. Attitudinal scores differ significantly in relation to gender.</p><p><strong>Conclusion: </strong>The CSAS-G can be used in German cohorts to evaluate attitudes towards communication skills. Medical students in our study show basically a positive approach. Further investigation is necessary to explore and understand attitudes towards communication skills of German medical students.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":" ","pages":"Doc11"},"PeriodicalIF":0.0,"publicationDate":"2015-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33069330","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":"Self-directed e-learning at a tertiary hospital in Malawi--a qualitative evaluation and lessons learnt.","authors":"Sandra Barteit,&nbsp;Philip Hoepffner,&nbsp;Sören Huwendiek,&nbsp;Angela Karamagi,&nbsp;Charles Munthali,&nbsp;Antje Theurer,&nbsp;Florian Neuhann","doi":"10.3205/zma000949","DOIUrl":"https://doi.org/10.3205/zma000949","url":null,"abstract":"<p><strong>Background: </strong>Malawi faces a severe lack of health workers. Despite initiatives to address this problem, a critical shortage of health care staff remains. This lack challenges the education and training of junior medical staff, especially medical interns in their final and crucial training year before they independently work as medical doctors.</p><p><strong>Project description: </strong>We have introduced an e-learning platform in the medical department of the Kamuzu Central Hospital (KCH) in Malawi. With the support of computer-assisted instruction, we aimed to improve the quality of medical training and education, as well as access to current medical materials, in particular for interns.</p><p><strong>Method: </strong>From March to April 2012, we conducted a qualitative evaluation to assess relevance and appropriateness of the e-learning platform. Data was collected via face-to-face interviews, a guided group discussion and a checklist based observation log. Evaluation data was recorded and coded using content analysis, interviewees were chosen via purposive sampling.</p><p><strong>Results: </strong>E-learning proved to be technically feasible in this setting. Users considered the e-learning platform to be relevant and appropriate. Concerns were raised about sustainability, accessibility and technical infrastructure, as well as limited involvement and responsibilities of Malawian partners. Interest in e-learning was high, yet, awareness of and knowledge about the e-learning platform among potential users was low. Evaluation results indicated that further adaptions to local needs are necessary to increase usage and accessibility.</p><p><strong>Conclusions: </strong>Interview results and our project experiences showed that, in the given setting, e-learning requires commitment from local stakeholders, adequate technical infrastructure, identification and assignation of responsibilities, as well as specific adaption to local needs.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":" ","pages":"Doc7"},"PeriodicalIF":0.0,"publicationDate":"2015-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33069305","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":"Theory in practice instead of theory versus practice--curricular design for task-based learning within a competency oriented curriculum.","authors":"Thomas Rotthoff, Matthias Schneider, Stefanie Ritz-Timme, Joachim Windolf","doi":"10.3205/zma000946","DOIUrl":"10.3205/zma000946","url":null,"abstract":"<p><strong>Objective: </strong>Already during their studies, medical students should intensively train their clinical thinking and practice skills, enhancing their clinical expertise in theoretical and practical terms.</p><p><strong>Methods: </strong>Based on the findings of educational research, a new curriculum for clinical training was developed at Duesseldorf University, focussing on workplace-based teaching, learning and assessment.</p><p><strong>Results: </strong>For students in their 3rd, 4th and 5th year of study, our curriculum is based on learning with patient complaint items in regard to multidisciplinary areas of outpatient and inpatient care. For this educational format, 123 complaint items were defined and their compatibility with diseases from various disciplines was tested. Based on the complaint of a specific case, students locate the underlying disease pattern, the differential diagnostic and therapeutical procedures and thereby deepen the required knowledge in the basic subjects. Study books have been created by the clinical departments to support this process. Learning is integrated in competence-oriented and workplace-based learning and assessment, offering a close-knit contact between students and doctors.</p><p><strong>Conclusion: </strong>The concept allows the integration of theory into practice and the integration of knowledge from the basic, clinical-theoretical and clinical subjects into clinical thinking and action.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":" ","pages":"Doc4"},"PeriodicalIF":0.0,"publicationDate":"2015-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4330634/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33069302","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":"German Medical Science--Journal for Medical Education: respectable and very much in motion.","authors":"Götz Fabry,&nbsp;Martin R Fischer","doi":"10.3205/zma000954","DOIUrl":"https://doi.org/10.3205/zma000954","url":null,"abstract":"The first issue of a new volume, which is the 32 of our Journal for Medical Education, is a good opportunity to take a look on what we have achieved during the last year, and what lies ahead of us as there are some innovations coming up that document the development of our journal. First of all some data: We published 35 articles in 2014. A good half of them (16) are research articles, almost a third are project reports (11), the remaining ones are reviews (1), position papers (3), and comments (4). These numbers illustrate that our journal lives up to its self-declared mission i.e. to promote the scientific discourse within the entire domain of education and professional development in medicine, dentistry and veterinary medicine as well as in the health professions overall. However, there is still room for improvement. From an editorial perspective we would wish to havemore review articles since we consider the integration of insights from individual studies of utmost importance as these become increasingly difficult to keep track of in many domains. That we are also on the right track for our readers is documented by the growing access of our sites: Both on our “home” platformGMS [http://www.egms.de/dynamic/ en/index.htm] and on PubMedwhere our articles are also available as full text we enjoy growing popularity (see Figure 1). In 2014 we counted almost 100.000 hits on GMS. On PubMed where our journal is listed only since 2011 we still had almost 50.000 hits. Both measures are corrected for automated queries. Although we are really excited about this response we still want to develop the proliferation of our journal without making any compromises in terms of the quality of our articles. To achieve this and to come closer to the Impact Factor as an important milestone for our journal, we introduce three innovations that we hope will generate positive impetus for this development:","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":" ","pages":"Doc12"},"PeriodicalIF":0.0,"publicationDate":"2015-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000954","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33069331","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}