Educacion Medica最新文献

{"title":"Adaptación y validación de una escala de fuentes de estrés en estudiantes peruanos de odontología","authors":"Paul Martín Herrera-Plasencia ,&nbsp;Juana Rosmeri Salas-Huamaní ,&nbsp;Oscar Mamani-Benito ,&nbsp;Edison Effer Apaza-Tarqui ,&nbsp;Josué Edison Turpo-Chaparro","doi":"10.1016/j.edumed.2025.101029","DOIUrl":"10.1016/j.edumed.2025.101029","url":null,"abstract":"<div><h3>Introduction</h3><div>At the higher education level, dental students face various academic, clinical and personal challenges that can generate high levels of stress, affecting their well-being and performance. Therefore, it is important to have validated instruments to identify and evaluate the main sources of stress.</div></div><div><h3>Materials and methods</h3><div>Instrumental study with the voluntary participation of 173 students of both sexes of the stomatology course of a private university in Peru. The instrument to be validated was the Dental Environment Stress (DES), made up of 30 items distributed in 4 dimensions. Aiken's V coefficient was used to assess content-based validity, confirmatory factor analysis (CFA) to assess internal structure and Cronbach's Alpha coefficient for reliability.</div></div><div><h3>Results</h3><div>All items received a favorable evaluation by the judges (V &gt; 0.70). When applying the CFA, adequate goodness-of-fit indices were obtained: χ² = 678.314, p &lt; 0.001, gl = 399, χ²/df = 2.42, CFI = 0.991, TLI = 0.990, RMSEA = 0.052 and SRMR = 0.062, from which, it can be deduced that the model obtained a good fit and it fits well with the data. Finally, the reliability of the total scale and its dimensions was very good (ω &gt; 0.80).</div></div><div><h3>Conclusion</h3><div>The sources of stress scale demonstrate adequate psychometric properties, therefore, it can be useful for the management of the training of qualified human resources in dentistry.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101029"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551956","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":"Comparación de indicadores psicométricos en evaluaciones de opción múltiple entre estudiantes de Medicina Humana","authors":"Adriana Villa Villavicencio,&nbsp;Mariana Gómez Zamalloa,&nbsp;Diana Gabriela Ocsas Pinedo,&nbsp;César Gutiérrez","doi":"10.1016/j.edumed.2025.101025","DOIUrl":"10.1016/j.edumed.2025.101025","url":null,"abstract":"<div><h3>Introduction</h3><div>Multiple-choice tests are essential in educational assessment, especially in medicine. Peruvian studies show that 3 and 5 alternatives have similar effectiveness, but the optimal number of alternatives remains debated globally.</div></div><div><h3>Methods</h3><div>We conducted a cross-sectional study with students from the assignment “<em>Metodología de la Investigación Científica II</em>”, who took assessments with four and five alternatives. Difficulty and discrimination index were calculated using Excel and Jamovi. Kruskal-Wallis test and concordance correlation coefficient where used fot he analysis, and chi-square test was used to compare distributions.</div></div><div><h3>Results</h3><div>A total of 55 students were included. The difficulty index showed similar medians for both 4 and 5 alternatives (p = 0.824), as did the discrimination index, which also did not identify differences between the medians (p = 0.654). The concordance values for the difficulty index indicated good consistency in both the midterm and final exams, with values of 0.925 (95% CI: 0.866 to 0.959) and 0.889 (95% CI: 0.822 to 0.932), respectively. The concordance for the discrimination index was low, with values of 0.318 (95% CI:<!--> <!-->−0.009 to 0.585) and<!--> <!-->−0.006 (95% CI:<!--> <!-->−0.247 to 0.259) for the midterm and final exams, respectively.</div></div><div><h3>Conclusion</h3><div>We did not find significant differences in the difficulty and discrimination of questions with 4 and 5 options. We suggest the use of 4 alternative questions in objective exams in research courses.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101025"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508702","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":"Adaptación de cuestionario de creencias epistemológicas en carreras de enfermería y nutrición en contexto indígena","authors":"Fabiola Godoy-Leal ,&nbsp;Flavio Muñoz-Troncoso ,&nbsp;Enrique Riquelme","doi":"10.1016/j.edumed.2025.101027","DOIUrl":"10.1016/j.edumed.2025.101027","url":null,"abstract":"<div><h3>Introduction</h3><div>Epistemological beliefs refer to how knowledge is understood, and in the university educational field, they allow the generation of educational strategies that facilitate the process of professional training in teaching and learning. There are instruments adapted to Western contexts, but not in contexts with indigenous knowledge. The objective is to adapt and validate the questionnaire of epistemological beliefs focused on the discipline of child health, in students and teachers of nursing and nutrition and dietetics in an indigenous context.</div></div><div><h3>Methods</h3><div>The questionnaire of epistemological beliefs focused on the Hofer discipline was used, which consists of 18 items in four dimensions. In the first instance, it was translated by a native English speaker, followed by a back-translation by experts, through linguistic validation. Reagents on the discipline of teaching child health in an indigenous context were incorporated into the instrument, which were defined by inter-judgments of experts. The instrument had 30 reagents and was applied as a self-administered survey to 258 students and teachers of nursing and nutrition and dietetics from various Universities in the Araucanía Region.</div></div><div><h3>Results</h3><div>Exploratory Factor Analysis (EFA) was used for adaptation and validation. From the 5 dimensions that existed at the beginning, these were regrouped into 9 dimensions. Maintaining the 4 dimensions proposed by Hofer, 5 dimensions emerged that were specific to the context. Validation was carried out with a Cronbach's alpha of 0.823 and a Kaiser-Meyer-Olkin (KMO) measure of 0.778 and significance of &lt;<!--> <!-->0.001.</div></div><div><h3>Conclusion</h3><div>An adapted and validated instrument of epistemological beliefs is obtained. In this way, an instrument capable of evaluating the epistemological beliefs of students and teachers is developed, which allows improving educational strategies in an indigenous context. These results promote a more socially and culturally inclusive education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101027"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508704","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":"Programa Mentor Clínico: aprendizaje-enseñanza de competencias y habilidades clínicas mediante la colaboración entre estudiantes y docentes de la carrera de Medicina","authors":"Lourdes Lledó García ,&nbsp;Gabriel de Arriba de la Fuente ,&nbsp;Manuel Rodríguez Zapata","doi":"10.1016/j.edumed.2025.101026","DOIUrl":"10.1016/j.edumed.2025.101026","url":null,"abstract":"<div><h3>Introduction</h3><div>During the academic year 2017–2018, an innovative mentoring program began to be developed in a clinical environment between two groups of students (3rd year compulsory participation and 6th year voluntary participation) and teaching staff, in the healthcare centers of the Faculty of Medicine and Health Sciences of the University of Alcalá. The objective of this work is to present this training program and its results.</div></div><div><h3>Methods</h3><div>Description of the structure and coordination of the program, and assessment of its development taking into account participation, activities, materials, evaluation and opinion surveys.</div></div><div><h3>Results</h3><div>The average participation of 6th year students (volunteers) is 71.4%; all the activities and materials proposed in the program have been carried out; the academic results of 3rd year students are excellent, and the opinion surveys of both groups of students indicate a positive assessment of the training project.</div></div><div><h3>Conclusions</h3><div>The clinical mentor program facilitates the learning of clinical skills and competencies, as well as the integration of 3rd year students in a care environment, and in 6th year students the development of teaching and communication skills.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101026"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508703","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":"Effects of attending workshops and using complementary material for home training on the learning of surgical knots by general surgery residents","authors":"Salvador Montoya-Alvarez ,&nbsp;Diana Laura García-Carrera ,&nbsp;Nadia Sarahí Hernández-Domínguez ,&nbsp;Darling Patricia Ortiz-Guzmán ,&nbsp;Johan Saul Pérez-Rea ,&nbsp;Jesús Tapia-Jurado ,&nbsp;Dalia Danely Méndez-Gómez ,&nbsp;José Rafael Rodríguez-Bonaparte","doi":"10.1016/j.edumed.2025.101024","DOIUrl":"10.1016/j.edumed.2025.101024","url":null,"abstract":"<div><h3>Introduction</h3><div>In the medical field, specifically in surgical specialties, the knot is crucial for suturing tissues or organs, allowing wounds to heal. This study aims to evaluate the effect of having access to different learning tools for continuous practice on learning basic surgical skills.</div></div><div><h3>Materials and methods</h3><div>A surgical knots workshop was held, and a prospective randomized controlled trial (RTC) was performed. General surgery residents who assisted in the workshop and accepted to participate in the study were divided into two intervention groups (Groups A and B) groups through the block randomization technique. A control group (Group C) was formed with General surgery residents not assisting the workshop. Group A continued their residency activities, participated in the knot workshop, and received complementary teaching material for home training. Group B continued their residency activities and participated in the knot workshop. Group C simply continued their residency activities. The three groups were evaluated with the OSATS scale and a procedure-specific checklist before and after the knot workshop to assess and compare proficiency.</div></div><div><h3>Results</h3><div>Paired hypothesis testing showed that all groups significantly increased their skills over the study period. Unpaired hypothesis testing indicated that, although all groups showed improvements, Group A obtained statistically higher scores than Groups B and C on the post-training evaluations.</div></div><div><h3>Conclusion</h3><div>Access to complementary teaching material, in addition to residency activities and workshops, is an important support for surgeons' training.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101024"},"PeriodicalIF":0.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487685","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":"Taller de injusticias epistémicas: uso de métodos narrativos para el aprendizaje en bioética","authors":"Pamela Jofré ,&nbsp;Pía Flores ,&nbsp;Rodrigo Valenzuela ,&nbsp;Rodrigo Vergara","doi":"10.1016/j.edumed.2025.101028","DOIUrl":"10.1016/j.edumed.2025.101028","url":null,"abstract":"<div><h3>Introduction</h3><div>Addressing epistemic injustice in health from a bioethics education perspective can be complex, tedious, and eventually unsuccessful. Narrative practices in medical education can help clarify and reflect on complex, sometimes ambiguous concepts. This article presents an innovative educational experience in bioethics, which involves narrative practices, based on a practical-reflective workshop modality.</div></div><div><h3>Methods</h3><div>A practical-reflective workshop was implemented, which was mandatory, included in the course Professionalism and Practice of Medicine II, taught in the second year. The general topic to be explored was Epistemic injustices in health. 69 students participated. After brief reading material was provided, the topic was presented in a 20-minute session. Then, in small groups, they read a story selected to illustrate the content, developed some reflective proposals in groups, and finally, it was discussed in a plenary session. Afterwards, illustrative vignettes of the topic were distributed among the participants and simple, reflective questions were provided. The activity was evaluated by means of a feedback survey.</div></div><div><h3>Results</h3><div>Student participation was active and proactive, generating a rich discussion in small groups and then in plenary. In the surveys, they had a positive evaluation of the activity, highlighting the learning in small groups as very favorable, based on the reflection fostered in different narrative formats.</div></div><div><h3>Conclusion</h3><div>Narrative methodologies illustrate complex concepts such as epistemic injustice and facilitate understanding issues of bioethics and medical professionalism, motivating deep reflection in students in the first years of medicine.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101028"},"PeriodicalIF":0.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508255","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":"Formación continuada y uso de listas de verificación: 2 factores determinantes para mejorar la atención a la parada cardiorrespiratoria","authors":"Jerónima Vicens Ferrer ,&nbsp;David Salomón Sánchez Cuadrado Olea ,&nbsp;Maria Isabel Ceniceros Rozalén ,&nbsp;Catalina Terrasa Arrom ,&nbsp;Miguel Agudo García ,&nbsp;Jaume Gaspar Servera ,&nbsp;Maria del Mar Ponce Abellán","doi":"10.1016/j.edumed.2024.101010","DOIUrl":"10.1016/j.edumed.2024.101010","url":null,"abstract":"<div><h3>Introduction</h3><div>The incidence of in-hospital cardiac arrest (IHCA) is 1.5–2.8/1,000 admissions, the survival is related to the area where it occurs, the response times, the assistance provided, and especially the initial rhythm of the IHCA.</div></div><div><h3>Materials and methods</h3><div>Descriptive study about the impact of optimizing cardiorespiratory arrest (CPA) management through a continuous training program and the development and implementation of tailored checklists in a hospital emergency department (ED) to improve patient safety during CPA and reduce errors attributable to human factors. The continuous training consisted of advanced life support courses and annual refreshers provided to ED medical personnel, nurses, and residents, following the European Resuscitation Council (ERC) guidelines and using clinical simulation methodology.</div></div><div><h3>Results</h3><div>Instructors have observed the acquisition of competencies by the staff and a positive progression in successive editions, reflected in the ability to handle more complex cases, improved role performance, and communication within the team, even with unplanned staff rotations, as analyzed in the debriefings course. A comprehensive CPA management protocol has been developed, previously assisted by the Intensive Care Unit, providing the ED with greater autonomy.</div></div><div><h3>Conclusion</h3><div>Periodic training and checklists allow for the optimization of CPA management, reducing the insecurity of those leading the effort, minimizing errors attributable to human factors, and facilitating the analysis of interventions performed during resuscitation.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 3","pages":"Article 101010"},"PeriodicalIF":0.0,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454036","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 Association Between Nursing Students' System Thinking, Self-Leadership, and Clinical Reasoning: A Structural Equation Modeling","authors":"Jeffrey V. Esteron ,&nbsp;Anna Lyn M. Paano ,&nbsp;Ma. Teresa S. Cabanayan ,&nbsp;Maria Luisa D. Galang ,&nbsp;Dennison Jose C. Punsalan ,&nbsp;John Paulo C. Pineda ,&nbsp;Therese Camielle L. Rivera ,&nbsp;Fritzie F. Salunga","doi":"10.1016/j.edumed.2025.101023","DOIUrl":"10.1016/j.edumed.2025.101023","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students are expected to demonstrate a broad array of competencies that enable them to provide exemplary care and improve patient outcomes. These competencies comprise system thinking, self-leadership, and clinical reasoning. Exploring the relationship between system thinking, self-leadership, and problem-solving is crucial for nursing students to deliver exceptional care and improve patient outcomes. This study examines the relationships between system thinking, self-leadership, and clinical reasoning in nursing students to inform evidence-based educational interventions.</div></div><div><h3>Material and methods</h3><div>The research study is a non-experimental cross-sectional survey design with Structural Equation Modeling to test the a priori hypothesized study model. The study was conducted among nursing students at a university in Angeles City, Philippines. Statistical analyses, including descriptive statistics, correlation analysis, and Structural Equation Modeling (SEM), are employed to investigate relationships and causal pathways among system thinking, self-leadership, and clinical reasoning.</div></div><div><h3>Results</h3><div>Findings revealed robust relationships between system thinking, self-leadership, and clinical reasoning in nursing students, with system thinking and self-leadership explaining 36.5% of clinical reasoning variance. These findings underscore the value of incorporating system thinking and self-leadership training into nursing education to enhance clinical reasoning.</div></div><div><h3>Conclusion</h3><div>This research provides compelling evidence of a statistically significant link between clinical reasoning, system thinking, and self-leadership, underscoring the critical role of clinical reasoning in integrating these competencies and enhancing the Clinical performance of nursing students.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101023"},"PeriodicalIF":0.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143429063","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":"Training course in point-of-care ultrasound in the urgency and emergency study of the undergraduate medical education","authors":"Luiza Fleury de F. Serruya,&nbsp;Yuri Aarão A. Serruya,&nbsp;Ariney Costa de Miranda,&nbsp;Cláudio Eduardo C. Teixeira","doi":"10.1016/j.edumed.2024.101009","DOIUrl":"10.1016/j.edumed.2024.101009","url":null,"abstract":"<div><h3>Objective</h3><div>Train undergraduate medical students to practice point-of-care ultrasound (POCUS) in the urgency and emergency module of the medical internship.</div></div><div><h3>Methods</h3><div>The study was carried out through the Extended Focused Assessment with Sonography in Trauma theoretical–practical ultrasonography course applied to students in the 11th semester of the CESUPA medical course.</div></div><div><h3>Results</h3><div>It was found that most university students demonstrated an improvement in their ability to carry out and grasp knowledge about the subject after applying theoretical and practical classes on an ultrasound device and ultrasound training simulator.</div></div><div><h3>Conclusion</h3><div>The improvement in student performance after the practical activity encourages discussion about the importance of curricular adjustment to adapt to technological advances in the medical field.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 2","pages":"Article 101009"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388219","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 Simcup Morocco: Exploration of the concept, innovative pedagogical relevance, and perspectives","authors":"Mohamed El Mouhajir ,&nbsp;Yahaya Maijimaa Tourey ,&nbsp;Majdouline Obtel ,&nbsp;Mohammed Mouhaoui","doi":"10.1016/j.edumed.2024.101019","DOIUrl":"10.1016/j.edumed.2024.101019","url":null,"abstract":"<div><h3>Introduction</h3><div>The Simcup is a leading national event in the medical field, with clinical competition in terms of simulation. Here, groups of medical students from different faculties in the country participate in patient simulation scenarios, particularly in the field of emergency and disaster medicine. Our aim is to present SIMCUP Morocco in a comprehensive way. This involves describing the participation process, strategies for success, elucidating the format, stages, and timetable. In addition, we aim to provide an impartial assessment of its importance, its educational value for medical students, and its influence on their training.</div></div><div><h3>Materials and methods</h3><div>We developed a questionnaire covering 7 key areas to assess the effectiveness of the Simcup: Teamwork, communication, debriefing, psychological aspects, overall perspectives, areas for improvement, and a bonus category. We collected responses from 120 medical students representing various faculties in Morocco.</div></div><div><h3>Results</h3><div>A total of 120 participated in our study, with an average age between 25 and 26 years. The participation rate of virtual staff varied, with a majority indicating their presence at 47.5%. Notably, 81% of students strongly agreed with the importance of implementing simulation as an assessment modality within faculties. These results argue in favor of the relevance of Simcup and underline the superiority of simulation-based learning over traditional clinical teaching, both as a teaching method and for the evaluation of learning outcomes.</div></div><div><h3>Conclusion</h3><div>Despite the limited number of studies investigating the comparative effectiveness of simulation-based learning versus traditional clinical teaching, our results highlight the value of simulation-based approaches in medical education.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":"26 4","pages":"Article 101019"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165621","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}