Korean journal of medical education最新文献

{"title":"The conditional role of personal information-security norms in prosocial patient information disclosure among health professions students.","authors":"Youngsoon Park, Kyunghee Chun","doi":"10.3946/kjme.2026.210","DOIUrl":"10.3946/kjme.2026.210","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined whether perceived medical need for disclosure (PMND) predicts prosocial intention to disclose patient information (PI) among health professional students, and whether personal norms (PN) moderate this relationship. A particular focus was PN's dual statistical role-its direct association with PI and its moderation of the PMND-PI association.</p><p><strong>Methods: </strong>A cross-sectional survey was administered to 210 undergraduate students at a single Korean university (116 medical, 42 nursing, 52 emergency medical services). Participants were randomly assigned to one of four scenarios (2×2: disease severity × information security environment). Four-step hierarchical regression and simple slope analyses tested the main and moderating effects.</p><p><strong>Results: </strong>PMND positively predicted PI (β=0.347, p<0.001). PN exerted a significant negative direct effect on PI (β=-0.148, p<0.05) yet significantly amplified the PMND-PI relationship via a positive interaction (β=0.165, p<0.05). Simple slope analyses confirmed that the effect of PMND on PI strengthened progressively from low PN (estimate= 0.194, p=0.069) through average PN (estimate=0.380, p<0.001) to high PN (estimate= 0.567, p<0.001).</p><p><strong>Conclusion: </strong>PN showed a double-edged statistical role: a negative direct association with disclosure intention alongside a positive moderating association that amplified the link between perceived medical need and prosocial disclosure intention. These findings suggest that health professional education may need to go beyond merely reinforcing PN and offer training differentiated by students' levels of PN, helping them channel moral obligation through lawful procedures in clinically charged situations.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"248-255"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549805/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860607","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":"Perceived training needs and barriers among Korean residents: a cross-sectional survey for competency-based education.","authors":"Tae Hyun Kim, Min-Jung Lee, Seung Hee Lee","doi":"10.3946/kjme.2026.160","DOIUrl":"10.3946/kjme.2026.160","url":null,"abstract":"<p><strong>Purpose: </strong>Current South Korean resident education relies heavily on apprenticeship models rather than the systematic curricula needed for multifaceted competency development. Therefore, a rigorous needs assessment is required for effective program design, particularly to target year-specific educational differences.</p><p><strong>Methods: </strong>A cross-sectional survey of all residents at a single hospital branch was conducted in December 2023. An online questionnaire reviewing residents' perceptions of the current program, needs assessment for a proposed institutional core competency program, and evaluation of preferred educational topics was performed. Responses were analyzed utilizing Kruskal-Wallis, McNemar's, and chi-square tests, and compared in terms of education areas and residency years.</p><p><strong>Results: </strong>A survey of 117 residents revealed that while the current residency program is perceived as strong in clinical training, residents ideally desire a more comprehensive education encompassing clinical practice, research, and general competencies. There was a high willingness to participate in a new institutional core competency program, with a strong preference for online learning formats and supportive measures such as workload reduction to overcome barriers. Importantly, the analysis of preferred topics showed that educational needs evolve significantly throughout the residency, shifting from foundational clinical skills and stress management in junior years to advanced topics like research methodology, academic writing, and health systems in senior years.</p><p><strong>Conclusion: </strong>These findings support that bridging the discrepancy between residents' current clinical-focused training and their desired comprehensive education necessitates the implementation of stage-specific curricula, blended learning models, and organizational support systems for an effective, competency-based resident education.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"213-222"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860627","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":"Developing an interprofessional self-reflection logbook in reproductive health in low-middle income countries: educational design research.","authors":"Fatikhu Yatuni Asmara, Marco Versluis, Dian Puspita Dewi, Diana Nur Afifah, Jan-Jaap Reinders, Tri Nur Kristina, Nynke Scherpbier","doi":"10.3946/kjme.2026.165","DOIUrl":"10.3946/kjme.2026.165","url":null,"abstract":"<p><strong>Purpose: </strong>Remoteness from institutions challenges supervision in interprofessional education (IPE) in a community setting in reproductive health in low- and middle-income countries (LMIC). In this setting, IPE would benefit from an instrument that supports self-reflection. The use of logbooks could provide such an instrument. This study aims to develop and validate a logbook as a self-reflection instrument.</p><p><strong>Methods: </strong>The authors used an Educational Design Research (EDR) approach to develop a logbook as a self-reflection instrument for an IPE on reproductive health in a community setting in Indonesia. We evaluated the IPE program and conducted a literature review (Phase 1: analysis and exploration). Based on Phase 1, we developed a logbook referred to the Gibbs Reflective Cycle and asked experts, instructors, and students to provide feedback (Phase 2: design and construction). We conducted a pilot test and evaluated the instructors' and students' perceptions of using the logbook (Phase 3: evaluation and reflection). The Kruskal-Wallis test was used to compare the perceptions across disciplines.</p><p><strong>Results: </strong>The logbook integrated shared decision-making into IPE competencies and enabled assessment of students' self-reflection. Both students and instructors reported positive perceptions, with mean scores of 4.35 (standard deviation [SD]=0.41) and 4.30 (SD=0.44), respectively. No significant differences in the perceptions were found across disciplines (p=0.719 and 0.096).</p><p><strong>Conclusion: </strong>The involvement of students, instructors, and experts in an iterative process in EDR developed and validated a logbook as a self-reflection instrument in reproductive health in LMIC.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"223-232"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860610","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":"Residents' perceptions of interprofessional education and collaboration in clinical settings and implications for medical education: a scoping review.","authors":"Dewa Putu Wisnu Wardhana, Irawan Yusuf, Suryani As'ad, Deviana Soraya Riu, Ichlas Nanang Afandi, I Komang Hotra Adiputra, Irwin Aras","doi":"10.3946/kjme.2026.208","DOIUrl":"10.3946/kjme.2026.208","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) and intraprofessional collaboration (IntraPC) are core competencies in interprofessional education (IPE), but resident physicians often encounter difficulties in practice. Understanding residents' perceptions of IPE is essential for developing effective education. This scoping review aims to map and synthesize existing literature on residents' perceptions of IPE. A systematic search was conducted on the PubMed and ScienceDirect databases. The selection process followed the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) framework. Data from eligible studies were extracted and analyzed thematically. Ten studies met the inclusion criteria from 337 identified articles. Thematic analysis revealed four interrelated main themes regarding residents' perceptions of IPE. These themes included \"knowledge, skills, and attitudes,\" as well as implications for medical education that highlight the urgent need for a formal, structured, and longitudinal IPE curriculum, utilizing methods such as simulation and discussion- based learning. Residents' perceptions of IPE are characterized by tension between cultural barriers and systematic drivers of collaboration. The gap between these barriers and drivers of collaboration underscores the need for residency programs to proactively integrate ongoing IPE training to prepare residents for collaborative challenges in clinical practice.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"256-266"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549806/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860620","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":"Changes in first year medical students' attitudes and perceptions toward cultural diversity: a pilot study in Korea.","authors":"Hoang Minh Nguyen, Yon Chul Park","doi":"10.3946/kjme.2026.191","DOIUrl":"10.3946/kjme.2026.191","url":null,"abstract":"<p><strong>Purpose: </strong>Cultural diversity (CD) education in undergraduate medical training has gained increasing attention as patient populations become more diverse. This pilot study examined preliminary changes in first-year medical students' attitudes and perceptions toward CD following a single structured session informed by Dogra's (2005) perspective on CD education at a Korean medical school.</p><p><strong>Methods: </strong>A single-group pre-post design was employed with 85 first-year medical students during the 2023-2024 academic year. A 14-item questionnaire, drawn from Panthi and his colleagues and reclassified by the authors into four domains (Domain 1: Q1-Q3; Domain 2: Q4-Q6; Domain 3: Q7-Q9; Domain 4: Q10-Q14), organized with reference to Dogra's (2005) distinction between cultural expertise and cultural sensibility, was administered immediately before and after a 3-hour structured session. Items were rated on a 5-point Likert scale, with Bonferroni correction applied for item-level comparisons (adjusted p<0.004).</p><p><strong>Results: </strong>A total of 51 of 85 students (60.0%) completed both surveys and were included in the analysis. The total attitude score increased significantly from 51.77±5.47 to 57.27±6.14 (Cohen's d=0.92). Significant improvements were observed in nine items (Q1, Q3, Q4, Q5, Q10-Q14). Items related to empathy and openness (Q2), bias self-awareness (Q6), and acculturative attitudes (Q7-Q9) did not reach corrected significance.</p><p><strong>Conclusion: </strong>Attitudinal responsiveness varied across domains. Value-congruent and clinically oriented attitudes shifted through direct instruction, acculturative attitudes showed only surface-level trends, and bias self-awareness showed no change.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"233-238"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549808/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860559","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":"Exploring medical and nursing students' experiences of interprofessional communication and teamwork after a simulation-based interprofessional education session.","authors":"Hoang Minh Nguyen, Vu Quoc Huy Nguyen, Minh Tam Nguyen, Khanh Vinh, Kyung Hye Park, Yon Chul Park","doi":"10.3946/kjme.2026.180","DOIUrl":"10.3946/kjme.2026.180","url":null,"abstract":"<p><p>Interprofessional education (IPE) is increasingly implemented to prepare health professions students for collaborative practice. This exploratory pilot examined how medical and nursing students experienced and applied interprofessional communication and teamwork in clinical practice after a simulation based IPE session. This exploratory mixed-methods pilot study involved eight third year medical and nursing students at a Vietnamese medical university. Students completed the Students' Perceptions of Interprofessional Clinical Education-Revised (SPICE R2) questionnaire before and after the session and submitted reflective essays 3 months later. Quantitative data were analyzed descriptively using Wilcoxon signed rank tests, and essays were examined using inductive reflexive thematic analysis. SPICE-R2 scores increased across all domains from preto post-test. The total median score rose from 3.90 (interquartile range [IQR], 3.83-4.38) to 4.60 (IQR, 4.40-4.83) (p=0.01). Thematic analysis generated five themes describing movement from parallel to shared care, greater use of structured communication, clearer appreciation of roles, recognition of shared responsibility for patient safety, and persisting barriers related to hierarchy and workload. This study suggests that a simulation-based IPE session can support students' interprofessional communication and teamwork, though barriers related to hierarchy and workload persisted. Future research with larger, multi-institution samples and richer data sources is needed to understand how these skills are sustained in practice.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"277-283"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549812/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860629","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":"Digital technology use experience and acceptance perceptions as predictors of metaverse attitudes among health professions students in Korea.","authors":"Jin Young Lee, Kwi Hwa Park, So Jung Yune","doi":"10.3946/kjme.2026.235","DOIUrl":"10.3946/kjme.2026.235","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined differences in digital technology use experience and acceptance perceptions and metaverse attitudes according to major and sex among health professions students. It also determined whether digital technology use experience and acceptance perceptions predicted metaverse attitudes.</p><p><strong>Methods: </strong>An online survey was administered to 1,329 Korean medical, nursing, and dental students. Metaverse attitudes comprised perceived usefulness (PU), perceived ease of use (PEU), and user attitude (UA). Group differences were examined using Welch's tests, and hierarchical multiple regression identified predictors of PU, PEU, and UA.</p><p><strong>Results: </strong>Nursing students had significantly higher PU and PEU than medical and dental students, whereas dental students had higher UA, indicating stronger negative attitudes and concerns, than the other groups. Digital technology use experience and acceptance perceptions were the strongest positive predictor of PU (β=0.441) and PEU (β=0.447) and negatively predicted UA (β=-0.116).</p><p><strong>Conclusion: </strong>Digital technology use experience and positive acceptance perceptions were closely associated with favorable metaverse attitudes. Metaverse-based educational approaches should be tailored to students' disciplinary backgrounds and digital technology- related characteristics.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"272-276"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549804/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148819903","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 public hospital clerkship in rural and underserved areas in South Korea on medical students' perceptions and career intentions: a pre-post study.","authors":"Sejin Kim, Sunju Im, Wonjin Lee, Sang-Hwa Lee, Ho Joong Jeong, Sang Yeoup Lee, Jong-Tae Lee, Ji-Hyun Seo","doi":"10.3946/kjme.2026.179","DOIUrl":"10.3946/kjme.2026.179","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined the short-term effects of a 2-week clinical clerkship program in rural and underserved public hospitals on medical students' perceptions of public healthcare and their intentions to work in non-metropolitan public hospital settings.</p><p><strong>Methods: </strong>The Public Hospital Clinical Clerkship Program (PHCCP) was implemented for fifth- and sixth-year medical students from five medical schools in South Korea during 2023 and 2024. The program included clinical observation, mentoring by public hospital physicians, and exposure to community-based healthcare services. Students completed self-administered questionnaires before and after the program assessing perceptions of public hospitals and intentions to work in rural or underserved areas. Post-program satisfaction with program structure and components was also evaluated. Pre-post changes were analyzed using paired t-tests.</p><p><strong>Results: </strong>Paired pre- and post-program analyses included 24 students from the 2023 cohort and 36 students from the 2024 cohort. Students showed significantly increased intentions to work in public hospitals and rural or small-city settings after the program in both cohorts (all p<0.05). Positive changes were also observed in perceptions of public healthcare roles and support for public hospital careers. Overall satisfaction with the program was above average, particularly for mentoring, program structure, and educational value.</p><p><strong>Conclusion: </strong>A structured, short-term clinical clerkship in rural and underserved public hospitals can positively influence medical students' perceptions of public healthcare and their intentions to work in non-metropolitan settings. Programs such as the PHCCP may represent a feasible educational strategy to enhance exposure to public and regional healthcare within existing medical curricula.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"239-247"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549803/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860640","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 pharmacist-led, workplace-based educational intervention informed by behavioral science to influence antimicrobial prescribing in Japan.","authors":"Koji Masuda, Harumi Gomi, Junko Tanuma, Tamae Hiramatsu, Takamitsu Sato, Saho Takaya, Yasuyuki Kato, Tetsuya Matsumoto","doi":"10.3946/kjme.2026.181","DOIUrl":"10.3946/kjme.2026.181","url":null,"abstract":"<p><strong>Purpose: </strong>Changing antimicrobial prescribing behavior is a key challenge in antimicrobial stewardship (AMS). In postgraduate clinical education, knowledge-based teaching alone is often insufficient to achieve sustained behavior change, highlighting the need for workplace-based educational designs informed by behavioral science.</p><p><strong>Methods: </strong>We conducted a retrospective before-after study to evaluate a pharmacist-led educational intervention designed to influence prescribing behavior of piperacillin/tazobactam (TZP) in Japan. The educational component, consisting of a pharmacist-developed video and post-test, was completed once by physicians prior to implementation, whereas a structured prescription rationale requirement was applied at each TZP prescribing event. Prescribing behavior was assessed using days of therapy (DOT) and antibiotic use density (AUD) over 6 months before and after the intervention. Educational components were treated as process indicators of engagement rather than primary outcomes.</p><p><strong>Results: </strong>All full-time physicians completed the instructional video and the post-test. Following the intervention, TZP use decreased by 22.3% in DOT, with consistent reductions observed in season-matched comparisons. Similar trends were observed for AUD.</p><p><strong>Conclusion: </strong>Workflow-embedded reflective prompts may be useful as a workplace-based educational strategy for influencing antimicrobial prescribing behavior.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":"38 3","pages":"267-271"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13549810/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148860584","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":"Effect of structured preceptorship on clinical reasoning of pediatric residents in Indonesia: a randomized controlled trial.","authors":"Retno Asih Setyoningrum, Astrid Pratidina Susilo, Helmia Hasan, Nancy Margarita Rehatta","doi":"10.3946/kjme.2025.130","DOIUrl":"10.3946/kjme.2025.130","url":null,"abstract":"<p><strong>Purpose: </strong>Diagnostic errors contribute to patient safety risks, often arising from cognitive failures in clinical reasoning. Preceptorship is thought to improve residents' clinical reasoning. The aim of this study was to evaluate the effect of a preceptorship program on clinical reasoning among pediatric residents.</p><p><strong>Methods: </strong>This randomized controlled trial was conducted from March 2025 to May 2025 at Dr. Soetomo General Academic Hospital, Surabaya, Indonesia. All pediatric residents were randomly allocated into two groups. The intervention group received a scheduled preceptorship program, while the control group continued with standard supervision. After 8 weeks, clinical reasoning skills were assessed using the Script Concordance Test (SCT). Data were analyzed using comparation test. End-of-program questionnaires were also reported.</p><p><strong>Results: </strong>Total 41 residents completed the study. Baseline characteristics did not differ between groups (p>0.05). Mean overall SCT scores ranged from 55% to 90% of the maximum possible score. Among 14 topics, hematology & oncology was the only topic that showed a significant difference in SCT scores between the intervention group (median, 14.28; interquartile range [IQR], 12.78-15.08) and the control group (median, 12.75; IQR, 11.49-13.63). Participants reported that preceptorship made learning more structured and interactive but noted barriers including busy preceptor schedules and lack of standardized teaching materials.</p><p><strong>Conclusion: </strong>The preceptorship program resulted in a significant improvement in only one topic, which may reflect suboptimal implementation of the intervention. Despite this, participants reported positive perceptions, indicating good acceptability. More intensive and consistent preceptorship may be required to achieve measurable improvements in clinical reasoning.</p>","PeriodicalId":37737,"journal":{"name":"Korean journal of medical education","volume":" ","pages":"181-189"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13236405/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976013","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}