MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Enhancing Temporomandibular Disorders Education for Initial Care Clinicians Through Interprofessional Education.","authors":"James Hawkins, Ronald Cervero, Steven J Durning","doi":"10.15766/mep_2374-8265.11467","DOIUrl":"10.15766/mep_2374-8265.11467","url":null,"abstract":"<p><strong>Introduction: </strong>Temporomandibular disorders (TMDs) are common musculoskeletal pain conditions that can significantly impact daily activities such as eating, talking, breathing, intimacy, and expressing emotion. TMDs are often complex and multifactorial, and many patients experience overlapping pain conditions, sleep difficulties, and mental health challenges. The National Academies of Sciences, Engineering and Medicine (NASEM) has called for improved TMD education and training for health professionals, as current training opportunities are limited.</p><p><strong>Methods: </strong>To prepare health professionals to care for patients who have a TMD, we designed a 5-hour, interactive, module-based curriculum aligned with the 2020 NASEM recommendations. The four-part module set addresses TMD physiology and pathophysiology, assessment, diagnosis, and management. Instructional methods are founded on the Cognitive Theory of Multimedia Learning and include engaging videos, clinical evaluation and education tools, and interactive digital simulation scenarios.</p><p><strong>Results: </strong>Thirty learners from diverse health professional backgrounds (medicine, dentistry, physician assistant, nursing, physical therapy) participated. Multiple-choice question assessments and pre/post retrospective survey scores demonstrated enhanced knowledge (<i>M</i> = 2.9 vs. <i>M</i> = 4.2, <i>p</i> < .001) and perceived competence (<i>M</i> = 1.9 vs. <i>M</i> = 3.4, <i>p</i> < .001), respectively. Encouragingly, all participants indicated applicability to their clinical practice.</p><p><strong>Discussion: </strong>Our modules offer educators and clinicians a valuable resource to improve TMD knowledge and facilitate best practices. Supplementary resources included in the curriculum are conducive to clinical implementation, fostering improved clinician assessment and patient education.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11467"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11575917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677179","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":"An Introductory Course on Geriatric Oncology.","authors":"David J Gregorio, Kana Lucero, Sukeshi Patel Arora, Kate Lathrop, Justin Horowitz, Becky Powers","doi":"10.15766/mep_2374-8265.11471","DOIUrl":"10.15766/mep_2374-8265.11471","url":null,"abstract":"<p><strong>Introduction: </strong>The need to train oncologists to address the complexities of the aging population has been a focus of educational initiatives and strategies since the 1980s. However, large gaps in the dissemination and implementation of geriatric oncology curricula are still present. Currently, few resources exist for oncology training programs to implement a formal geriatric oncology curriculum. We aimed to create a formalized introductory course to teach oncology and geriatrics trainees the principles of geriatric oncology.</p><p><strong>Methods: </strong>Curriculum presentations were delivered to both hematology/oncology and geriatrics fellows during five 1-hour didactic/workshop sessions over a 2-month period. In addition to didactic presentations, sessions included interactive learning components and a case-based workshop. Evaluation of the curriculum was conducted through pre- and postcourse knowledge and competency assessments, as well as individual session satisfaction surveys.</p><p><strong>Results: </strong>Fifteen (11 hematology/oncology and four geriatric medicine) clinical fellows participated in the first presentation of this curriculum during the 2022-2023 academic year. The mean score on the precourse knowledge assessment was 7.1 (<i>SD</i> = 2.5) out of a maximum score of 15 compared with a mean score on the postcourse knowledge assessment of 9.8 (<i>SD</i> = 3.0; CI: 8.0-11.6; <i>t</i> = -2.5; <i>p</i> = .02).</p><p><strong>Discussion: </strong>Course content was successfully implemented into the hematology/oncology and geriatric medicine fellowship core curriculum using the above methods. Future directions include presentation of course material to incoming trainees, content refinement based on satisfaction surveys, and interdisciplinary adaptation for trainees in other health care disciplines (e.g., nursing, advanced practice providers, etc.).</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11471"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11561070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142629124","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":"A Workshop and Toolkit to Support Late-Career Transitions for Faculty.","authors":"Virginia Niebuhr, Pamela Wood, Judith Livingston, Fred Henretig, Andrew Sirotnak, Janet Williams, David Jaffe","doi":"10.15766/mep_2374-8265.11463","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11463","url":null,"abstract":"<p><strong>Introduction: </strong>Twenty percent of medical school faculty are 60 years or older. These senior-career academic faculty often find a paucity of support for decision-making about late-career transitions.</p><p><strong>Methods: </strong>To help fill this professional development gap, we developed and tested an interactive workshop to facilitate deliberation and discussion among mid- and late-career faculty in various stages of career transition planning. The workshop included individual and small-group activities and a takeaway packet/toolkit for career transition planning. We conducted mixed methods analyses of postworkshop survey data to evaluate the workshop content, methods, and toolkit.</p><p><strong>Results: </strong>The workshop was implemented six times, at four national conferences, one state-level conference, and one single institution, for a total of 207 participants. Evaluations were completed by 60% of participants. Thirty-one percent were thinking generally about transition, 40% were making specific plans for transition within 1-5 years, 15% were currently in transition, and 10% had fully transitioned. Perception of workshop objectives met received a median ranking of 4 (rated on a 5-point Likert scale). Participants reported positive outcomes, including taking time to think/reflect, finding starting points for transition planning, and sharing conversations.</p><p><strong>Discussion: </strong>This highly rated, interactive workshop provides support and practical tools for faculty considering late-career transitions. In addition to providing resources for individual faculty, this workshop has value for an institution to support their senior-level faculty. We encourage the incorporation of this workshop into institutional faculty development programming to ensure a career lifespan approach to faculty development.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11463"},"PeriodicalIF":0.0,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11554777/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142628925","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":"Manual Uterine Aspiration Simulation for Emergency Medicine Learners.","authors":"Katherine Wegman, Caroline Gorka, Judith Linden, Shannon Bell, Stephanie N Stapleton, Virginia Tancioco, Laura Welsh","doi":"10.15766/mep_2374-8265.11469","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11469","url":null,"abstract":"<p><strong>Introduction: </strong>Manual uterine aspiration is a potentially lifesaving procedure for treating patients with hemorrhagic complications of early pregnancy loss. While early pregnancy loss is a common diagnosis seen in the emergency department, manual uterine aspiration education is lacking for emergency medicine physicians.</p><p><strong>Methods: </strong>We designed a 90-minute procedural skills training session for 30 emergency medicine learners. The session included a brief lecture and video demonstration, followed by two micro-skills stations before finally completing the simulated procedure in its entirety. At each station, learners were asked to verbalize the steps and landmarks for the procedure before performing them on models. Participants completed a combined pre-post survey evaluating their perceived knowledge of the procedure and self-efficacy in performing the procedure.</p><p><strong>Results: </strong>Thirty learners who participated in the workshop were surveyed, with a 100% response rate. All participants reported increased comfort with the procedure and knowledge about the procedure. All participants completed a successful simulated procedure. Participants also indicated increased interest in learning more about manual uterine aspiration and its potential application within the emergency medicine physician's scope of practice.</p><p><strong>Discussion: </strong>We developed a workshop to train emergency medicine learners in manual uterine aspiration to stop life-threatening hemorrhage in the setting of early pregnancy loss. The workshop was well received by learners and increased their self-efficacy and desire for additional training with this procedure. Similar curricula should be tried at other institutions.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11469"},"PeriodicalIF":0.0,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11551269/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142629042","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":"Pharmacology of Sedating and Anesthetic Agents: A Case-Based Flipped Classroom Exercise for Preclinical Medical Students.","authors":"Daniella Nunez, Richard I Suarez, Melanie Molina, Gagani Athauda, Rebecca L Toonkel, Jenny Fortun, Nicholas V Mendez","doi":"10.15766/mep_2374-8265.11462","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11462","url":null,"abstract":"<p><strong>Introduction: </strong>Sedating and anesthetic drugs are widely used in clinical practice; however, relevant teaching remains underrepresented in undergraduate medical education. We developed a 2-hour flipped classroom activity integrating foundational science topics, evidence-based medicine, and clinical reasoning on anesthetic pharmacology for preclinical medical students.</p><p><strong>Methods: </strong>Presession, second-year medical students reviewed a study guide and completed a readiness assessment. The flipped classroom session was facilitated in a large-group format with learners in small groups. At session end, students completed a consolidation quiz. Two case-relevant questions were included on the midterm and one on the final exam. Student satisfaction was assessed through an anonymous postsession survey.</p><p><strong>Results: </strong>One hundred ten students participated in the session. Mean performance on the readiness assessment was 96%. Mean performance on the postsession quiz was also 96%. Mean performance on the three midterm and final exam questions was higher than the national mean (94% vs.72%, <i>p</i> < .005). Seventy-six students (69%) completed the survey, with mean satisfaction of 4.6 (<i>SD</i> = 0.7) on a 5-point Likert scale (1 = <i>Strongly Disagree,</i> 5 = <i>Strongly Agree</i>).</p><p><strong>Conclusion: </strong>We developed a flipped classroom session teaching pharmacology of sedating and anesthetic drugs for preclinical medical students. Students performed well on pre- and postsession assessments and above the national mean on National Board of Medical Examiners questions, suggesting adequate knowledge acquisition. This session was found to be a highly satisfactory and effective teaching tool requiring students to integrate foundational and clinical science knowledge.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11462"},"PeriodicalIF":0.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11543632/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142629048","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":"Health Care for People Who Are Incarcerated: Teaching Third-Year Medical Students About Rights, Challenges, and Avenues of Advocacy.","authors":"Anna-Maria South, Kelsey N Karnik, Sara Hieneman, Anthony A Mangino, Michelle Lofwall","doi":"10.15766/mep_2374-8265.11464","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11464","url":null,"abstract":"<p><strong>Introduction: </strong>Incarcerated patients are a vulnerable patient population with unique barriers to health care that physicians in every specialty encounter. Current medical school curricula lack universal education on health care for incarcerated people.</p><p><strong>Methods: </strong>We developed an interactive workshop to provide third-year medical students at the University of Kentucky with information about delivering care outside of dedicated carceral settings to individuals who are incarcerated. The workshop included education on the demographic characteristics and medical conditions present in these populations along with understanding incarcerated persons' rights to health care and how to interact with them and the associated jail/prison workforce often accompanying them on medical visits. The workshop also discussed advocacy tools aimed at providing equitable health care for incarcerated people. Our workshop consisted of a 30-minute large-group didactic session providing a basic understanding of the health care needs of incarcerated people, followed by a 30-minute small-group discussion of a <i>JAMA</i> Viewpoint article focused on advocacy for equitable health care for this patient population. Workshop effectiveness was assessed with a survey before and after the session.</p><p><strong>Results: </strong>One hundred and five students (55%) completed a self-assessment before and after the workshop, demonstrating an increase in knowledge and confidence on all but one question, with statistically significant <i>p</i> values less than .05.</p><p><strong>Discussion: </strong>Our 1-hour, interactive workshop for medical students in their clinical years demonstrated significant improvement in students' knowledge and confidence regarding providing health care to people who are incarcerated.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11464"},"PeriodicalIF":0.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11540842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142605213","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":"Interprofessional Education in Neurology Intensive Care Unit: Learning Activity for Students Completing Clerkships and Field Experiences.","authors":"Tatum Gross, Grayson Wright, Sol De Jesus, Kelly Karpa","doi":"10.15766/mep_2374-8265.11465","DOIUrl":"10.15766/mep_2374-8265.11465","url":null,"abstract":"<p><strong>Introduction: </strong>Teaching learners the benefits and challenges of interprofessional collaborative practice (IPCP) in acute care is best done in the context of authentic patient care rather than classroom settings. Yet differing clinical schedules of students and faculty as well as structured, controlled environments of intensive care units are not conducive to bringing multiple interprofessional learners to the bedside.</p><p><strong>Methods: </strong>We developed a 2.5-hour interprofessional education (IPE) activity based around neurology intensive care unit patients that was implemented using team-based learning (TBL) methodologies, including individual/team readiness assessments (iRAT/tRAT) and application activities comprising interprofessional student-led care conferences in which authentic patients and their unique, deidentified clinical parameters were discussed. Students represented medicine, nursing, chaplain, physician assistant, social work, respiratory therapy, pharmacy, physical therapy, and law programs.</p><p><strong>Results: </strong>Two hundred ninety-three students participated online during the first year. Mean tRAT scores were 14.9 points higher than iRAT scores (39.5 vs. 24.6 of 44 possible). There was strong agreement from students that the session met educational objectives (all >4.0 on a 5-point Likert scale). Individualized feedback was provided to learners using a rubric; 276 students shared personal reflections of knowledge learned through interactions with other health professional students/faculty.</p><p><strong>Discussion: </strong>IPE activities that use authentic patient chart data as the basis for student application exercises are useful learning tools since students must teach and learn from each other, interpret data, and propose care plans based upon their collaborations. This enables students to experience acute care IPCP in a low-stakes environment.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11465"},"PeriodicalIF":0.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11538271/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591852","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":"Correction: Core Competencies of an Anti-racist Physician: Elective Course for Undergraduate Medical Students.","authors":"","doi":"10.15766/mep_2374-8265.11486","DOIUrl":"10.15766/mep_2374-8265.11486","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.15766/mep_2374-8265.11395.].</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11486"},"PeriodicalIF":0.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11539897/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142591848","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 Application of Trauma-Informed Care to Health Care for Military-Connected Individuals.","authors":"Binny Chokshi, Meaghan Wido, Sarah Prabhakar, Elizabeth Hisle-Gorman","doi":"10.15766/mep_2374-8265.11466","DOIUrl":"10.15766/mep_2374-8265.11466","url":null,"abstract":"<p><strong>Introduction: </strong>Military families face unique stressors beyond civilian life, such as deployments, frequent relocations, and the potential for combat, all of which can significantly impact well-being. A trauma-informed care (TIC) approach to military medicine is paramount; however, a critical gap exists, with no published curricula to guide practitioners in employing TIC in the care of military-connected individuals.</p><p><strong>Methods: </strong>We delivered a 50-minute interactive and virtual session to second-year medical students at the Uniformed Services University (USU) that reviewed the neurobiology of adversity and the relevance of TIC in caring for military-connected populations. Participants completed a 14-question pre- and posttest on perceived knowledge, attitudes, practice, and confidence, as well as posttest questions evaluating session quality. The USU Institutional Review Board approved this evaluation.</p><p><strong>Results: </strong>One hundred sixty medical students participated in the session, with 78 matched pre- and posttest responses. We observed a statistically significant pre-post improvement (<i>p</i> ≤ .05) in all category scores, with the largest changes in knowledge (1.33) and confidence (1.33). On a 5-point Likert scale, with 5 being best, mean scores for overall quality of the session and relevance of the material to participants' learning and future practice were 3.95 and 4.20, respectively.</p><p><strong>Discussion: </strong>By equipping health care providers with knowledge and confidence to apply TIC in military medicine, we can improve the well-being of service members and their families across both military and civilian health care settings. Broader implementation of this program has potential to improve patient outcomes and overall health care delivery for this population.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11466"},"PeriodicalIF":0.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11534622/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584677","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":"Musculoskeletal Clinical Online Cases With a Focus on Anatomy for Preclinical Learners.","authors":"Kyle Robertson, Margaret A McNulty, Roman M Natoli, Julianne Stout, Gary Ulrich","doi":"10.15766/mep_2374-8265.11457","DOIUrl":"10.15766/mep_2374-8265.11457","url":null,"abstract":"<p><strong>Introduction: </strong>While musculoskeletal disorders are leading causes of medical visits, musculoskeletal education is underrepresented in US medical curricula. Previous studies have demonstrated that undergraduate medical students often fail to demonstrate competency surrounding musculoskeletal disorders. More educational content is needed to support musculoskeletal knowledge in learners.</p><p><strong>Methods: </strong>We developed an online, case-based musculoskeletal module for second-year medical students alongside their standard course material and presented clinical cases with multiple-choice question quizzes regarding the presentation, diagnosis, and anatomic correlation of musculoskeletal conditions. Cases, under 10 minutes each, targeted common, medically important areas of musculoskeletal health.</p><p><strong>Results: </strong>Grades in the required musculoskeletal course were significantly and positively correlated with online module quiz performance. 258 (73%) of 354 students completed at least one quiz, and students completed an average of 14 out of 15 quizzes. Learners who completed more than 50% of the quizzes performed significantly better in the course than those who completed fewer quizzes; this was true for a formative internal course exam (<i>p</i> = .035), an NBME customized assessment (<i>p</i> = .008), and the course overall (<i>p</i> = .021). Additional analyses of students' perceptions revealed that students valued the self-directed online learning environment. The high completion rate (73%) for the online module also signaled student value in the content and format.</p><p><strong>Discussion: </strong>This module represents educational material that has been demonstrated to improve medical student musculoskeletal learning. Additionally, the module could be expanded to address inadequacies in orthopedic education among other students, such as allied health learners.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"20 ","pages":"11457"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11527842/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569683","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}