Educacion Medica最新文献

{"title":"Importancia de la fase preanalítica de la toma de muestras en la evaluación del proceso de soporte de laboratorio clínico","authors":"Adolfo Romero-Arana ,&nbsp;Jorge Martín-Pereira ,&nbsp;Javier Fagundo-Rivera ,&nbsp;Juan Gómez-Salgado ,&nbsp;Adolfo Romero-Ruiz","doi":"10.1016/j.edumed.2025.101101","DOIUrl":"10.1016/j.edumed.2025.101101","url":null,"abstract":"<div><h3>Introduction</h3><div>The increasing complexity of the Clinical Laboratory Process and the large number of professionals involved require effective coordination across different levels of care. Given the clinical and economic importance of these processes within the Andalusian healthcare system, this study focuses on analyzing the degree of implementation and quality of the clinical laboratory process in its pre-analytical phase in Primary Care.</div></div><div><h3>Methods</h3><div>A cross-sectional descriptive study was designed using an <em>ad hoc</em> online questionnaire, partially validated through a statistical pilot test. The research was conducted in healthcare centers of the Andalusian public system in the province of Huelva between January and March 2021. A total of 250 questionnaires were distributed, with 223 responses obtained (response rate: 89.2%), and a balanced participation between men (44.8%) and women (55.1%).</div></div><div><h3>Results</h3><div>The questionnaire showed excellent internal consistency (<em>α</em> &gt; 0.9). A total of 223 questionnaires (89.2%) were completed by professionals from Huelva, mostly women and nurses. In sample collection, the highest-rated item was the staff's legal competence and skills (82.0% rated “excellent”), followed by collection schedules adapted to each center (62.1%). Regarding identification safety, the most notable result was the verification of correspondence between request and patient (65.9%).</div></div><div><h3>Conclusion</h3><div>Protocol adherence was particularly high among primary care professionals, who play a key role in the pre-analytical phase. The study concludes that process standardization is essential to reduce errors, ensure clinical safety, and improve healthcare outcomes.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101101"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145218947","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":"Percepción de la gamificación en la educación médica: un estudio en estudiantes de Medicina en Paraguay","authors":"Nelson Gabriel López Esquivel ,&nbsp;Esther León-Castelao ,&nbsp;Telmo Raul Aveiro-Róbalo","doi":"10.1016/j.edumed.2025.101104","DOIUrl":"10.1016/j.edumed.2025.101104","url":null,"abstract":"<div><h3>Introduction</h3><div>Gamification, understood as the application of game dynamics in non-game environments, emerges as an innovative educational strategy to enhance student motivation and engagement. In medical education, this approach is particularly useful given the high academic demands and the need to meaningfully integrate theoretical and practical knowledge.</div></div><div><h3>Objective</h3><div>To analyze medical students' perceptions of gamification in their educational process.</div></div><div><h3>Method</h3><div>A cross-sectional quantitative study was conducted with 331 medical students from the Universidad del Pacífico, Paraguay, using specific questionnaires on player profile, PAMLES, and a survey on gamified experiences in the Medical Skills Training Workshop.</div></div><div><h3>Results</h3><div>Most students valued gamification positively, highlighting motivational and learning benefits. Some negative perceptions included difficulties with teamwork and a feeling of wasted time.</div></div><div><h3>Discussion</h3><div>Gamification represents a valuable pedagogical tool in medical education, with the potential to personalize teaching and increase student engagement. Its application should consider player profiles, institutional context, and potential resistance.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101104"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145218948","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":"Ideación suicida y variables asociadas en estudiantes universitarios de Medicina: un análisis de correspondencias múltiples","authors":"Rosa Paola Figuerola-Escoto,&nbsp;Amalia Guadalupe Gómez-Cotero,&nbsp;Manuel Alejandro García-Martínez,&nbsp;Susana López-Rosas","doi":"10.1016/j.edumed.2025.101105","DOIUrl":"10.1016/j.edumed.2025.101105","url":null,"abstract":"<div><h3>Introduction</h3><div>The suicide rate among medical students is higher than in the general population and has been associated with discrimination from superiors, depression, anxiety, burnout, and substance use. The objective of this study was to identify distinct profiles of suicidal ideation in medical students and to determine the variables that predict elevated levels of suicidal ideation.</div></div><div><h3>Material and methods</h3><div>A total of 440 medical students participated, completing a sociodemographic questionnaire, the University Student Burnout Scale, the Beck Depression and Anxiety Inventories, the Beck Scale for Suicide Ideation, and the ASSIST v3.0 substance use screening test.</div></div><div><h3>Results</h3><div>Multiple Correspondence Analysis identified four profiles: 1) no-risk participants; 2) low-risk participants, comprised primarily of men with low suicidal ideation, minimal levels of anxiety and depression, and low substance use; 3) medium-risk participants, comprised primarily of women with moderate suicidal ideation, moderate to severe anxiety, and moderate to severe depression; and 4) high-risk participants with severe suicidal ideation, elevated academic burnout, and high levels of substance use. Logistic Regression indicated that younger age, higher levels of anxiety and depression, and higher risk of tranquilizer use predict elevated levels of suicidal ideation.</div></div><div><h3>Conclusion</h3><div>The results demonstrate the need to implement specific interventions targeted at each identified profile, paying special attention to the variables that predict the presence of elevated suicidal ideation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101105"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145218949","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":"Mixed methods evaluation of megacode simulation training to enhance clinical reasoning and decision making in critical care nursing","authors":"Rudena A. Madayag ,&nbsp;Christian Leandro Monieno ,&nbsp;Jonel Mallari ,&nbsp;Angela Apostol ,&nbsp;Evangeline Bautista ,&nbsp;Rei Angelo Mangibin ,&nbsp;Dennison Jose Punsalan ,&nbsp;Isabelito Nabong","doi":"10.1016/j.edumed.2025.101094","DOIUrl":"10.1016/j.edumed.2025.101094","url":null,"abstract":"<div><h3>Background</h3><div>Effective clinical judgment is essential for critical care nursing, yet few studies have comprehensively examined how simulation training impacts both technical and cognitive development. This study evaluated the effectiveness of megacode simulation training, coupled with structured debriefing, in enhancing clinical reasoning and decision-making among fourth-year Bachelor of Science in Nursing (BSN) students.</div></div><div><h3>Materials and methods</h3><div>A convergent parallel mixed methods design was employed. Quantitatively, 150 BSN students completed pre- and post-tests using the Lasater Clinical Judgment Rubric (LCJR), analyzed with non-parametric tests. Qualitatively, ten focus groups and 20 interviews were thematically analyzed under a constructivist paradigm. Findings were integrated through data triangulation.</div></div><div><h3>Results</h3><div>Quantitative findings demonstrated significant improvements across all LCJR domains (p &lt; .001), with large effect sizes (Cohen's d ≥ 1.01), particularly in prioritizing data and skillful intervention. Qualitative analysis revealed six themes, including growth from chaos to clarity, increased confidence under pressure, improved communication, and enhanced critical thinking. Students described transformative learning experiences that bridged the gap between theoretical knowledge and clinical application. Integration of findings confirmed that megacode simulations foster both technical proficiency and cognitive-emotional development.</div></div><div><h3>Conclusion</h3><div>Megacode simulation training significantly enhances students' clinical judgment, critical thinking, and teamwork. Despite limitations in sampling and short-term outcome evaluation, the findings affirm the value of experiential, reflective simulation learning. Systematic integration of simulation across nursing curricula and longitudinal follow-up studies are recommended to maximize and sustain clinical competence development.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101094"},"PeriodicalIF":0.0,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157327","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":"Formación sistemática, integral y sostenida en la educación médica","authors":"Susana Peña ,&nbsp;Carlos Martinez-Santander ,&nbsp;Veronica Cantos Reyes ,&nbsp;Mireya Frausto Rojas","doi":"10.1016/j.edumed.2025.101096","DOIUrl":"10.1016/j.edumed.2025.101096","url":null,"abstract":"","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101096"},"PeriodicalIF":0.0,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026983","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":"La formación en simulación clínica y su aporte a la cognición situada para fisioterapeutas","authors":"Cyndi Yacira Meneses Castaño ,&nbsp;Isabel Jimenez Becerra","doi":"10.1016/j.edumed.2025.101099","DOIUrl":"10.1016/j.edumed.2025.101099","url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical simulation has emerged as a valuable pedagogical tool in health education. Its integration with the theory of situated cognition has proven to be effective in offering authentic and challenging experiences that replicate conditions of professional practice.</div></div><div><h3>Material and methods</h3><div>In accordance with the purpose of the research, a mixed approach was used, this interest was due to the use of diverse techniques and instruments, used in the design phase, from which it was possible to decipher and recognize the thinking of the participants: students, graduates, teachers and directors, to operationalize this research a multiple case study design was assumed, in universities that train in physiotherapy with incorporation of high, medium and low clinical simulation. A textual narrative analysis of the findings was performed.</div></div><div><h3>Results</h3><div>The participants consider that clinical simulation should be a central methodology from the first semesters, not only as a complement, but also as a strategy that increases interest and motivation for learning, thus developing situated cognition. Likewise, they state that, by making use of technology, simulation allows some of the clinical processes to be more dynamic, without losing their scientific rigor, which generates a contribution in the improvement of physiotherapeutic criteria.</div></div><div><h3>Conclusion</h3><div>The need to transform curricula to incorporate situated cognition as a transversal pedagogical strategy is identified. This implies promoting the use of technologies as learning mediators, oriented to the development of integral human capacities in future physiotherapists.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101099"},"PeriodicalIF":0.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019180","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":"Cuestionario de opinión para evaluar la integración de la dimensión ética en el modelo educativo de una carrera de las ciencias de la salud. Diseño y validación","authors":"Eugenia Henríquez- D'Aquino ,&nbsp;Pamela Muñoz Cortés ,&nbsp;Christel Hanne Altermatt","doi":"10.1016/j.edumed.2025.101097","DOIUrl":"10.1016/j.edumed.2025.101097","url":null,"abstract":"<div><h3>Introduction</h3><div>The teaching of ethical values in healthcare programs is fundamental, as they guide students' behavior and professional performance. The University of Chile has implemented a competency-based educational model that promotes comprehensive training. The objective of this study was to design and validate a questionnaire to determine the opinions of clinical instructors on the integration of the ethical dimension into the curricula of the Dentistry program.</div></div><div><h3>Methods</h3><div>A quantitative, cross-sectional, and exploratory study was conducted with 60 clinical instructors in the Dentistry program. A Likert-type opinion questionnaire with ethical dimensions was designed. The content was validated with expert judgment and the Individual Content Validity Index, the construct was validated with Exploratory Factor Analysis, and the instrument's reliability was assessed with Cronbach's Alpha coefficient.</div></div><div><h3>Results</h3><div>The questionnaire, consisting of five analytical axes and 25 items, was validated. The items were validated with an IVC value &gt;<!--> <!-->0.78, the construct with values &gt;<!--> <!-->0.5, and the overall reliability of the questionnaire with a value of 0.8185.</div></div><div><h3>Conclusion</h3><div>The questionnaire presents evidence of content, construct, and reliability validity, making it a useful tool for curriculum evaluation in ethics. Given the cross-curricular nature of ethics, it may also be relevant to other disciplines. Therefore, the instrument can be adapted to the educational realities of different institutions to assess the development of the ethical dimension in their curricula.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101097"},"PeriodicalIF":0.0,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019181","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":"Evaluation of pharmacy students' experience toward internship practices in community pharmacy: A cross-sectional study from Türkiye","authors":"Inci Kayin ,&nbsp;Anmar Al-Taie ,&nbsp;Jouwana Elmasri","doi":"10.1016/j.edumed.2025.101098","DOIUrl":"10.1016/j.edumed.2025.101098","url":null,"abstract":"<div><h3>Introduction</h3><div>Community pharmacy settings are considered the front line to provide effective patient care and safe use of medicines. A pharmacy internship program imposes considerable responsibility on pharmacy students to prioritize their education and training to become patient-centered healthcare providers and to support their further professional development. The aim of this study was to explore the perceptions and the experience of undergraduate pharmacy students who had their training practices in community pharmacies and to identify the related barriers during the internship training program in Türkiye.</div></div><div><h3>Materials and methods</h3><div>A cross-sectional study was conducted among pharmacy students who had received their training in community pharmacy settings in Istanbul, Türkiye. The study was conducted using validated online questionnaires consisting of five sections during the period from March to October 2024.</div></div><div><h3>Results</h3><div>A total of 231 pharmacy students responded to the questionnaires with a mean age of 22 ± 2.66 years. The majority of the students reported that the community pharmacy offered a practical setting that facilitates students' communication with patients (82.7%, mean 4 ± 0.86, <em>p</em> &lt; 0.0001), the community pharmacy had the necessary resources for drug information (92.2%, mean 4 ± 0.75, <em>p</em> &lt; 0.0001), their internship experience had increased their involvement in the pharmacy profession (92.2%, mean 4 ± 0.71, <em>p</em> &lt; 0.0001), and 87.4% (mean 4 ± 0.77, <em>p</em> &lt; 0.0001) showed that the pharmacy internship program alleviates the stress of direct patient contact. However, most of the trainees reported that there were difficulties in finding a pharmacy for internship training (53.7%, mean 4 ± 1.4, <em>p</em> &lt; 0.0001).</div></div><div><h3>Conclusion</h3><div>The current study revealed that the pharmacy students acquired experience and knowledge during their internship and were equipped with the skills they needed to practice their future pharmacy profession effectively and efficiently. The learning outcomes related to these skills should be addressed during pharmacy degree courses and to implement structured preparation programs before the start of the internship or systematic training for preceptors in community pharmacies that could develop their skills required for the internship process.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101098"},"PeriodicalIF":0.0,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988695","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":"Grado de satisfacción con la enseñanza virtual en docentes de Ciencias de la Salud durante la pandemia COVID-19","authors":"Lizbeth González-Herrera,&nbsp;Moisés De los Santos-Rodríguez,&nbsp;Rafael Hoyos-Pinzón,&nbsp;Lizbeth Paulina Padrón-Aké,&nbsp;Lucila Polanco-Reyes,&nbsp;Reyna Beatriz Rendón-Osorio","doi":"10.1016/j.edumed.2025.101085","DOIUrl":"10.1016/j.edumed.2025.101085","url":null,"abstract":"<div><h3>Introduction</h3><div>Satisfaction is a category in the emotional sphere that encompasses psychological well-being and enjoyment during academic experiences, closely linked to academic success. The COVID-19 contingency generated abrupt changes in the teaching-learning dyad due to the transition to virtual learning, potentially impacting faculty satisfaction. This study evaluated the degree of satisfaction in the teaching process of Health Sciences faculty during the COVID-19 pandemic, highlighting the diversity of clinical teaching practices due to the essential physical interaction in the healthcare setting.</div></div><div><h3>Methods</h3><div>A validated Likert-type content-based satisfaction measure was self-administered to 76 teachers using a Microsoft Forms® survey. Three relevant dimensions were analyzed: teaching-learning process, technological facilities and infrastructure, and technological competencies. Four response types were used: Dissatisfied (DS) - Slightly satisfied (SS) - Satisfied (S) - Very satisfied (VS). Statistical analysis was performed using SPSS version 20.0.</div></div><div><h3>Results</h3><div>The level of satisfaction was distributed as follows: 43.42%, 55.26%, and 1.32% for VS, S, and SS, respectively. No significant differences were found in the level of satisfaction between men and women (<em>p</em> <!-->=<!--> <!-->0.508), nor between dimensions (<em>p</em> <!-->=<!--> <!-->0.174). By job dependency, it was shown that nursing teachers reported a significantly higher level of satisfaction or “very satisfied” (<em>p</em> <!-->=<!--> <!-->0.0185).</div></div><div><h3>Conclusion</h3><div>Health Sciences educators report being Satisfied or Very Satisfied with the virtual teaching-learning process, technological facilities and infrastructure, and digital skills in response to the health emergency.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101085"},"PeriodicalIF":0.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912418","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":"Evaluación de competencias en farmacología: desarrollo y validación de una rúbrica para discusión de casos clínicos en estudiantes de una escuela de medicina humana","authors":"Maritza D. Placencia-Medina ,&nbsp;Jenny Torres Malca ,&nbsp;Julián Villarreal Valerio ,&nbsp;Javier Silva-Valencia ,&nbsp;María Muñoz Zambrano ,&nbsp;Carlos H. Contreras-Pizarro ,&nbsp;Sebastian Hurtado-Muñoz ,&nbsp;Victor Vera Ponce","doi":"10.1016/j.edumed.2025.101084","DOIUrl":"10.1016/j.edumed.2025.101084","url":null,"abstract":"<div><h3>Introduction</h3><div>The rubric is a tool that comprehensively evaluates the competencies that a student must achieve in a given area. The understanding and application of pharmacology are essential for establishing an appropriate therapeutic plan. Therefore, the objective of this study is to analyze the evidence of validity and reliability of a competency-based assessment rubric for clinical case discussions in pharmacology.</div></div><div><h3>Methods</h3><div>Descriptive cross-sectional serial study. Content validation was carried out by a panel of 16 experts. The rubric was applied to 137 medical students from the National University of San Marcos (Lima, Peru) who were taking the Pharmacology course. Internal consistency was assessed using Cronbach's alpha coefficient, and inter-rater reliability was evaluated using the intraclass correlation coefficient (ICC). Scores were compared using the paired Student's <em>t</em>-test.</div></div><div><h3>Results</h3><div>A high degree of agreement was found among the experts (Aiken's V = 0.91), adequate internal consistency scores (<em>α</em> = 0.767), and inter-rater reliability (ICC = 0.765). A significant increase in scores was observed as the Pharmacology course progressed (first half of the course = 13.99 ± 0.14; second half = 14.32 ± 0.18; <em>p</em> = 0.005).</div></div><div><h3>Conclusion</h3><div>The data support the validity of the rubric for assessing competencies in clinical case discussions in pharmacology. It is essential to continue developing validated assessment tools, especially as pharmacology advances toward a competency-based approach.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 6","pages":"Article 101084"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780817","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}