Journal of Advances in Medical Education and Professionalism最新文献

{"title":"Virtual reality-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students: Virtual reality in medical education.","authors":"Saman Behmadi,&nbsp;Fariba Asadi,&nbsp;Maryam Okhovati,&nbsp;Roghaye Ershad Sarabi","doi":"10.30476/JAMP.2021.89269.1370","DOIUrl":"https://doi.org/10.30476/JAMP.2021.89269.1370","url":null,"abstract":"<p><strong>Introduction: </strong>Epidemics such as the recent one, COVID-19, have caused a change in education and its methods. Virtual simulation is one of the types of technology used in medical education and related sciences. Virtual simulation provides practical and clinical medical education in a safe, cost-effective, reproducible, and flexible learning environment where students can practice over and over in a standard environment. This study was conducted to compare the effect of virtual-based medical education versus lecture-based method in teaching start triage lessons in emergency medical students in educational and medical centers affiliated to Birjand University of Medical Sciences Ferdows, Paramedical School, in 2020.</p><p><strong>Methods: </strong>This is a quasi-experimental study. َAll 44 students of emergency medicine registered for triage course participated in the study. They were divided into two homogenous groups which were matched based on their grade point average. The simple triage and rapid transport (START) triage course was taught in the traditional way- lecture based- from the beginning of the semester to the middle of the semester; then, the other group (simulation-based) was trained in the second half of the same semester using virtual simulation.</p><p><strong>Results: </strong>The students' rate of learning was measured by their scores at the end of the course exam in both groups. The mean scores of virtual simulation-based education were slightly higher than those of the lecture-based education, but it was not statistically significant (P>0.05). The students were more satisfied with virtual simulation-based education than the lecture-based and the difference between the mean scores of satisfaction was statistically significant (P>0.05).</p><p><strong>Conclusion: </strong>The results of this study suggest that VR can effectively improve knowledge in undergraduate emergency student's education, but it was not more effective than traditional educational methods. More experimental studies with a larger sample size are needed to confirm that virtual simulation-based education can more effectively improve knowledge in teaching practical lessons such as triage.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"10 1","pages":"48-53"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8720154/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39643834","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":"Hands-on brain slicing activity based on Gagné's instructional model: A novel pedagogy for mastering neuroanatomical cross sections.","authors":"Rajasekhar S S S N,&nbsp;Dinesh Kumar V","doi":"10.30476/JAMP.2020.86497.1242","DOIUrl":"https://doi.org/10.30476/JAMP.2020.86497.1242","url":null,"abstract":"*Corresponding author: Dinesh Kumar. V, MBBS, MD; Department of Anatomy, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry – 605006, India Mob: +91-99-94038701; Email: dinesh.88560@gmail.com Please cite this paper as: Rajasekhar SSSN, Kumar VD. Hands-on brain slicing activity based on Gagné’s instructional model: A novel pedagogy for mastering neuroanatomical cross sections. J Adv Med Educ Prof. 2022;10(1):64-65. DOI: 10.30476/ JAMP.2020.86497.1242. Received: 13 May 2020 Accepted: 20 May 2020 Journal of Advances in Medical Education & Professionalism","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"10 1","pages":"64-65"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8720155/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39644294","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":"Multidisciplinary Programed Learning Simulation to Improve Visual Blood Loss Estimation for Obstetric Trauma Scenarios.","authors":"Jane Ponterio,&nbsp;Maleeha Ahmad,&nbsp;Aparna Vancheswaran,&nbsp;Nisha Lakhi","doi":"10.30476/JAMP.2021.91990.1466","DOIUrl":"https://doi.org/10.30476/JAMP.2021.91990.1466","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction: &lt;/strong&gt;We designed and implemented a Programmed Learning Simulation (PLS) exercise depicting obstetric scenarios of hemorrhage to train anesthesiologists, ancillary staff, and surgeons to accurately estimate blood loss visually. We then measured the efficacy of this exercise in a clinical setting.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;We conducted a prospective study to assess the effect of implementing a PLS exercise on quantification of blood loss in an operative setting. The PLS exercise consisted of 13 simulation stations of varying quantities of simulated blood loss paired with standardized objects of known volume. Eighty-eight individuals participated including attending physicians, residents, medical students, and ancillary staff participated in this study. The PLS was part of regularly scheduled continuing medical education activities; thus, the sampling used was non-randomized convenience method. The percent error was calculated for each of the 13 stations. A subgroup analysis was performed to assess the effect of the years of experience, size of hemorrhage, and occupation on accuracy. Univariate analyses for continuous variables were compared using a one-way ANOVA test. For the comparison of the three groups (years of experience and size of hemorrhage), a p-value of &lt;0.02 was considered statistically significant and for 5-way comparison (professional grouping) a p &lt;0.01 was considered significant after application of the Bonferroni correction (α=0.05). (Part A). To determine the effect of PLS in a clinical setting, the percent error of blood loss estimation for cesarean deliveries during the two-month period after the PLS exercise was compared to the two-month period immediately prior to using the student's t-test with p&lt;0.05 as significant (Part B). Statistical analysis was performed using International Business Machine, Statistical Package for the Social Sciences, Version 26.0 (IBM SPSS).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;During Part A, the baseline performance of the participants was evaluated during the PLS activity. The PLS data showed no significant difference in absolute value of mean percent error estimation (standard deviation) across professions: student 63.61% (69.74), ob/gyn 56.91% (47.72), ancillary 62.15% (77.90), general/trauma surgeon 66.70% (65.06), anesthesia 61.51% (63.12). (p = 0.681), or levels of experience 0-5: 62.21% (60.06), 6-10 years: 56.22% (52.66), greater than 10 years: 61.89% (71.89) (p = 0.831). However, mean percent error of estimation was higher when participants estimated smaller samples 77.7% (104.73) compared to either medium 56.8% (49.06) or large 57.9% (46.19) samples (p&lt;0.001). For Part B, 179 cesarean deliveries occurred during the pre-intervention period and 193 occurred during the post-intervention period. Mean error in provider estimation of blood loss significantly improved from 47% (68.51) pre-intervention to 31% (32.70) post-intervention (p=0.009).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusio","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"10 1","pages":"1-11"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8720157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39785084","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":"Assessment of Medical Professionalism among Students and Faculty Members of Shalamar Medical and Dental College, Lahore.","authors":"Shazia Rasul,&nbsp;M Zahid Bashir,&nbsp;Sarosh Saleem,&nbsp;Shabnam Tahir,&nbsp;Aflak Rasheed,&nbsp;Muhammad Ali Sabir","doi":"10.30476/JAMP.2021.88433.1342","DOIUrl":"https://doi.org/10.30476/JAMP.2021.88433.1342","url":null,"abstract":"<p><strong>Introduction: </strong>Medical professionalism is an essential part of training and professional development of medical students. Unprofessional behavior in medical school may lead to professional misconduct in the future careers. The Learner's Attitude of Medical Professionalism Scale (LAMPS) is a self-assessment questionnaire. It has been used in this study to assess and compare self-reported attitudes about different domains of medical professionalism among First and Final Year students and Faculty of Shalamar Medical and Dental College (SMDC). LAMPS has been used to identify the gaps in the attitudes of medical students and professionals, which can be addressed through a training program of professionalism.</p><p><strong>Methods: </strong>This is a cross-sectional survey conducted in SMDC from June to Dec 2018. First Year and Final Year Students and Faculty were recruited by non-probability convenience sampling. The sample size was calculated by the Cochran's Formula, keeping the level of significance at 5% and margin of error at 3%. The reliability of LAMPS using Cronbach's alpha is 0.7. It has been validated by 32 experts followed by pilot testing. The domains of professionalism were scored according to Likert Scale. The data were analyzed using SPSS 24. T-test was used for comparison of the means.</p><p><strong>Results: </strong>There were a total of 204 study participants; 88 students from First Year, 78 from Final Year and 38 Faculty Members. Honor/Integrity was the most valued trait and Excellence/Autonomy was the lowest scored domain of medical professionalism. There was a significant difference among attitudes of the First and Final Year students in the domains of Excellence/Autonomy and Altruism. Excellence/Autonomy and Honor/Integrity showed a significant difference between the Final Year students and Faculty.</p><p><strong>Conclusions: </strong>Medical students and faculty have significantly different views of certain attributes of professionalism. Honor/Integrity was the most valued trait and Excellence/Autonomy was the lowest valued trait of medical professionalism.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"9 4","pages":"204-210"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8521216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39555115","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 medical student's perspective on motivating medical students for social accountability.","authors":"Princy Biju,&nbsp;Annabel Mensah-Djan,&nbsp;Sana Hashemi,&nbsp;Iqrah Aslam,&nbsp;Rameez Shahzad","doi":"10.30476/jamp.2020.87235.1300","DOIUrl":"https://doi.org/10.30476/jamp.2020.87235.1300","url":null,"abstract":"","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"9 4","pages":"243-244"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8521210/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39555120","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":"Medical students' perspective on \"Barriers of critical thinking in medical students' curriculum from the viewpoint of medical education experts: A qualitative study\".","authors":"Sultan Farooq,&nbsp;Labib Syed,&nbsp;Aqib Yaseen,&nbsp;Safwan Umar,&nbsp;Yusif Shakanti,&nbsp;Humayun Raja","doi":"10.30476/jamp.2020.87042.1295","DOIUrl":"https://doi.org/10.30476/jamp.2020.87042.1295","url":null,"abstract":"Please cite this paper as: Farooq S, Syed L, Yaseen A, Umar S, Shakanti Y, Raja H. Medical students’ perspective on “Barriers of critical thinking in medical students’ curriculum from the viewpoint of medical education experts: A qualitative study”. J Adv Med Educ Prof. 2021;9(4):247-248. DOI: 10.30476/jamp.2020.87042.1295. Received: 27 June 2020 Accepted: 4 July 2020 Journal of Advances in Medical Education & Professionalism","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"9 4","pages":"247-248"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8521219/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39555122","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":"Reliability and acceptability of the multiple mini-interviews for selection of residents in cardiology: Student response.","authors":"Sakeriya Farah,&nbsp;Kamal Dewan,&nbsp;Nazifa Begum,&nbsp;Inaam Muneer Mian,&nbsp;Rameez Shahzad","doi":"10.30476/JAMP.2020.86698.1260","DOIUrl":"https://doi.org/10.30476/JAMP.2020.86698.1260","url":null,"abstract":"*Corresponding author: Sakeriya Farah, BSc; Barts and the London School of Medicine and Dentistry, Garrod Building, Turner Street, Whitechapel, London, E1 2AD, United Kingdom Tel: +79-46235421; Email: ha15355@qmul.ac.uk Please cite this paper as: Farah S, Dewan K, Begum N, Mian IM, Shahzad R. Reliability and acceptability of the multiple mini-interviews for selection of residents in cardiology: Student response. J Adv Med Educ Prof. 2021;9(4):245-246. DOI: 10.30476/ JAMP.2020.86698.1260. Received: 26 May 2020 Accepted: 9 June 2020 Journal of Advances in Medical Education & Professionalism","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"9 4","pages":"245-246"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8521211/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39555121","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":"Comparison of the effectiveness of flipped classroom and traditional teaching method on the components of self-determination and class perception among University students.","authors":"Mahnaz Khayat,&nbsp;Fariba Hafezi,&nbsp;Parviz Asgari,&nbsp;Marzieh Talebzadeh Shoushtari","doi":"10.30476/JAMP.2021.89793.1385","DOIUrl":"https://doi.org/10.30476/JAMP.2021.89793.1385","url":null,"abstract":"<p><strong>Introduction: </strong>The flipped classroom instruction can be an opportunity to make educational changes in class contents, which means this model can be a way to rethink learning and the educational process. The present study aimed to investigate the effectiveness of flipped classroom and traditional teaching methods on the components of self-determination and the class perception among university students.</p><p><strong>Methods: </strong>This is an experimental study with a pre-test and post-test design and a control group. The study population comprised of all female students of Farhangian University in Ahvaz city in the academic year 2019. The sample consisted of 36 students selected by convenience sampling. We randomly divided the participants into experimental (n=18) and control (n=18) groups. The research instruments included the Basic Psychological Need Satisfaction and the Class Perception Questionnaire. The experimental group received the flipped teaching program during six 120-minute sessions once a week; however, the control group received the traditional teaching method. Data were analyzed by descriptive and inferential statistics, such as mean, standard deviation, analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA).</p><p><strong>Results: </strong>The results indicated that there was a significant difference between the flipped classroom and traditional teaching (p< 0.05) on the components of self-determination and the class perception among university students.</p><p><strong>Conclusion: </strong>According to the results, the flipped teaching method had greater impacts on the components of self-determination and class perception in university students, compared to the traditional method.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"9 4","pages":"230-237"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8521212/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39555118","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":"Professional identity of medical students: Proposing a Meta Static Structural Model.","authors":"Leila Afshar,&nbsp;Shahram Yazdani,&nbsp;Homa Sadeghi Avval Shahr","doi":"10.30476/JAMP.2021.89121.1364","DOIUrl":"https://doi.org/10.30476/JAMP.2021.89121.1364","url":null,"abstract":"<p><strong>Introduction: </strong>The realization of professionalism and its desirable consequences, as the most important goal of medical education, primarily depends on identifying the process and mechanism of the professional identity formation, which in turn requires the accurate identification of components and structure of the concept of professional identity. Therefore, the aim of this study was to synthesize a static structural model for professional identity, based on the results of our previous research.</p><p><strong>Methods: </strong>In this study the theory or model construction methodology was used to synthesize a static structural model of professional identity formation for medical students. In this regard, the Walker and Avant method was followed through three steps: specifying focal concepts, reviewing the literature, and organizing concepts into an integrated and efficient representation.</p><p><strong>Results: </strong>In this study, based on the analysis of 9 selected conceptual models in the field of socialization and professional identity, first the key concepts of each model were extracted and then by carefully examining these concepts and determining their relationships and reviewing related texts, dimensions and components of professional identity were determined and presented in the form of a comprehensive structural static model.</p><p><strong>Conclusion: </strong>The advantage of the proposed model over the existing models is the explicit presentation of the dimensions, constructs, and sub-constructs of the concept of professional identity. In addition, this model can be used as a general pattern in all non-medical professions.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"9 4","pages":"211-220"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8521217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39555116","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":"Design and Evaluation of DentAll Mobile Software for Dental Education.","authors":"Parisa Jalali,&nbsp;Zeinalabedin Gholizadeh,&nbsp;Minou Kouh Soltani,&nbsp;Maryam Kouhsoltani","doi":"10.30476/JAMP.2021.90771.1423","DOIUrl":"https://doi.org/10.30476/JAMP.2021.90771.1423","url":null,"abstract":"<p><strong>Introduction: </strong>The use of new learning methods to improve the educational processes is inevitable in the field of dentistry. Due to the positive effects of mobile learning on the students' learning and skills, we decided to design a software in the required areas. Considerations of systemic diseases, medications, emergencies, prophylaxis, tests interpretation, lesions diagnosis, cephalometric, and cast analysis were the topics required.</p><p><strong>Methods: </strong>This semi-experimental study was carried out in Faculty of Dentistry, Tabriz University of Medical Sciences during 2020. DentAll software was developed using Android Studio software. It is an educational and decision-making support system. The satisfaction and perceptions of 10 professors, 5 post-graduate students, and 30 senior dental students about the designed software were assessed using a questionnaire based on a 5-part Likert scale. The senior students were invited and the pre-test was taken to assess the students' knowledge; then, the designed software was provided by the administrator. At the end of the process, the post-test was taken. Paired samples t-test was used to compare the results of the pre-test and post-test. The data were analyzed using the Statistical Package for Social Sciences (SPSS) 17.0. The significance level was established at a P < 0.05.</p><p><strong>Results: </strong>The mean scores of the pre-test and post-test were 16.5 ± 1.49 and 18.2 ± 0.99, respectively. The statistical analysis showed that the difference between the mean scores of the pre-test and post-test was statistically significant (p< 0.001). 46.7% of the professors and post-graduate students expressed their overall satisfaction as very high, 46.7% as high, and 6.7% as average. Furthermore, 50% of the students expressed their overall satisfaction as very high, 36.7% as high, and 13.3% as moderate.</p><p><strong>Conclusion: </strong>The designed comprehensive software satisfied the students and the professors who used it and the students' scores increased after use. This software had capabilities such as easy access to the resources, learning anytime and anywhere, increasing the students' interest and motivation, etc. from the point of view of the commentators. To the best of our knowledge, this comprehensive educational aid has not been designed previously and it was effective in improving the students' learning, scientific knowledge and treatment planning.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"9 4","pages":"221-229"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8521218/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39555117","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}