Journal of Advances in Medical Education and Professionalism最新文献

{"title":"Clinical Supervision of Medical Students in Primary Health Care Services: General Practitioners' Perspectives in Morocco.","authors":"Samira Essoli, Ghita Houdali, Adil Mansouri, Ouassim Mansoury, Latifa Adarmouch, Mohamed Amine, Majda Sebbani","doi":"10.30476/JAMP.2023.100060.1868","DOIUrl":"10.30476/JAMP.2023.100060.1868","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical supervision is crucial to establish a learning climate in which the supervisor guides the supervised. Clinical supervisors might have numerous barriers and motivations. Our study aimed to explore the clinical supervision practices among general practitioners and to describe their motivations, barriers, and needs.</p><p><strong>Methods: </strong>A qualitative study was conducted using purposive sampling which is a non-probabilistic sampling method. The population was the general practitioners who were working at the primary health care centers either in the public or the private sectors (N=16). Individual semi-structured interviews were conducted by two authors, using an interview guide. All interviews were recorded, transcribed, and coded. A thematic content analysis was done manually based on an inductive approach.</p><p><strong>Results: </strong>Sixteen general practitioners participated. Three main themes emerged from the study: 1) General practitioners' practices in clinical supervision, 2) the enablers to adequate clinical supervision in general practice, and 3) the general practitioners' fundamental barriers and needs in clinical supervision. Despite their lack of clinical supervision training, they could describe the different clinical supervision steps without giving their exact names. We found that their teaching skills must be reinforced. General practitioners were mainly motivated by personal and professional interests as well as moral obligations. Numerous barriers and needs were identified at the organizational, relational, and financial levels. The principles barriers and needs were the lack of clinical supervision training, lack of equipment, and remuneration.</p><p><strong>Conclusion: </strong>The current study highlighted the motivations and challenges of general practitioners concerning clinical supervision. These results are helpful for all responsible institutions involved in clinical supervision and upcoming programs in Morocco.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"18-27"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837465/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681559","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":"Measurement Properties of an Arabic Version of the Jefferson Scale of Empathy (JSE) in Moroccan Medical Students.","authors":"Soumaya Benmaamar, Halima Amri, Ibtissam El Harch, Samira El Fakir, Karima El Rhazi","doi":"10.30476/JAMP.2023.100266.1884","DOIUrl":"10.30476/JAMP.2023.100266.1884","url":null,"abstract":"<p><strong>Introduction: </strong>Empathy is an essential communication skill in the doctor-patient relationship. In fact, measuring its level in medical students is becoming increasingly important. There is a Lack of tools to measure it in Morocco. The aim of this study was to validate the Arabic version of the Jefferson Scale of Empathy (JSE) among Moroccan medical students.</p><p><strong>Methods: </strong>The questionnaire was translated from its original English version to Arabic in accordance with international guidelines for cross-cultural adaptation of self-report measures. After translation and transcultural adaptation, the final Arabic version was administered to a sample of Moroccan medical students. Descriptive statistics at the item level and at the scale level were calculated. The internal consistency, reproducibility, criterion, and construct validity were assessed. A multitrait scale analysis was used to examine construct validity. To measure criterion validity, the Arabic JSE scale was correlated to a visual analog scale (VAS), measuring the level of empathy. The mean of score was compared by gender, year of medical training, and specialty preference using the Student (t) and ANOVA tests. All statistical analyses were performed by SPSS, Version 26.</p><p><strong>Results: </strong>A total of 201 students participated in the study. The average empathy score was 105.1±13.4. It was higher in female than male students (P=0.003). The Cronbach alpha was 0.76. The instrument has moderate test-retest reliability (ICC=0.6). The results showed a positive and significant correlation between Arabic JSE and VAS ((r=0.28, p<0.0001). The multitrait scaling analysis by testing convergent and discriminant validity confirmed the original scale structure.</p><p><strong>Conclusion: </strong>The adapted Moroccan version of the Jefferson Scale of Empathy proved to be a valid instrument. It demonstrated an acceptable reliability and validity. Indeed, it can be used in national studies to measure empathy in medical students.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"37-44"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837466/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681618","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":"A cross-sectional study on the role of computer anxiety in students' online learning.","authors":"Ali Asghar Hayat, Nahid Barzegar, Hatam Faraji Dehsorkhi, Mohammad Hasan Keshavarzi, Mehrdad Azimnejadian, Sasan Rostami, Mohammad Hasan Keshavarzi, Sedigheh Mokhtarpour","doi":"10.30476/JAMP.2023.99057.1824","DOIUrl":"10.30476/JAMP.2023.99057.1824","url":null,"abstract":"<p><strong>Introduction: </strong>Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimately interfere with their learning performance. Hence, the current study aimed to examine the role of computer anxiety in students' online learning.</p><p><strong>Methods: </strong>This is a cross-sectional correlational study, in which a convenient sample of 330 students of Shiraz University of Medical Sciences participated. To collect the data, we used two pre-validated questionnaires. Face, content, and construct validity were used to check the validity of the questionnaires. Cronbach's alpha and composite reliability were also used to check the reliability. Data were analyzed using SPSS 16 and AMOS 6.</p><p><strong>Results: </strong>Confirmatory factor analysis results yielded the underlying factorial structure of the scales. In addition, correlation coefficient results indicated that there was a significantly negative relationship between students' computer anxiety and their online learning (r=-0.59, p<0.001).</p><p><strong>Conclusion: </strong>The results of the present study revealed that a considerable number of students experienced some level of computer anxiety, highlighting that highly anxious students face negative consequences such as inadequate online learning.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"51-56"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837468/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681558","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":"Evaluation of Blended Learning in Terms of the Perceptions of Medical Students: A Mixed Method Study.","authors":"Salmah Shelly, Irfan Idris, Nasruddin Andi Mappaware, Haerani Rasyid, Agussalim Bukhari, Ichlas Nanang Afandi, Asty Amalia","doi":"10.30476/JAMP.2023.98956.1819","DOIUrl":"10.30476/JAMP.2023.98956.1819","url":null,"abstract":"<p><strong>Introduction: </strong>The ongoing 4.0 industrial evolution, characterized by the rise of digital technology, has had a massive impact on human lifestyles worldwide. Faculty members in medical school are expected to respond to this industrial revolution by implementing teaching strategies, one of which is Blended learning as a suitable solution to overcome the limitations of space and time in the teaching process. For effective utilization of blended learning, it is important to conduct extensive studies on its implementation. The aim of this study was to assess the effectiveness and efficiency of implementing blended learning in the faculty of medicine in Hasanuddin University from the students' perspective.</p><p><strong>Methods: </strong>This study used a sequential explanatory mixed method approach, combining quantitative and qualitative methods. The quantitative part involved 782 undergraduate medical students from the first, second, and third years. Data were collected through a questionnaire survey distributed among the students. The qualitative part of the research was conducted through focus group discussions involving 13 students based on the questionnaire scores, representing both high and low scores. The results of the quantitative and qualitative research were collected and integrated.</p><p><strong>Results: </strong>Based on the results, the majority of students agreed that blended learning provided many advantages to their learning (Mean±SD: 3.79±0.78). Also, they reported e-learning platform significantly contributed to their learning process (Mean±SD: 3.88±0.67). The workload of blended learning method was still considered quite heavy by students, and good time management was highly needed (Mean±SD: 3.45±0.84). As for qualitative part, some positive results were obtained; they reported that it increased motivation for learning, enhanced the efficiency of learning and gaining adaptability, while the negative opinions were the network error in e-learning, erratic e-learning display, and video quality problem.</p><p><strong>Conclusion: </strong>Most of the students expressed positive opinions about the advantages of blended learning; according to them, learning was more efficient and effective, it enhanced learning motivation, and it provided comprehensive accessible learning materials.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"28-36"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837469/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681560","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":"Integrating Research and Teaching in Medical Education: Challenges, Strategies, and Implications for Healthcare.","authors":"Yasar Ahmed, Mohamed Hasan Taha, Simaa Khayal","doi":"10.30476/JAMP.2023.99751.1854","DOIUrl":"10.30476/JAMP.2023.99751.1854","url":null,"abstract":"<p><strong>Introduction: </strong>The integration of research and teaching in medical education offers numerous benefits, fostering critical thinking and analytical skills in students. Institutions worldwide have recognized the significance of this nexus and have implemented initiatives to link teaching with discipline-based research, promoting interdisciplinary collaboration. This article aims to explore the challenges and recommendations for integrating research and teaching in medical schools and provide recommendations to overcome these challenges.</p><p><strong>Methods: </strong>We conducted a comprehensive review of the literature to identify the common challenges faced by medical institutions in integrating research and teaching. PubMed, Scopus, Web of Science, ERIC, and Google Scholar databases were searched to assess the literature that met the study objectives with explicit inclusion and exclusion criteria. We also examined successful strategies employed by some institutions to promote research-teaching integration.</p><p><strong>Results: </strong>The challenges identified include limited resources, the need to balance research and curriculum requirements, and the importance of cultivating a research-oriented institutional culture. Successful strategies involve curriculum updates, faculty motivation, and cross-disciplinary collaboration. Implementing strategies involve vertically and horizontally integrating research methodology throughout the undergraduate curriculum and cross-integrating traditional medical courses with other disciplines. Collaboration between universities, enterprises, and schools can enhance comprehensive cooperation.</p><p><strong>Conclusion: </strong>To create a research-oriented learning environment, medical institutions should address these challenges and implement effective strategies. This approach will not only nurture research-oriented healthcare professionals but also advance medical knowledge for the benefit of patient care. By addressing these challenges and implementing appropriate strategies, medical institutions can create a research-oriented learning environment, nurturing research-oriented healthcare professionals and advancing medical knowledge to improve patient care.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837463/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681617","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 Effect of Using the Community of Inquiry Model on the Quality of Distance Learning of the Airways Management among Anesthesia Nursing Students.","authors":"Ali Khalafi, Omid Zarei, Vahid Saidkhani, Mohammad Hosein Haghighizadeh","doi":"10.30476/JAMP.2023.99383.1841","DOIUrl":"10.30476/JAMP.2023.99383.1841","url":null,"abstract":"<p><strong>Introduction: </strong>Distance education as a training method is used today to train nurses around the world. This study aimed to determine the impact of using the community of inquiry model on the quality of distance learning of airway management among anesthesia nurse students.</p><p><strong>Methods: </strong>This is a quasi-experimental study with a pre-test post-test design conducted at Ahvaz Jundishapur University of Medical Sciences. Participants were selected by census, and they were second, third, and fourth-year nurse anesthesia students (n=66). The participants were assigned to intervention and control groups (n=33 each) based on the table of random numbers. Given the three dimensions of the community of inquiry model, interventions were carried out in terms of social, teaching, and cognitive dimensions to increase social presence, teaching presence, and cognitive presence. Data collection tools included a questionnaire. The data were analyzed using Independent T-test, paired T-test, ANCOVA, and Chi-square in SPSS software, version 16.</p><p><strong>Results: </strong>The results showed that the promotion of each of the three elements of the community of inquiry model had a significant effect on the quality of distance learning of airway management. Moreover, the mean scores of these elements were significantly different (P<0.001) in the intervention and control groups [teaching presence (3.742±0.453 vs. 2.573±0.241), social presence (2.245±0.488 vs. 1.434±0.297), and cognitive presence (3.421±0.569 vs. 2.369±0.223)].</p><p><strong>Conclusion: </strong>The community of inquiry is a practical and effective framework for the better design and implementation of distance education courses. Therefore, nursing educators and course designers are strongly recommended to use this framework in nursing education.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"57-65"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837467/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681620","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":"Exploring BAME Student Experiences in Healthcare Courses in the United Kingdom: A Systematic Review.","authors":"Callum Singh Grewal, Mohammed Bilal Khan, Jasmin Kiran Kaur Panesar, Simal Asher, Navjyot Mehan","doi":"10.30476/JAMP.2023.98882.1825","DOIUrl":"10.30476/JAMP.2023.98882.1825","url":null,"abstract":"<p><strong>Introduction: </strong>Black, Asian, and Minority Ethnic (BAME) students in healthcare-related courses are exposed to various challenging experiences compared to their White counterparts, not only in the UK (United Kingdom) but across the globe. Underachieving, stereotyping, racial bias, and cultural differences, among other experiences, hinder their medical education, practice, and attainment. This review aimed to explore and understand the experiences of BAME students enrolled in healthcare related courses in the United Kingdom.</p><p><strong>Methods: </strong>Computerised bibliographic search was carried out using MeSH and free text descriptors via PubMed, Cochrane, Google Scholar, and Science Direct for eligible English-published studies exploring BAME experiences in the UK from 2010-2023.</p><p><strong>Results: </strong>A cumulative total of 813 studies were obtained from the literature search, of which five met the inclusion criteria. Quality assessment for risk of bias was assessed using the Newcastle Ottawa scale, yielding one study of satisfactory quality, while four were deemed to be of good quality.</p><p><strong>Conclusion: </strong>BAME students pursuing health-related courses across the UK. face a range of experiences, including racial discrimination, unconscious bias, and a lack of representation and support. Additionally, BAME students are more likely to report incidents of racial harassment and withdraw from their respective courses as well as experiencing mental health issues due to their experiences.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"8-17"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681561","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":"Identification of Factors Influencing Professional Identity Development in Medical Students at Basic Sciences Stage.","authors":"Elham Nasiri, Nasrin Shokrpour","doi":"10.30476/JAMP.2023.99829.1856","DOIUrl":"10.30476/JAMP.2023.99829.1856","url":null,"abstract":"<p><strong>Introduction: </strong>Medical education is beyond gaining a certain level of knowledge and mastering a specific set of skill. Medical students should try to improve the self and system, which necessitates personal growth and professional identity development. In this study, we aimed to investigate the factors which contribute to the formation of professional identity of medical students in basic sciences stage and finding out the significance of each factor.</p><p><strong>Methods: </strong>In this cross-sectional practical survey, semi-structured interviews were done with 10 medical students. The interview results yielded several items, which were used to make a 14-item questionnaire, the validity and reliability of which were verified. The contribution of the items to the factors was verified through factor analysis, the prerequisites of which were KMO and Bartlett test, which were done and approved. The significance of the factors obtained was evaluated and ranked through one sample t-test and Friedman test, respectively.</p><p><strong>Results: </strong>The result showed that professional identity development in the stage of basic sciences was influenced by several factors, including educational, socioeconomic, personal, and familial ones. Also, the personal factor ranked first, followed by socioeconomic, educational, and familial factors, respectively.</p><p><strong>Conclusion: </strong>In this study, it was concluded that the participants were more influenced by their own personal attitudes as compared to their familial, socioeconomic, or educational factors. Moreover, the factors which contributed to the professional identity of medical students were not at the same level of significance. To train physicians with high professional identity, medical education authorities are recommended to consider the above-mentioned factors.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"45-50"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837470/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681562","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":"Multi-Dimensional Model of Cooperative Learning.","authors":"Shoaleh Bigdeli, Maryam Aalaa, John Sandars","doi":"10.30476/JAMP.2023.97756.1778","DOIUrl":"10.30476/JAMP.2023.97756.1778","url":null,"abstract":"","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 1","pages":"66-67"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10837462/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139681619","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 Association of \"First 1000 Days of Life\" Training Program on Communication Skill and Empathy of Undergraduate Medical Students: A Cross-Sectional Study.","authors":"Khaeriah Amru,&nbsp;Firdaus Hamid,&nbsp;Ichlas Nanang Afandi,&nbsp;Asty Amalia,&nbsp;Budu Mannyu,&nbsp;Berti Julian Nelwan,&nbsp;Nasruddin Andi Mappaware","doi":"10.30476/JAMP.2023.98979.1820","DOIUrl":"https://doi.org/10.30476/JAMP.2023.98979.1820","url":null,"abstract":"<p><strong>Introduction: </strong>1000 First Days of Life (1000FDL) training program is carried out for 2 years from the 3rd to 6th semester; in this program, students are asked to accompany pregnant women until their children are 2 years old. This study aimed to analyse undergraduate medical students' communication skills and empathy levels and determine the association between communication skills and empathy after the training program.</p><p><strong>Methods: </strong>This is a cross-sectional study in which 176 undergraduate medical students in Hasanuddin University participated; they were enrolled in 1000FDL training program and selected using purposive sampling. Data were collected using Modified Arabic Version of the ABIM's Patient Assessment (MAV-ABIM) and Jefferson Scale of Empathy - Student Version (JSE-S) questionnaires to assess their level of communication skills and empathy. In this study, demographic data were obtained using a semi-open-ended questionnaire. Data were analysed using descriptive statistics, Chi-Square, and Spearman tests.</p><p><strong>Results: </strong>Communication skill was very good (83.5%), good (15.9%), and inadequate (0.6%), while the empathy level was high (9.1%), medium (25%), and low (65.9%). There was no significant difference between the level of communication skills (p-value 0.168) and empathy (p=0.145) based on gender, but there was a significant difference between <12 or >12 times interaction with the empathy level (p<0.001). The association between the level of communication showed that the level of empathy was significant (p<0.001, r=0.399).</p><p><strong>Conclusion: </strong>Undergraduate medical students had very good communication skills but low empathy levels. There was a positive association between communication skills and empathy level after the training program. The students' empathy level can be improved by increasing the frequency of interaction with patients in experiential learning through training programs.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"11 4","pages":"222-229"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10611933/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71414363","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}