Journal of Advances in Medical Education and Professionalism最新文献

{"title":"Exploring the Transformative Potential of Learning Analytics in Medical Education: A Systematic Review.","authors":"Ehsan Toofaninejad, Shane Dawson, Somaye Sohrabi, Masomeh Kalantarion","doi":"10.30476/jamp.2024.103973.2034","DOIUrl":"10.30476/jamp.2024.103973.2034","url":null,"abstract":"<p><strong>Introduction: </strong>Learning Analytics (LA) has emerged as a potent tool in medical education, offering data-driven insights and personalized support to learners. This systematic review aims to provide a comprehensive overview of the current state of LA in medical education, exploring its applications, benefits, challenges, and future directions.</p><p><strong>Methods: </strong>The study was conducted as a systematic review of learning analytics (LA) in medical education. A comprehensive search was performed in June 2023 across the following databases ProQuest, Scopus, ERIC, Web of Science, PubMed, and ScienceDirect, with no restrictions on publication dates. The search resulted in a total of 1095 records, which were screened after removing duplicates, leaving 552 titles for review. Following the exclusion of irrelevant articles, 12 studies were selected for synthesis.</p><p><strong>Results: </strong>Four key categories of LA applications emerged curriculum evaluation, learner performance analysis, learner feedback and support, and learning outcome assessment. The synthesis of findings underscores LA potential to enhance learning experiences, identify at-risk learners, and improve formative assessment practices. However, ethical and privacy concerns warrant attention to bridge the gap between research and practice.</p><p><strong>Conclusion: </strong>This review suggests a collaborative and mindful approach to leveraging LA in medical education. Balancing data-driven insights with effective, ethical, and human-centric pedagogical practices is crucial. Addressing these concerns can ensure the integration of LA into medical education, fostering its transformative potential while upholding core values.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 1","pages":"12-24"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11788773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190943","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 Competency-Based Medical Education (CBME) curriculum implementation for Phase II Medical undergraduates: A qualitative study.","authors":"Krishnamurthy Soundariya, Anandabaskar Nishanthi, Rajalakshmi Mahendran, Mourouguessine Vimal","doi":"10.30476/jamp.2024.104312.2052","DOIUrl":"10.30476/jamp.2024.104312.2052","url":null,"abstract":"<p><strong>Introduction: </strong>Implementing \"Competency-Based Medical education\" in Indian medical colleges has necessitated reengineering by the stakeholders at the institutes. Changes in the curriculum are usually inundated with challenges. The present study aimed to evaluate the implementation of the CBME curriculum for Phase II medical undergraduates in our institute.</p><p><strong>Methods: </strong>This qualitative study involved faculty members from Pathology, Microbiology, and Pharmacology teaching Phase II medical undergraduates, who participated in three focus group discussions (one per department) to discuss the strategies and challenges in curriculum implementation. A gap analysis followed, with individual in-depth interviews with the departmental heads to identify solutions for the challenges. A review meeting was held with the dean, curriculum committee members, and phase II faculty members to finalize the action plan.</p><p><strong>Results: </strong>A total of 18 faculty members, predominantly females, in different age ranges (29 to 68 years) and teaching experiences (4 to 34 years) participated in this study. The faculty members have adopted various strategies for curriculum implementation such as preparing departmental planners, framing lesson plans, using interactive teaching-learning methods and e-learning, conducting self-directed learning sessions, ensuring alignment and integration, incorporating skill modules, ensuring student logbook maintenance, using appropriate assessment methods and implementing AETCOM modules. However, they faced challenges in implementing self-directed learning sessions, using e-learning platforms and recommended faculty development programs.</p><p><strong>Conclusion: </strong>Our study reveals that the paraclinical departments at our institute have taken appreciable steps in implementing the CBME curriculum for Phase II MBBS students, despite ongoing challenges. Addressing these challenges requires careful planning and evaluation, with faculty sensitization being crucial for smooth implementation. The key outcome of the study was establishing various subcommittees within the Curriculum Committee and Medical Education Unit to facilitate the implementation of various CBME components, supported by regular feedback mechanisms. Also, the action plan was shared with the Medical Education Unit to organize appropriate faculty development programs.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 1","pages":"36-48"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11788775/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190942","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":"Transforming Education: Case-Based Integrated Learning Development and Implementation - A Mixed Methods Study at a Private Medical College.","authors":"Rahila Ali, Azam Afzal, Sara Shakil, Amber Sultan, Shazia Babar, Javeria Rehman, Marib Ghulam Rasool Malik, Mohammad Shahzaib Qadir, Sadaf Khan, Sana Saeed","doi":"10.30476/jamp.2024.104285.2048","DOIUrl":"10.30476/jamp.2024.104285.2048","url":null,"abstract":"<p><strong>Introduction: </strong>Case-based learning (CBL) is widely used in medical education to bridge theory and practice, but traditional methods often struggle to sustain student engagement and promote critical thinking. To address these challenges, Case-Based Integrated Learning (CBIL) was developed as a novel approach combining immersive and interactive learning techniques. This study aimed to evaluate the effectiveness of CBIL in enhancing engagement, critical thinking, and clinical reasoning among medical students, and explore faculty experiences regarding the pedagogy.</p><p><strong>Methods: </strong>An explanatory-sequential mixed-methods study was conducted in a private medical college in Pakistan. Quantitative data were collected through faculty (n=35) and student (n=122) evaluation surveys, and analyzed using descriptive statistics (mean, standard deviation, frequencies, and percentages). Qualitative data from focused group discussions (FGD) with faculty were analyzed thematically. A committee of clinical faculty and medical educationists developed four CBIL prototypes. Faculty from various clinical specialties were trained on CBIL concepts and lesson planning, and the prototypes were used to develop engaging cases for subsequent sessions. Participants included faculty from diverse disciplines and students in their third and fourth years of medical school.</p><p><strong>Results: </strong>The faculty considered the training very effective (overall satisfaction 5.17±0.89 out of 6), with a vast majority being very satisfied with its relevance (86%, n=30) and structure (91%, n=32). Among students, 95% (n=116) were satisfied with the developed cases. Most of them were also satisfied with the clarity (92%, n=112) and applicability of the cases (96%, n=117). In FGD, facilitators expressed satisfaction with CBIL formats as it provided opportunities for engagement, in-depth analyses, and discussions.</p><p><strong>Conclusion: </strong>Interactive formats like CBIL can engage students by allowing opportunities for interaction, discussion, and peer-learning. This promotes improved understanding and critical thinking. Further exploration of the effectiveness and impacts on the learning of various interactive formats of case-based learning is essential.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 1","pages":"49-58"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11788772/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143189948","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":"Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty.","authors":"Seyyed Abolfaz Vagharseyyedin, Hakimeh Sabeghi","doi":"10.30476/jamp.2024.103841.2028","DOIUrl":"10.30476/jamp.2024.103841.2028","url":null,"abstract":"<p><strong>Introduction: </strong>The quality of nursing education depends on the availability of faculty members with great professional knowledge and clinical work experience. Thus, novice faculty may face challenges in providing quality education. The aim of this study was to explore the experience of transition to a faculty role among a sample of Iranian nursing faculty.</p><p><strong>Methods: </strong>This qualitative study was conducted in 2022. A total of fifteen faculty members of the nursing and midwifery schools participated in this study. Participants were recruited through purposeful sampling. Data were collected through semi-structured interviews and analyzed through Graneheim and Lundman's conventional content analysis approach.</p><p><strong>Results: </strong>704 primary codes were generated and grouped into 35 subcategories, nine main categories, and three main themes, namely unpreparedness for the faculty role, abandonment in a non-empathetic workplace, and a road to resilience.</p><p><strong>Conclusion: </strong>Nursing faculty members with limited work experience are unprepared for the transition to faculty roles, receive limited support at work, and rely on personal resources and support networks to facilitate their transition to the faculty role. Further studies are needed to assess the effects of preparation and support programs on the transition to faculty roles among the faculty members with no previous clinical work experience.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"13 1","pages":"59-66"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11788770/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190179","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":"Evaluating the Effect of Scenario-Based Learning on the Knowledge, Attitude, and Perception of Nursing and Midwifery Students about Patient Safety.","authors":"Somayeh Alirezaei, Maliheh Sadeghnezhad, Monir Ramezani","doi":"10.30476/jamp.2024.101869.1947","DOIUrl":"10.30476/jamp.2024.101869.1947","url":null,"abstract":"<p><strong>Introduction: </strong>Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to improve the students' abilities for clinical decision-making and quality and safe care. Thus, this study was designed to evaluate the effect of scenario-based learning on the knowledge, attitude, and perception of nursing students about patient safety.</p><p><strong>Methods: </strong>This quasi-experimental study was conducted between September 2023 and January 2024. The study sample comprised 78 nursing and midwifery students from the fourth and fifth semesters of their bachelor's degrees, each of whom was systematically reviewed. The participants were allocated to the intervention (n=43) and control groups (n=35) randomly, using simple randomization. The educational content was presented via scenario-based learning for participants in the intervention group, while it was presented through lecture and discussion in the control group. The questionnaire was standardized and structured, and its validity and reliability were assessed. Data gathering was performed one month after the intervention using a knowledge, attitude, and practice questionnaire. Data were analyzed in SPSS software version 16 using descriptive statistical methods and inferential tests, including the chi-square test, independent T-test, paired T-test, and ANCOVA.</p><p><strong>Results: </strong>The study findings indicated that there were no significant differences in attitude (P=0.152) and perception (P0.264=) scores between the intervention and control groups before the intervention. However, after the intervention, a significant difference was observed (p<0.001). [Knowledge 14.97±3.70 vs. 19.37±3.31), attitude (31.74±5.38 vs. 34.62±9.59), perception (7.51 ± 35.60± vs.38.95±8.21)].</p><p><strong>Conclusion: </strong>Scenario-based learning can be a more effective way to teach nursing and midwifery students about patient safety. Thus, researchers recommend that this educational method should be used by nursing and midwifery instructors to improve the students' ability to provide safer care for patients.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"243-250"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511834/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509442","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":"Replacing \"Artificial Intelligence\" with \"Augmented Intelligence\" for a more Informed and Responsible Use of Technology in Medical Education.","authors":"Krishna Mohan Surapaneni","doi":"10.30476/jamp.2024.103484.2008","DOIUrl":"10.30476/jamp.2024.103484.2008","url":null,"abstract":"","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"272-273"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511836/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142516688","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":"Estimating Students' Academic Success in the Preclinical Stage of Undergraduate Medical Education Using the Admission Test Approach.","authors":"Wienta Diarsvitri, Efyluk Garianto, Roostantia Indrawati, Wiwik Sulistiani","doi":"10.30476/jamp.2024.101936.1949","DOIUrl":"10.30476/jamp.2024.101936.1949","url":null,"abstract":"<p><strong>Introduction: </strong>Medical schools face substantial challenges in objectively selecting the best applicants, and the admission process can impact medical students' academic performance. This study aimed to estimate the students' academic success in the preclinical stage of undergraduate medical education using admission tests.</p><p><strong>Methods: </strong>This cross-sectional study was conducted on 1,193 students' records from the 2014 to 2019 cohorts. The students' admission data comprised the cohort, sex, admission track, psychological test, and academic tests. The academic success was based on the student's end-year academic evaluation. Data were analyzed using contingency and Kendall's tau b tests with IBM^® SPSS^® Statistics version 16.0 for Windows.</p><p><strong>Results: </strong>Most of the 1,193 preclinical medical students' records included in the study were females (68.1%), from the regular admission track (78.5%), from the considered psychology test category (52.8%), and had an academic admission test of less than or equal to the median. (51.6%). Most students (89.7%) met all the academic requirements to pass the end-year evaluation. The bivariate analyses showed significant correlations between academic success and cohort (p<0.001), psychology test (p=0.005), and academic test (p<0.001). The analyses showed no significant correlation between academic success and sex (p=0.324), and admission track (p=0.128).</p><p><strong>Conclusions: </strong>This study indicated that cohort and psychology tests could estimate the student's academic success at the preclinical stage of undergraduate medical education. The admission criteria related to the academic tests during the admission process should be re-evaluated, so that the academic tests could select the best students among the applicants.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"235-242"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511832/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509441","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":"Expectation and Needs of Medical Students Towards the Implementation of Virtual Simulation in Learning Rational Use of Medicine.","authors":"Desak Gede Budi Krisnamurti, Aria Kekalih, Adisti Dwijayanti, David Christianta, Nicholas Jason Wijaya, Juan Felix Samudra, Pratiwi Rahadiani","doi":"10.30476/jamp.2024.102790.2010","DOIUrl":"10.30476/jamp.2024.102790.2010","url":null,"abstract":"<p><strong>Introduction: </strong>The irrational use of medicines remains prevalent globally despite education efforts, leading to decreased treatment quality and increased healthcare costs. With the rise of online learning during the COVID-19 pandemic, virtual simulation offers a promising solution to enhance the teaching of rational medicine use among medical students. This study aimed to investigate medical students' perspectives and needs regarding the implementation of virtual simulation in learning the rational use of medicines.</p><p><strong>Methods: </strong>This study, conducted at Universitas Indonesia from August 2022 to September 2023, used a mixed-method approach to assess the needs for developing virtual simulation in education of rational medicine use. A validated questionnaire with 14 closed-ended and 14 open-ended questions was completed by 281 medical students. The quantitative data were analysed descriptively, using SPSS v16, while thematic analysis was applied to open-ended responses.</p><p><strong>Results: </strong>Students perceived virtual simulations to be the most effective tool for distance learning and suggested features like case scenarios, realistic representation, a good user interface, and user-friendly navigation. The majority preferred a 10-20-minute duration for virtual simulations. Additionally, 52.3% had no prior knowledge of the rational use of medicines, but acknowledged its importance. Virtual simulations could be used to explain the concept, management, and implementation of the rational use of medicines.</p><p><strong>Conclusion: </strong>Virtual simulation should be implemented in distance learning on rational medicine use to increase students' motivation, understanding, retention, interactivity, and focus. The findings might be utilized by medical educators to tailor virtual simulation design to meet medical students' needs and expectations.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"226-234"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511838/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509444","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":"Iranian English as a Foreign Language (EFL) teachers' professional development needs in educational contexts: Exploring the challenge of reflective practice.","authors":"Nasrin Shokpour, Neda Eslampanah, Vahid Asadi, Shirley O'Neill, Christopher Dann, Jenny Wang","doi":"10.30476/jamp.2024.103180.1995","DOIUrl":"10.30476/jamp.2024.103180.1995","url":null,"abstract":"<p><strong>Introduction: </strong>This study investigated Iranian, English as a foreign language (EFL) teachers' attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy-based instruction. It compared their views in the two key higher education provider contexts of the university and institute.</p><p><strong>Methods: </strong>In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the <i>Teacher Reflectivity</i> questionnaire, and Part C focused on the <i>Classroom Assessment</i> Preferences Survey Questionnaire for Language Teachers. Also, part D administered the <i>Teachers' Beliefs Inventory for Strategy Instruction</i>. The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach's alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample <i>t</i>-test and ANOVA. Also, Pearson product-moment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant.</p><p><strong>Results: </strong>As shown in findings, a statistically significant and positive correlation was found between the teachers' reflective teaching scores and classroom assessment preference scores (r=0.473, p0=.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; p=0.434). Similarly, there was no statistically significant correlation between the teachers' attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, p=0.752). As shown, no statistically significant difference was observed between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (p<0.05).</p><p><strong>Conclusion: </strong>This study draws attention to the need for teachers in EFL contexts, such as this, to have access to professional development opportunities that deeply engage and guide them to be reflective practitioners who can make the connections between assessment techniques, strategy-based instruction, and students' improved language learning outcomes.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"261-271"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511837/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509446","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 Importance of Modification: An Imperative to Incorporate Machine Learning in Medical Education.","authors":"Fateme Javaheri, Nasrin Khajeali","doi":"10.30476/jamp.2024.101389.1926","DOIUrl":"10.30476/jamp.2024.101389.1926","url":null,"abstract":"","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"274-275"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511833/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509455","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}