Revista Brasileira de Educacao Medica最新文献

{"title":"Perfil dos egressos de um mestrado profissional na área da saúde em rede nacional","authors":"Marta Quintanilha Gomes, Maria Cristina Rodrigues Guilam, Aline Corrêa de Souza, M. F. A. S. Machado, Marcelly de Freitas Gomes, Carla Pacheco Teixeira","doi":"10.1590/1981-5271v47.1-20210467","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20210467","url":null,"abstract":"Resumo: Introdução: O texto apresenta pesquisa com alunos egressos do Mestrado Profissional em Saúde da Família (PROFSAÚDE) que é uma proposta de formação em rede nacional composta por 25 instituições das cinco regiões do Brasil, realizada na modalidade de ensino a distância (EAD), voltada para o fortalecimento de conhecimentos relacionados à atenção primária à saúde, à gestão em saúde e à educação. Objetivo: Este estudo caracteriza o perfil sociodemográfico e de atuação profissional dos egressos da primeira turma de mestrado profissional em Saúde da Família em rede nacional e identifica as contribuições do curso para a atuação profissional e o fortalecimento do Sistema Único de Saúde (SUS). Método: Trata-se de uma pesquisa de abordagem quantitativa que utilizou um questionário com perguntas abertas e fechadas como instrumento de pesquisa. Resultado: Os resultados apresentam o perfil dos egressos, as motivações para realização do curso, os impactos no cotidiano de trabalho e na carreira profissional, bem como a repercussão do produto final do curso nos processos formativos de profissionais da saúde e na assistência. Conclusão: A experiência de formação de profissionais da saúde na modalidade EAD tem potencial pela capacidade de atingir equitativamente diferentes regiões do país, propiciando ao profissional-aluno ferramentas para examinar seu cotidiano e propor soluções aos desafios da atenção primária à saúde, como mencionado pelos egressos em relação à contribuição do produto final do mestrado.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67343520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aspectos demográficos e acesso aos projetos pedagógicos dos cursos de Medicina no Brasil","authors":"Rodrigo dos Santos Moraes, W. Jacob-Filho, R. T. Carvalho","doi":"10.1590/1981-5271v47.1-20220206","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20220206","url":null,"abstract":"Resumo: Introdução: A ampliação da educação superior no Brasil é recente. Na área médica, com o advento do Programa Mais Médicos, essa expansão tornou-se viável e culminou com a publicação de novas Diretrizes Curriculares Nacionais (DCN) para o curso de graduação em Medicina. O projeto pedagógico do curso (PPC) traduz o que se realiza no curso e funciona como instrumento de comunicação entre a instituição e a sociedade. A análise dos PPC das instituições de ensino superior propicia a identificação de elementos que apontam para convergência ou se afastam do preconizado nas mudanças pretendidas pelas DCN de 2014. Objetivo: Este estudo descreve demograficamente no Brasil o número de cursos de Medicina públicos e privados por estado e região da Federação, o número de vagas disponíveis e o acesso aos PPC dessas escolas por meio de metodologia sistematizada. Método: Realizou-se um levantamento de todas as faculdades com curso de Medicina no Brasil, no ano de 2021. A procura dos PPC foi realizada no site institucional. Em caso de ausência da informação, encaminhamos mensagem eletrônica à coordenação do curso de Medicina. Na indisponibilidade de contato direto com a coordenação pelo site institucional, encaminhamos mensagem ao coordenador por meio do acesso ao seu Currículo Lattes. Resultado: Foram identificadas 336 escolas médicas, 115 (34,2%) públicas e 226 (65,8%) privadas. Observamos a maior concentração de cursos na Região Sudeste (41,3%), seguida da Região Nordeste (24,6%). Das instituições públicas, o Nordeste é a região que mais concentra as escolas (35,6%), seguida da Região Sudeste (26%). Quanto às instituições privadas, ocorre o inverso. Obteve-se um total de 134 PPC (39,8%), sendo 111 (83%) das escolas públicas e 23 (17%) das privadas. Conclusão: Embora a disponibilização do documento de informação pedagógica no site da instituição seja obrigatória, isso não foi verificado em realidade, o que corrobora a necessidade de políticas de valorização e fiscalização da disponibilidade do PPC para facilitar o seu acesso pelos maiores interessados: alunos, comunidade acadêmica e pesquisadores da área da educação médica.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67344307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of medical students on the development of the clinical reasoning competence","authors":"Andressa Miguel Leitão, R. Z. Esteves","doi":"10.1590/1981-5271v47.1-20220127.ing","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20220127.ing","url":null,"abstract":"Abstract: Introduction: The way by which physicians process clinical reasoning is a relevant topic in the discussions on medical education because, in medical activity, the ultimate goal is to obtain the correct diagnosis and conduct. The challenge is to highlight which factors influence this performance. Objective: The objective of this study is to understand how the development of the clinical reasoning competence occurs according to the medical students’ perception. Method: This research has a descriptive focus and employs a qualitative approach in the ordering of data, classification process, and final analysis of information from 36 semi-structured interviews with medical students, from July to September 2020, in Curitiba, Paraná, Brazil. Result: Thematic analysis was carried out, and the category ‘perception of the factors that influence its achievement’ emerged, with the ‘methodological and curricular structure’ subcategories perceived as the main influencing factors, through characteristics such as interdisciplinarity, early interaction with practical activities, stimulus to autonomy and teaching guidance. Participation in monitoring, academic leagues and extension projects were also considered, as well as the experience of the process of learning appropriation. Conclusion: The present study addresses the topic of clinical reasoning and brings as a contribution the analysis of the factors that influence its development, during undergraduate school, based on the students’ viewpoint. Its results bring benefits to medical education, as they expand the understanding of the process of developing the clinical reasoning competence.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67343712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of the impact of e-learning of theoretical anesthesiology for medical students","authors":"Fabrício Dias Antunes, Ricardo Euzébio Ribeiro Silva Júnior, R. Cavalcanti, Pablo Amércio Silva Lima, Iago Henrique Gomes Silva de Jesus, Wesley Gonçalves Nascimento Pereira, Mayra Souza Chagas","doi":"10.1590/1981-5271v47.1-20210185.ing","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20210185.ing","url":null,"abstract":"Abstract: Introduction: Due to the high contamination rate and number of cases of the SARS-Cov-2, local authorities decreed the closure of universities and schools, which has forced these institutions to come up with innovative solutions for the continuation of their activities. Objective: The aim of this study is to assess both the impact and level of satisfaction amongst undergraduate students of the online teaching of theoretical anesthesiology as an alternative method to the face-to-face teaching as the latter is currently impaired by the difficulties imposed by the pandemic. Methodology: The teaching method chosen consisted of conducting online classes taught by a specialist using the Microsoft Teams platform. The level of knowledge of the participants was assessed through the application of questionnaires before and after each term of the course. Results: A total of 812 questionnaires were completed, with a significant increase of 41.61% in the average of correct answers (3.94 vs 5.57; p <0.001). Conclusion: The main focus of this study is that the e-learning of theoretical anesthesiology and its results showed considerable increase in the students’ knowledge. Also, it was observed that the levels of satisfaction were higher than the expectation levels.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67343006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exploratory study of the academic leagues in southern Brazil: doing multiple activities","authors":"Diego Inácio Goergen, I. Antonello, B. P. D. Costa","doi":"10.1590/1981-5271v47.1-20220209.ing","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20220209.ing","url":null,"abstract":"Abstract: Introduction: Academic leagues are Brazilian student-led initiatives aimed at doing multiple extracurricular activities in a medical school. The leagues exist in almost all the universities of the country. Purpose: To characterize the activity profile of the academic leagues of a medical school. Method: Quali-quantitative cross-sectional descriptive study that collected data on academic leagues such as: year of foundation, number of members, number of teachers, types of selection and admission and activities performed. Results: Of the 52 active leagues, 27 provided data. The average number of students was 21.6 ± 10.4, ranging from 07 to a maximum of 48. Most respondents (77.8%) had only one teacher. The performed activities were mainly theoretical classes, discussion of clinical cases, practical activities, production of scientific articles, publications in social networks, solidarity activities and organization of their own events. Conclusions: Academic leagues are student-led initiatives with great potential to expand medical school actions using the existing structure. With their activities mapped and guided by management, academic leagues can be great catalysts for complementary activities and can contribute greatly to the training of new doctors.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67343940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoria científica na graduação em Medicina: repercussões na satisfação, engajamento e produção discente","authors":"Luiz Fernando Quintanilha, K. M. Avena, E. M. L. Portilho, M. A. Pereira, A. Nazar, Bruno Bezerril Andrade","doi":"10.1590/1981-5271v47.1-20220074","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20220074","url":null,"abstract":"Resumo: Introdução: A mentoria é uma estratégia acadêmica que está cada vez mais presente no curso de Medicina por promover benefícios, como a criação de ambientes de acolhimento e afetividade, e discussão de conteúdos médicos e de temas relacionados à formação profissional. Entretanto, pouco se discute acerca dessa estratégia com finalidades científicas. Objetivo: Este estudo teve como objetivos descrever a implementação do programa de mentorias científicas, investigar a percepção dos estudantes sobre a sua implantação e execução, além de mensurar indicadores de êxito. Método: Trata-se de estudo seccional descritivo, realizado em um curso de graduação em Medicina, localizado em Salvador/Bahia. Foram incluídos estudantes do terceiro ao quarto ano da graduação. Aplicou-se um questionário virtual, estruturado, anônimo, com perguntas objetivas relacionadas ao perfil discente, às percepções sobre o programa de mentorias científicas e à publicação dos trabalhos de conclusão de curso (TCC). Resultado: Dos 143 estudantes participantes, houve predominância de solteiros (90,9%), pardos (46,2%), do sexo feminino (72,0%), com idade de 25,3 ± 5,54 anos, que não participaram de programas de iniciação científica (88,8%). Dentre aqueles que participaram das mentorias (n = 101), 97,1% afirmaram que elas contribuíram para o desenvolvimento do TCC, 98,0% se mostraram favoráveis à manutenção de sua oferta e 85,0% consideraram a estratégia inovadora. No recorte temporal de dois semestres letivos, apresentaram-se 131 TCC, dos quais 27,5% foram publicados contando com a participação de 19 professores, com média de 1,89 produção/professor. Conclusão: Os estudantes de Medicina são favoráveis à implementação do sistema de mentorias científicas, tendo essa estratégia se mostrado factível e eficaz.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67343806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of discriminant variables for classification of medical schools","authors":"Gabriela Fürst Vaccarezza, Erik Montagna, R. Barata, Nivaldo Carneiro Júnior","doi":"10.1590/1981-5271v47.2-2022-0056.ing","DOIUrl":"https://doi.org/10.1590/1981-5271v47.2-2022-0056.ing","url":null,"abstract":"Abstract: Introduction: This is a methodological study that aims to identify the extent to which a set of variables characteristic of medical schools have a discriminating capacity to classify the courses through cluster analysis. In the last two decades, there has been a significant increase of vacancies in medical courses. This advent has posed challenges for evaluation programs, both because of the need to expand the evaluation process and the need to implement new quality indicators. Objective: To propose analysis techniques to improve the discriminating capacity to classify medical courses through variables related to structural, operational, and objective aspects that can be incorporated into the already used methods. Method: Descriptive, analytical-methodological, quantitative study that used data from existing medical courses in December 2020, in the state of São Paulo. Analysis by hierarchical and non-hierarchical clustering of courses was performed to identify the discriminating elements that provide standards that cooperate for the classification of medical schools. The studied variables were: course start, workload, academic regime, methodology, University-Hospital, administrative category of the institution, gratuity. For the construction of the clusters, the Ward method and the Euclidean distance were used to estimate the discrimination between the groups. In the non-hierarchical clustering, the definition of the number of groups was determined by the analysis of the decrease in variance. The correlation between the variables was also evaluated through heatmaps. Results: The cluster analysis showed the existence of three groups of medical schools by similarity, with one group consisting of older schools with greater workload, and the other two consisting of private schools without a university-hospital, differing by the course time. Furthermore, the correlations reinforced that the adopted variables cooperated for the discriminability between the groups. Discussion: There is a known heterogeneity among undergraduate courses in Brazil and this also applies to medical courses, which poses methodological challenges for the established assessment processes. However, the inclusion of variables requires methods capable of refining the discriminant capacity of the analysis. Conclusion: The analysis proposed here proved to be capable of identifying groups of medical schools through objective indicators that can support the evaluation process of medical schools.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67343872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Level of ethical-legal knowledge of medicine graduants: cross-sectional study in the year of 2020","authors":"Leandro Duarte de Carvalho, Luisa Medeiros Soares, Fernanda Cambraia Ferreira","doi":"10.1590/1981-5271v47.1-20210166.ing","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20210166.ing","url":null,"abstract":"Abstract: Introduction: Complaints about medical malpractice are frequent. Therefore, investigating how the medical student formation is made concerning the ethical and legal aspects, can contribute to its improvement. Objective: To evaluate and compare the level of knowledge of medical students from a university about ethical and legal aspects of the profession, based on their formation in the disciplines of the related axis (Medical Ethics and Bioethics; Legal Medicine and Deontology/Medical Forensics and Good Practice). Method: Cross-sectional study carried out through the application of an online questionnaire (August-November/2020) based on the Code of Medical Ethics (CME) and the Code of Ethics for Medical Student- 10 sociodemographic and 12 objective questions (Topics: “Professional Confidentiality”, “Medical student’s Interpersonal Relations”, “Medical Publicity”, “Relations with Patients and Families”, “Human Rights”, “Fundamental Principles”, “Medical Activity” and “Telemedicine”). A total of 116 students were evaluated at the start, middle and end of the medical course. The Kruskal-Wallis and Dunn tests were used for comparisons. The Chi-Square and Fisher’s exact tests were used for the association of categorical variables. Results: The performance increased throughout the course, with statistical significance between the average number of correct answers in the 1st, 6th and 10th/12th periods: 5.1; 6.7 and 7.8, (p-value <0.001). The analysis by thematic blocks, on the other hand, did not show a statistical association of correct answers with progress in the medical course (p-value >0.05) for broad-reaching topics and development of competences from the basic cycle, such as “Medical Publicity”, “Relations with Patients and Families”, “Telemedicine” and “Medical Student’s Interpersonal Relations” - with emphasis on the student’s limitations in providing care. As for topics that required competences inherent to the disciplines of the ethical-legal axis, this association was identified (p-value <0.05), as follows: “Professional Confidentiality”, “Human Rights”, “Fundamental Principles”, “Medical Activity” and “Medical Student’s Interpersonal Relations” - specifically on the use of electronics. Finally, the highest percentage of correct answers (95.7%) is associated with “Medical Student’s Interpersonal Relations”, with an emphasis on the student’s limitations. While the lowest rates were found in “Professional Confidentiality” (18.1%), “Medical Activity” (33.6%) and “Human Rights” (25%)”. Conclusion: There is an association between the medical formation proposed by the ethical-legal axis, and the effective increase of the medical student’s level of knowledge concerning the ethical-legal aspects of the profession.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67342944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A preceptoria médica em medicina de família e comunidade: uma proposta dialógica com a andragogia","authors":"P. Lawall, Adelyne Maria Mendes Pereira, Josué Miguel de Oliveira, K. Gasque","doi":"10.1590/1981-5271v47.1-20220058","DOIUrl":"https://doi.org/10.1590/1981-5271v47.1-20220058","url":null,"abstract":"Introduction: Brazil is in a broad process of strengthening medical residencies in basic areas, but there is a need for a structured curriculum to qualify the training of preceptors. Objective: To build a dialogic matrix to guide the educational training of preceptorship in Family and Community Medicine (FFM)","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67343759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ECG Tutor: a gamified intelligent tutoring system for electrocardiogram teaching","authors":"Larissa Acioli Pereira, Lisley Lylás dos Santos Leão, Diego Dermeval, J. A. P. M. Coelho","doi":"10.1590/1981-5271v47.2-2022-0332.ing","DOIUrl":"https://doi.org/10.1590/1981-5271v47.2-2022-0332.ing","url":null,"abstract":"Abstract: Introduction: New methodological approaches have been suggested in an attempt to improve the acquisition of skills in electrocardiogram (ECG) interpretation, known to be complex and difficult to assimilate. Considering the expansion of active methodologies and the encouragement of technological innovations for medical education, the use of internet technologies (e-learning) has gained strength, highlighting the use of artificial intelligence platforms, such as intelligent tutoring systems (ITS), for their capacity to promote adaptive instruction. Researchers have used gamification (game design techniques) in conjunction with ITS, reporting greater engagement. Objective: Seeking to improve ECG learning performance among medical students through the development of new methodologies and considering the benefits of ITS and the use of gamification in medical education, the present study aimed to explore the interest and motivation of medical students in the use joint use of these technologies to study ECG. Method: This is an exploratory, quantitative study, in which graphic design prototypes of a gamified ECG instructor ITS were created by teachers of the medical course and evaluated by medical students from a public university and another private university after improvement into an interactive format, with the contribution of an interdisciplinary team. Result: At first, 53 undergraduate students from the 5th to the 11th semesters of the course participated in the study. That number was reduced to 14 in the second stage. The analysis showed approval of aspects related to perceived easy-to-use format, perceived usefulness, attitude towards use and intention to use. On the other hand, an urgent need to adapt to mobile devices and improve gamification and aesthetic elements was observed. Conclusion: The obtained results allowed us to conclude that medical students intend to use the ECG Tutor in the future, implying the need to develop a computational solution for the system and measure its impact on student learning.","PeriodicalId":31156,"journal":{"name":"Revista Brasileira de Educacao Medica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67344289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}