AEM Education and Training最新文献

{"title":"Enhancing Emergency Medicine Resident Transitions: The Impact of Structured Orientation Programs on Comfort and Preparedness","authors":"Jessica Baez,&nbsp;Erin McDonough","doi":"10.1002/aet2.70080","DOIUrl":"https://doi.org/10.1002/aet2.70080","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Emergency medicine (EM) training programs vary in how residents are exposed to clinical responsibilities. Transitioning to new roles often causes stress and uncertainty. Structured orientation programs may alleviate these challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We implemented three role-specific orientation sessions targeting post-graduate year (PGY)-2, PGY-3, and PGY-4 EM residents at a 4-year residency program. Pre- and post-surveys measured comfort with clinical, supervisory, and system-based skills. Paired <i>t</i>-tests assessed changes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>All three orientation sessions significantly improved self-reported comfort across various domains. Participating PGY-2 residents (<i>n</i> = 10) showed increased preparedness for managing critical conditions. PGY-3 residents (<i>n</i> = 6) demonstrated improved confidence in procedural supervision and knowledge of rare procedures. PGY-4 residents (<i>n</i> = 11) transitioning to attending roles showed the largest gains, particularly in billing and medico-legal domains.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Structured orientation improves EM resident readiness for role transitions. These findings support the integration of targeted educational interventions to enhance performance and preparedness.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687908","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":"Metamorphosis","authors":"Zhaohui Su","doi":"10.1002/aet2.70078","DOIUrl":"https://doi.org/10.1002/aet2.70078","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687975","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":"Simulation Platforms to Train and Assess Pediatric Acute Care Procedural Skills: A Scoping Review","authors":"Shayan Novin,&nbsp;Tehrim Younas,&nbsp;Jessie Xu,&nbsp;Samuel Graef,&nbsp;Nima Karimi,&nbsp;Maggie Xu,&nbsp;Jo-Anne Petropoulos,&nbsp;Quang Ngo,&nbsp;Elif Bilgic","doi":"10.1002/aet2.70083","DOIUrl":"https://doi.org/10.1002/aet2.70083","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical trainees have limited opportunities to practice certain pediatric emergency medicine (PEM) procedures in the clinical setting. Simulation-based education provides an opportunity for trainees to improve their technical and non-technical skills. This scoping review aimed to explore the ways in which simulation has been used to train and assess medical learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A search was conducted from 2011 to August 2022 using MEDLINE, OVID Embase, OVID Emcare, and Cochrane Trials, among others. The review included empirical studies that used simulation for training medical trainees in four essential pediatric procedures: intubation, lumbar puncture, intraosseous insertion, and chest tube insertion. Six reviewers independently screened titles, abstracts, and full texts. Data were recorded, stored, and summarized in a standardized spreadsheet.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The search retrieved 4073 articles, of which 207 underwent full-text screening. Data were extracted from 107 studies. Among these, 69 studies focused exclusively on intubation skills, 19 studies on lumbar puncture, 10 studies on intraosseous insertion, and two studies on chest tube insertion. The majority of studies (<i>n</i> = 61) involved residents, while 15 studies focused on medical students. Training platforms included mannequins (<i>n</i> = 84), ex-vivo models (<i>n</i> = 6), task trainers (<i>n</i> = 4), and standardized patients (<i>n</i> = 1). Competency was largely assessed using an assessment tool (<i>n</i> = 45) as the sole assessment method.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Simulation-based training and assessment can support medical learners in developing key technical and non-technical skills related to PEM procedures. However, there is a need for diversification of simulation platforms used, expansion of procedures targeted in simulation-based training and assessment programs, and creation of standardized and procedure-specific assessments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144688009","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":"Procedural Skills and Emergency Medicine Common Program Requirements: It's Time to Address Skill Decay","authors":"Nicholas Pokrajac,&nbsp;Kimberly Schertzer,&nbsp;Deborah Hsu,&nbsp;Stefanie S. Sebok-Syer","doi":"10.1002/aet2.70081","DOIUrl":"https://doi.org/10.1002/aet2.70081","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687909","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":"Resident Scholarly Activity and Productivity Outcomes Before and After Implementing a Structured Research Program: A Before–After Study","authors":"Sydney Krispin,&nbsp;Eric Kontowicz,&nbsp;Brett Faine,&nbsp;Michael Takacs,&nbsp;Karisa K. Harland,&nbsp;J. Priyanka Vakkalanka,&nbsp;Kelli Wallace,&nbsp;Andrew Nugent,&nbsp;Nicholas M. Mohr","doi":"10.1002/aet2.70082","DOIUrl":"https://doi.org/10.1002/aet2.70082","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Emergency medicine (EM) residency programs require participation in scholarly activity. In 2017, we launched a formal Resident Research Program (RRP) for physician residents in our 3-year accredited residency program. We aimed to measure the association between the implementation of the RRP and resident scholarly productivity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This analysis was a before-after study of residents in a Midwestern university-based EM residency program (7–10 per class) graduating between 2013 and 2023. The RRP was implemented in July 2017 and offered resources and requirements; our study compared outcomes before and after the launch of the program. We provided a dedicated training program study coordinator, 24-h in-house research assistants, faculty/research staff mentorship, and research funding. Residents were required to complete a hypothesis-driven research project and submit an abstract to a professional meeting or manuscript for publication. We tracked scholarly productivity per class, including publications, presentations, first-author manuscripts, and faculty publications with a resident. We measured the association between the RRP and scholarly productivity through univariate Poisson regression models to report the unadjusted rate ratio (RR) with 95% confidence intervals (95% CI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Ninety residents were included (<i>n</i> = 43 after RRP launch). Annual mean resident scholarly productivity increased post-intervention for publications (10.4 vs. 6.2 publications per class, RR 1.68, 95% CI 1.09–2.59), presentations (7.4 vs. 3.7 abstracts per class, RR 2.01, 95% CI 1.19–3.42), and first-author publications (5.8 vs. 2.2 publications per class, RR 2.66, 95% CI 1.40–5.09). No significant change in faculty co-authors was observed (12.8 vs. 9.5, RR 1.35, 95% CI 0.95–1.92).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The implementation of a structured RRP was associated with increased resident scholarly productivity. The targeted research resources served as both a strategy to support resident research and enhance departmental academic engagement. Future research should examine the perceptions, quality, and impact of scholarly activity requirements on residents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144688007","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 Statement of Support for Focused Pediatric Emergency Medicine Training in Emergency Medicine Residency","authors":"Sarah C. Cavallaro,&nbsp;Jennifer M. Mitzman","doi":"10.1002/aet2.70077","DOIUrl":"https://doi.org/10.1002/aet2.70077","url":null,"abstract":"","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144688008","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":"Assessor Personality Traits Are Not Educationally Important Drivers of Assessor Stringency/Leniency","authors":"Sebastian Dewhirst,&nbsp;Nora D. Szabo,&nbsp;Jason R. Frank","doi":"10.1002/aet2.70074","DOIUrl":"https://doi.org/10.1002/aet2.70074","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Assessor stringency/leniency (ASL), the tendency for an assessor to consistently provide low or high scores, has been shown to have educationally important effects on learner assessment scores in multiple settings. To date, there is no clear understanding of the underlying drivers of ASL in the context of medical education. Some authors have hypothesized a link between personality traits and ASL, but there is currently insufficient data to reach any conclusions. This study seeks to determine whether there is a significant association between physician assessors' personality traits and ASL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This prospective cohort study was conducted at an academic emergency department in Ottawa, Canada. Participating assessors volunteered to complete the IPIP-Neo 120, a personality questionnaire based on the five-factor model. All end-of-shift assessments completed between July 1, 2021, and June 30, 2022, were collected, and ASL was quantified for each assessor using the mean delta method. Linear regression was used to assess the correlation between personality scores and ASL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 2127 assessments, representing 184 learners, were analyzed. Twenty-five assessors were enrolled, with a wide distribution of assessor personality scores for each trait. While there was a trend toward leniency with increasing assessor extraversion, this did not reach statistical significance (<i>p</i> = 0.07, <i>R</i>² = 0.13). There was no significant link between other personality traits and ASL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Integrating our findings with the existing literature, we conclude that personality traits are likely not educationally important drivers of ASL in medicine. Future research should examine other possible contributors to ASL in medical education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687974","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":"The Challenges of a Necessary Increase in Pediatric Training During Emergency Medicine Residency","authors":"Eva M. Delgado,&nbsp;Regina L. Toto","doi":"10.1002/aet2.70079","DOIUrl":"https://doi.org/10.1002/aet2.70079","url":null,"abstract":"&lt;p&gt;Included in the major revisions recently proposed by the Accreditation Council for Graduate Medical Education (ACGME) to the program requirements for residency training in Emergency Medicine (EM) are recommendations for increased training in pediatric emergency care [&lt;span&gt;1&lt;/span&gt;]. Currently, most children seeking emergency care in the United States present to general emergency departments (EDs), where they are cared for by the graduates of residency programs that require only 5 months of pediatric training [&lt;span&gt;2&lt;/span&gt;]. Making the case for this attention to pediatric education are needs assessments and case logs, in which graduates report feeling unprepared or are found to lack exposure to pediatric ages or conditions that they might encounter in practice [&lt;span&gt;3, 4&lt;/span&gt;]. The ACGME's emphasis on infants and children under 12 years, with a specific aim to achieve exposure to neonatal resuscitation, seems to address reports that younger ages are the most anxiety provoking for EM physicians [&lt;span&gt;5, 6&lt;/span&gt;]. Everything proposed by the ACGME is logical and important, but the feasibility of attainment is another matter. The reality is that exposure to specific aspects of pediatric EM is impossible to guarantee, and varied interpretation of the suggestions incites confusion and concern in the medical educators responsible for making these changes. Compliance with the new recommendations poses challenges that we must recognize and address in order to do what is right for future trainees and the young patients they will care for.&lt;/p&gt;&lt;p&gt;The first challenge many programs will encounter is reliable access to both sufficient pediatric patients and sufficient pediatric expertise. While residents will be able to count pediatric patients seen in community ED settings toward the total time required, most EDs care for fewer than 15 children per day and more rural settings see fewer than five children per day [&lt;span&gt;7, 8&lt;/span&gt;]. In a proposed edit to the ACGME recommendations, the Emergency Medicine Residents' Association (EMRA), which is supportive of the recommendation for 24 weeks of pediatrics during training, suggests 1000 pediatric encounters and 18 weeks of pediatric ED time [&lt;span&gt;9&lt;/span&gt;]. They note that this amounts to 1.23 children per hour over 18 weeks. It remains to be seen if either metric is achievable in a variety of settings, especially if the new focus is on children under 12 years old.&lt;/p&gt;&lt;p&gt;Furthermore, many communities lack access to inpatient pediatric care, leaving EM residencies in these areas a dearth of learning opportunities [&lt;span&gt;10&lt;/span&gt;]. As a result, both travel to and volume of trainees at certain pediatric sites will increase, which creates its own set of challenges. The ACGME is aware that being away from home during training is a burden: there is language in the program requirements advising that accredited rotation sites over 60 miles, or 30 min, from the home institution must be approved by the Residency R","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687976","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":"Epinephrine Dosing by Emergency Medicine Residents During a Simulated Prehospital Pediatric Cardiac Arrest","authors":"Henry J. Higby,&nbsp;John D. Hoyle Jr.,&nbsp;Joshua D. Mastenbrook,&nbsp;Philip A. Pazderka,&nbsp;Sarah Fichuk,&nbsp;Austin Wilkinson,&nbsp;Caleb Porter","doi":"10.1002/aet2.70073","DOIUrl":"https://doi.org/10.1002/aet2.70073","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Pediatric prehospital dosing errors occur at high rates, up to 60% for epinephrine. Senior emergency medicine residents (EMR) in the Western Michigan University Homer Stryker MD School of Medicine (WMed) residency respond as EMS physicians to cardiac arrests in Kalamazoo County. We sought to determine error rates for weight estimation, epinephrine doses, dose administration mechanics, and esophageal intubation (EI) recognition by EMRs at the end of the PGY-1 year, during EMS physician training summative testing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixteen PGY-1 EMRs were observed during a simulation: 5-year-old with an EMS EI in asystole requiring multiple epinephrine administrations by the EMR. All EMRs had completed Pediatric Advanced Life Support (PALS). Two observers scored performance. Scenarios were recorded. Recordings and scores were reviewed and discussed by observers. Any disagreements were resolved by consensus. Dosing error was defined as &gt; 20% difference from the correct dose.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>All EMRs obtained correct weight with 15 (94%; 72.0%, 99.0%) using length-based tape (LBT) and one (6%) guessing. Four near-miss errors occurred with the LBT. Four (25%) and two (12.5%) of the first and second epinephrine doses, respectively, were incorrect. Five (50%) errors occurred using graduations on the preloaded syringe, and five (50%) were due to air bubbles in the administration syringe. There were no ten-fold errors. Three (19%) EMRs took 3 attempts to assemble the preloaded syringe, six (38%) did not screw the preloaded syringe together correctly, seven (44%) had difficulty attaching a stopcock to the preloaded syringe, and 14 (88%) did not prime the stopcock. One (6%) failed to recognize EI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>PALS-certified PGY-1 EMRs, accurately estimated patient weight, had a high rate of epinephrine dosing errors and frequent difficulty assembling preloaded syringes. To address these errors, training will be developed that includes a checklist, LBT use, weight determination hierarchy, assembling epinephrine preloaded syringes, techniques for appropriate dose administration, and recognition of EI.</p>\u0000 </section>\u0000 </div>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687911","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 to “Evaluating the Role of Traditional and Nontraditional Educational Resources in Point-of-Care Ultrasound Training: A Cross-Sectional Survey of Educator Preferences and Practices”","authors":"","doi":"10.1002/aet2.70075","DOIUrl":"https://doi.org/10.1002/aet2.70075","url":null,"abstract":"<p>Broadstock A, Kalantari A, Dessie AS, et al. Evaluating the role of traditional and nontraditional educational resources in point-of-care ultrasound training: A cross-sectional survey of educator preferences and practices. <i>AEM Educ Train</i>. 2025; 9:e70039. doi:10.1002/aet2.70039</p><p>In the article cited above, the affiliation for Dr. Resa Lewiss is incorrectly listed as “Departments of Emergency Medicine and Radiology, Thomas Jefferson University, Philadelphia, Pennsylvania, USA.”</p><p>The correct affiliation should be “Department of Emergency Medicine, Warren Alpert Medical School of Brown University, Providence, Rhode Island, USA.”</p>","PeriodicalId":37032,"journal":{"name":"AEM Education and Training","volume":"9 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/aet2.70075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144503258","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}