Continuity in Education最新文献

Influencing Factors In-Hospital School Education: Exploring the Context From the Teacher's Perspective.

Continuity in Education Pub Date : 2025-01-31 eCollection Date: 2024-01-01 DOI: 10.5334/cie.126

Francisca Jiliberto, Nair Zárate Alva

{"title":"Influencing Factors In-Hospital School Education: Exploring the Context From the Teacher's Perspective.","authors":"Francisca Jiliberto, Nair Zárate Alva","doi":"10.5334/cie.126","DOIUrl":"10.5334/cie.126","url":null,"abstract":"Hospital teachers face unique challenges and require specific skills to cope with the demands of teaching within a hospital setting effectively. Additionally, the quality of education in hospital schools (HS) may be affected by factors such as resource availability and coordination with other professionals. This initial study examined the factors influencing education in HSs for hospitalised children with physical health conditions. Teachers from the eight HSs in Catalonia (N = 16) responded to an online questionnaire developed based on a scoping literature review that identified factors reported to influence education in HSs. Employing a mixed-method convergent parallel design, quantitative data from closed-ended questions and qualitative data from comments were analysed in parallel. Results showed that hospital teachers face challenges such as adapting to diverse educational stages and subjects, selecting teaching methods tailored to students' individual needs, and coordinating with various professionals on a case-by-case basis. They often lack sufficient budgets, consistent access to resources, and opportunities for professional training. Participants' views on the skills required by hospital teachers align closely with literature findings, as does their perception of the emotional impact of working in a HS. Understanding the unique context of HSs is crucial for stakeholders and policymakers to ensure inclusive and equitable quality education for all.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"6 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11784520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081277","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}

引用次数: 0

Teacher Perceptions of a School-Based Support Program for Children with Cancer. 教师对癌症儿童校本支持计划的看法。

Continuity in Education Pub Date : 2024-11-20 eCollection Date: 2024-01-01 DOI: 10.5334/cie.140

Emily D Irwin, Rachael Jewell, Jessika C Boles, Tisha Coggin Clay

{"title":"Teacher Perceptions of a School-Based Support Program for Children with Cancer.","authors":"Emily D Irwin, Rachael Jewell, Jessika C Boles, Tisha Coggin Clay","doi":"10.5334/cie.140","DOIUrl":"10.5334/cie.140","url":null,"abstract":"Innovations in medicine have allowed children with cancer to attend school more frequently by increasing survival rates and improving access to outpatient therapies. Children with cancer still miss a significant proportion of school attendance and participation during treatment, thereby disrupting their educational experiences. \"Monkey in My Chair\" is a program in the United States that connects ill children with their schoolmates during illness-related absences to support their social relationships and eventual school re-entry into the school environment. However, little is known about how this program is perceived and experienced by participating schoolteachers. Therefore, the purpose of this study was to understand teacher perceptions of the Monkey in My Chair program. One hundred and one teachers who participated in the program between 2012 and 2022 completed an electronic survey about their experiences. Overall, participants reported satisfaction with the program and indicated they would recommend it to other teachers. Most preferred and utilized components were the stuffed animal monkey and the perceived sense of connection it created among students. Participants suggested several areas in which the program can be improved, such as requesting more digital program components, expanding beyond the scope of oncology diagnoses, creating more developmentally appropriate materials, and including an instructional video. Future research is needed to understand all stakeholder experiences, including those of children with cancer and their classmates, to continue to evaluate and improve the Monkey in My Chair program.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"142-152"},"PeriodicalIF":0.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11583630/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142711159","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}

引用次数: 0

Psychosocial Factors and Quality of Life of Portuguese Adolescents With Chronic Conditions - Increased Risk for Victims of Bullying. 患有慢性疾病的葡萄牙青少年的社会心理因素和生活质量--遭受欺凌的风险增加。

Continuity in Education Pub Date : 2024-10-15 eCollection Date: 2024-01-01 DOI: 10.5334/cie.131

Ana Cerqueira, Fábio Botelho Guedes, Tania Gaspar, Emmanuelle Godeau, Celeste Simões, Margarida Gaspar de Matos

{"title":"Psychosocial Factors and Quality of Life of Portuguese Adolescents With Chronic Conditions - Increased Risk for Victims of Bullying.","authors":"Ana Cerqueira, Fábio Botelho Guedes, Tania Gaspar, Emmanuelle Godeau, Celeste Simões, Margarida Gaspar de Matos","doi":"10.5334/cie.131","DOIUrl":"10.5334/cie.131","url":null,"abstract":"The experience of living with a chronic condition (CC) impacts adolescents' psychological and social adjustment and overall functioning. Considering the increased risk of psychosocial challenges among adolescents with CC, this study aimed to enhance our understanding of the psychological and social factors that impact their quality of life. It also compared the psychological and social variables among (a) adolescents with and without CC and (b) adolescents with CC who are and who are not victims of bullying. The results demonstrated that adolescents with CC showed more psychosocial difficulties than their peers, as they more frequently reported involvement in situations of violence, and demonstrated more difficulties at a psychological and emotional level. Further, being victims of bullying increased the psychosocial vulnerabilities of these adolescents. A better quality of life was associated with the following psychosocial factors: not being a victim of bullying or cyberbullying, having less anxiety and fewer depressive symptoms, liking school, receiving more support from family and friends, having better relationships with peers, and having fewer physical and psychological symptoms. These findings are significant for helping schools develop tools and strategies to address violence and support students with CC, who are at a higher risk of being involved in such situations and require a targeted response.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"128-141"},"PeriodicalIF":0.0,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11488198/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142476447","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}

引用次数: 0

Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections. 让长期患病的学生与学校保持联系：促进可持续的虚拟联系。

Continuity in Education Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI: 10.5334/cie.133

Viloshini Baskaran, Laura A Chubb, Christa B Fouché

{"title":"Keeping Students with Long-term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections.","authors":"Viloshini Baskaran, Laura A Chubb, Christa B Fouché","doi":"10.5334/cie.133","DOIUrl":"10.5334/cie.133","url":null,"abstract":"Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests the potential of technology to enable virtual connections to keep these students' continued presence and engagement in class (i.e., sustainable connections). Studies internationally and in New Zealand, argue that virtual connections with schools can enhance educational opportunities and a sense of belonging for students with LTCs. However, limited research is available on developing and nurturing such ongoing connections with schools. This article reports on a qualitative study investigating New Zealand stakeholder perspectives on the facilitators of virtual connection with schools for students with LTCs. Findings from a thematic analysis of 18 individual interviews with stakeholders highlighted six facilitators for virtually connecting these students with schools, indicating the need for a flexible approach tailored to students' needs, strong support systems and purposeful, safe and inclusive connection opportunities. The stakeholders indicated these facilitators as essential for the virtual school connections to be sustainable and enhance students with LTCs' presence, belonging and social connection in schools.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"111-127"},"PeriodicalIF":0.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11414465/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297113","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}

引用次数: 0

The Effects of Hospital-Based School Lessons on Children's Emotions, Distress and Pain. 医院学校课程对儿童情绪、苦恼和疼痛的影响。

Continuity in Education Pub Date : 2024-07-15 eCollection Date: 2024-01-01 DOI: 10.5334/cie.118

Enrica Ciucci, Lucrezia Tomberli, Elena Amore, Andrea Smorti, Francesca Maffei, Laura Vagnoli

{"title":"The Effects of Hospital-Based School Lessons on Children's Emotions, Distress and Pain.","authors":"Enrica Ciucci, Lucrezia Tomberli, Elena Amore, Andrea Smorti, Francesca Maffei, Laura Vagnoli","doi":"10.5334/cie.118","DOIUrl":"10.5334/cie.118","url":null,"abstract":"Lessons conducted in hospitals ensure school continuity for hospitalized children unable to attend regular school. Hospital-based school (HS) provides a tailored experience that ensures normality for children through education. The objective of this study is to evaluate the effects of the proposed lessons in reducing negative emotions, distress, and pain in children, as well as fostering positive affects. The study was conducted with 32 hospitalized children, aged 8-12 years, in the Onco-Hematology and Pediatric Unit of Meyer Children's Hospital IRCCS (Florence, Italy). Positive and negative emotions were measured using the Positive and Negative Affect Scale for Children; distress was measured using the Physiological Hyperarousal for Children; pain was measured using the Visual Analogue Scale for children. Variables were assessed before (T0) and after (T1) lessons, for three times; for each variable, collected data were averaged at both T0 and T1. Statistical analyses showed a significant increase in positive emotions in hospitalized children and a significant decrease in negative emotions, distress, and pain; nevertheless, only for pain the significant correlation between its scores before and after the HS lessons indicated that the detected change occurred for all participants in much the same way. These preliminary results suggest that HS lessons can promote hospitalized children's well-being, at least as far as pain reduction is concerned.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"100-110"},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11259103/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141735202","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}

引用次数: 0

Achieving a Brighter Future: A Career-Focused Mentoring Program Designed for Adolescents and Young Adults with Cancer. 实现更光明的未来：为青少年癌症患者设计的以职业为重点的指导计划。

Continuity in Education Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI: 10.5334/cie.106

Sidney Kushner, Manivel Rengasamy

{"title":"Achieving a Brighter Future: A Career-Focused Mentoring Program Designed for Adolescents and Young Adults with Cancer.","authors":"Sidney Kushner, Manivel Rengasamy","doi":"10.5334/cie.106","DOIUrl":"10.5334/cie.106","url":null,"abstract":"Despite high survival rates for many adolescent or young adult (AYA) cancer diagnoses, the psychosocial, academic, and vocational repercussions for survivors are profound and enduring. Hospital systems are able to address many AYA needs, but the ability to provide the human connectedness and knowledge that drive long-term school and career planning is lacking. This study assessed a group of AYAs who have or had cancer (n = 108, 54% female, 71% white, mean age 20.6 ± 4.4) to determine the school, career, medical, emotional, and psychosocial needs that are not currently being met by hospital staff and support networks. We identified the most common unmet needs of AYAs, differences between needs of AYAs in active treatment and survivorship, and the role of a career-focused mentoring program developed by the nonprofit organization Connecting Champions (CC) to address the array of unmet AYA needs. We found that the most commonly reported needs were all related to career and school, and that the top needs did not differ significantly throughout the cancer journey. These findings suggest that career and school-based needs are a high priority for AYAs, yet social isolation can make the necessary people or resources inaccessible. The CC mentoring program was reported as effective in attending to unmet needs (with an average score of 95.1/100) and can be a valuable resource for hospital systems, nonprofit organizations, and health insurers to provide personalized, career-focused support to AYAs during cancer treatment and survivorship.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"90-99"},"PeriodicalIF":0.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11192099/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141443435","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}

引用次数: 0

Qualitative Study Examining Attendance for Secondary School Pupils With Long-Term Physical Health Conditions 对有长期身体健康问题的中学生出勤情况的定性研究

Continuity in Education Pub Date : 2024-05-15 DOI: 10.5334/cie.111

Vicky Hopwood, Simon Pini, Bethan K. C. Spencer, Cath Kitchen

{"title":"Qualitative Study Examining Attendance for Secondary School Pupils With Long-Term Physical Health Conditions","authors":"Vicky Hopwood, Simon Pini, Bethan K. C. Spencer, Cath Kitchen","doi":"10.5334/cie.111","DOIUrl":"https://doi.org/10.5334/cie.111","url":null,"abstract":"For some children and young people (CYP) with long-term physical health conditions (LTPHCs) attending school can be difficult. There is a lack of evidence documenting their school attendance experiences, how schools manage absence for these children, and subsequent effects. This study utilised an existing dataset from eighty-nine 11–18-year-olds in mainstream secondary schools in the United Kingdom across 11 LTPHCs that provided first-hand accounts about the children’s experiences of school. Data pre-coded “attendance” were subject to thematic analysis to explore issues emerging. Findings showed attendance patterns varied, with some CYP missing little and others significant amounts of education. Children with LTPHCs wanted to attend school and did their best to navigate education alongside health. School systems for attendance were inconsistent and adversarial. Remedial and supportive action emerged as lacking, and children felt it was their personal responsibility to make up for lost time and missed work when absent. Decisions on whether they attended school, coupled with practices promoting high attendance had detrimental consequences for CYP with LTPHCs educationally, emotionally and socially. Overall, children with LTPHCs felt punished, stigmatised, unfairly treated, unequal and excluded. Results have implications for education, health, and policy practitioners to better plan and target attention so that the LTPHC cohort are treated sensitively and equitably and afforded their entitlement to education when they cannot go to school for health reasons often outside of their control.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"67 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140971928","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}

引用次数: 0

Psychological and Pedagogical Support for Parents of Children with Special Educational Needs. 为有特殊教育需求儿童的家长提供心理和教学支持。

Continuity in Education Pub Date : 2024-04-16 eCollection Date: 2024-01-01 DOI: 10.5334/cie.103

Zauresh Issabayeva, Aizhan Sapargaliyeva, Galiya Shubayeva, Kuanysh Shalabayeva, Gulnur Ismagambetova

{"title":"Psychological and Pedagogical Support for Parents of Children with Special Educational Needs.","authors":"Zauresh Issabayeva, Aizhan Sapargaliyeva, Galiya Shubayeva, Kuanysh Shalabayeva, Gulnur Ismagambetova","doi":"10.5334/cie.103","DOIUrl":"10.5334/cie.103","url":null,"abstract":"This study primarily aimed to develop a program that aids parents of children with Special Educational Needs (SEN), placing emphasis on the challenges encountered in communication and understanding. The Eidemiller and Justizkis's (2008) Family Relationship Analysis (FRA) served as the core method of the research. As inclusive education progresses, new challenges incessantly emerge necessitating immediate effective solutions. This research spotlights the triad of teachers, psychologists, and parents. A cornerstone of this research is the emphasis on nurturing a unique bond between school psychologists or teachers and parents. This bond should be anchored in mutual trust, motivation, and a conducive psychological environment. The overarching goal is to boost parental motivation, alleviate concerns linked to the child's condition, reinforce family relationships, and cultivate a positive enabling environment for the child. The study culminated in the rollout of a tailored program connecting parents with educational professionals. This program encompassed lectures and exercises delving into understanding challenges, coupled with innovative methods like fairy tale activities and initiatives to foster tolerance. Feedback indicated a notable positive impact on parents. The research underscores the necessity of fostering parental confidence and assuaging fears regarding their child's condition. In this context, the influence of peers and friends on the development of inclusive education should be considered in future studies.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"66-75"},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11104292/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141076815","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}

引用次数: 0

The Professional Development Needs of Hospital Teachers in Ireland: An Exploratory Case Study 爱尔兰医院教师的专业发展需求：探索性案例研究

Continuity in Education Pub Date : 2024-04-15 DOI: 10.5334/cie.123

Fergal McNamara

{"title":"The Professional Development Needs of Hospital Teachers in Ireland: An Exploratory Case Study","authors":"Fergal McNamara","doi":"10.5334/cie.123","DOIUrl":"https://doi.org/10.5334/cie.123","url":null,"abstract":"In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This qualitative research study examined Irish hospital teachers’ perceptions of their continuing professional development needs using a case study approach. The research captured the perspectives of 19 teachers currently teaching in seven hospital schools in Ireland. Data consisted of responses to an anonymous online questionnaire and two focus groups designed to examine and interpret the questionnaire data. Thematic analysis was conducted on all data collected.\u0000The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired and currently practising hospital teachers. Hospital schools are a very small, but a very important component of education in Ireland, and the professional needs identified are specific to this unique context. Teachers working in this context must be supported so that they can provide the education that the pupils, who must access this service, deserve.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"83 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702817","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}

引用次数: 0

An Exploratory Study of Educators' Perspectives Towards Hospital School Program Support for Children with Special Health Care Needs After Hospitalization. 教育工作者对医院为住院后有特殊健康护理需求的儿童提供学校项目支持的看法的探索性研究。

Continuity in Education Pub Date : 2024-03-15 eCollection Date: 2024-01-01 DOI: 10.5334/cie.110

Heather E Ormiston, Polly R Husmann, Kristin C Wikel, Chelsey Ruark, Debra L Reisinger, Michelle J Curtin

{"title":"An Exploratory Study of Educators' Perspectives Towards Hospital School Program Support for Children with Special Health Care Needs After Hospitalization.","authors":"Heather E Ormiston, Polly R Husmann, Kristin C Wikel, Chelsey Ruark, Debra L Reisinger, Michelle J Curtin","doi":"10.5334/cie.110","DOIUrl":"10.5334/cie.110","url":null,"abstract":"More than 14 million children in the United States are identified as children with special healthcare needs (CSHCN). Rates of hospitalization for CSHCN with chronic conditions as well as re-admissions have been increasing in recent years. For hospitalized children transitioning back to their school of record, a host of issues may arise such as socioemotional concerns, peer rejection, and being behind in academics. Hospital-based school programs (HBSPs) play an important role in the transition back to a child's school of record. Utilizing a database of inpatient CSHCN at a midwestern children's hospital's HBSP, private and public-school educators associated with the previously hospitalized CSHCN were asked to complete an online survey to gather their perspectives related to the child's transition back to the school of record upon hospital discharge. Overall, educators' perspectives of the HBSP were positive while perceptions related to communication provided by the HBSP were mixed. Educators surveyed reported a lack of training related to working with CSHCN. Finally, accommodations and services offered to students upon return to school focused mostly on academic performance and attendance. Study limitations and implications for practice in schools are discussed.","PeriodicalId":34069,"journal":{"name":"Continuity in Education","volume":"5 1","pages":"31-49"},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11104305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141076811","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}

引用次数: 0