Journal of Chiropractic Education最新文献

{"title":"A scoping review to identify barriers and facilitators of research participation among chiropractic faculty.","authors":"Brian Anderson, Kara Shannon, Kira Baca, John Crouse, Amberly Ferguson, Alex Margrave, Meredith Meyers, Kevin Percuoco, Patrik Schneider, Jennifer Smith, Michael VanNatta, Breanne Wells, Lia Nightingale, Stacie A Salsbury","doi":"10.7899/JCE-23-7","DOIUrl":"10.7899/JCE-23-7","url":null,"abstract":"<p><strong>Objective: </strong>To describe peer-reviewed literature on chiropractic faculty participation in research and identify important barriers and facilitators.</p><p><strong>Methods: </strong>We conducted a scoping review using comprehensive searches of relevant databases from inception through November 2022. English language publications of any design were included, with search terms consisting of subject headings specific to each database and free text words related to chiropractic, faculty, and research. Primary and secondary reviewer teams performed article screening and data abstraction using Covidence software, with primary reviewers responsible for consensus. Data were entered into evidence tables and analyzed descriptively.</p><p><strong>Results: </strong>A total of 330 articles were screened, with 14 deemed eligible including 8 cross-sectional/correlational studies and 6 narrative reviews/editorials. Article publication dates ranged from 1987 to 2017. No intervention studies were identified. Facilitators of chiropractic faculty research included research assignment as primary role, institutional culture promoting research, and dedicated release time. Barriers included teaching/clinic assignments, lack of incentives and mentorship, and teaching load. Qualitative results identified 5 domains impacting faculty research: demographics/professional roles; personal empowerment; research culture; institutional setting/policies; and research training.</p><p><strong>Conclusion: </strong>Our scoping review found a paucity of recently published articles on chiropractic faculty participation in research. Educational institutions building research capacity among chiropractic faculty must establish cultural environments where scholarship is expected, rewarded, and valued. Tangible support, such as research policies, resources, and space, advanced training, funding, and release time, must be available. Faculty are encouraged to build upon key facilitators, evaluate interventions to address barriers to chiropractic faculty research, and publish their results.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"50-59"},"PeriodicalIF":0.7,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11097222/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139098917","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":"Postgraduate training opportunities for chiropractors: A description of United States programs.","authors":"Samuel M Schut","doi":"10.7899/JCE-23-23","DOIUrl":"10.7899/JCE-23-23","url":null,"abstract":"<p><strong>Objective: </strong>The objective of this study was to describe and compare the current postgraduate training opportunities (PTOs) in the United States (US) for which doctors of chiropractic are eligible, namely, residencies, fellowships, and board certifications.</p><p><strong>Methods: </strong>An internet search of publicly available English-language websites on Google.com was executed using a cache-cleared private browser and key search phrases. Following webpage data extraction, e-mail and telephone follow-up were completed with officials from institutions offering doctor of chiropractic programs possessing accreditation by the Council on Chiropractic Education (CCE) in the US. Additional programs identified were annotated and incorporated into the data set if they met the inclusion criteria. Descriptive statistics were generated following data aggregation.</p><p><strong>Results: </strong>Three-hundred internet search results were screened, 70 of which were assessed for eligibility and 47 included for descriptive analysis. Among the 16 CCE-accredited institutions solicited, 13 returned correspondence (81.3% response rate), resulting in the addition of 2 programs to the data set ascertained by the initial web search. There were 49 PTOs for chiropractors. Of programs available, residencies represented 49.0% (24/49) of programs, and fellowships represented 12.2% (6/49) of programs. There were 19 board specialty diplomate programs, constituting 38.8% of PTOs.</p><p><strong>Conclusion: </strong>This work details preliminary descriptive information on the current state of US-based PTOs for chiropractors.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"104-114"},"PeriodicalIF":0.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11097216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139522070","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":"Resilient responses to stressful events among chiropractic students: A cross-sectional survey.","authors":"Kira J Baca, Dustin C Derby, Stacie A Salsbury","doi":"10.7899/JCE-23-9","DOIUrl":"10.7899/JCE-23-9","url":null,"abstract":"<p><strong>Objective: </strong>Resilient students may better navigate the challenges of chiropractic training. This study explored the relationships between response to stressful experiences, perceived stress, and quality of life among students at 1 US chiropractic college campus.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted with 873 students. The anonymous online questionnaire included demographics, quality of life, perceived stress, and the Response to Stressful Events Scale (RSES). Hierarchical multiple regression analyses assessed for significant relationships among variables.</p><p><strong>Results: </strong>A sample of 221 students (60% female) completed the survey (25% response rate). Male respondents reported greater psychological health. Participants reporting high quality of life exhibited higher resiliency on the RSES flat score and many RSES domains. Respondents who rated greater psychological health and social relationships exhibited greater spiritual resiliency. Respondents reporting higher psychological health and lower levels of perceived stress exhibited higher self-efficacy resilience. Psychological health was the most important predictor for RSES flat score and domains, except for spiritual resilience, for which social relationships were most important. Male gender was predictive of 3 RSES domains: meaning making, active coping, and cognitive flexibility.</p><p><strong>Conclusion: </strong>More resilient responses to stressful events were reported by male chiropractic students and those who reported greater psychological health, higher quality of life, or lower perceived stress. Female students and those experiencing psychological challenges or lower quality of life might consider resilience training to increase the use of protective coping strategies. These findings may permit academic institutions to identify students at highest risk and employ interventions to prevent program withdrawal.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"82-95"},"PeriodicalIF":0.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11097215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139522072","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":"Burnout syndrome in a single cohort of chiropractic students: A longitudinal study.","authors":"Gary Tam, Jesse C Cooper, Gregory C Priest, Michael P Moore, Katherine Pohlman","doi":"10.7899/JCE-23-13","DOIUrl":"10.7899/JCE-23-13","url":null,"abstract":"<p><strong>Objective: </strong>Physician well-being impacts all areas of health care. There is, however, a paucity of evidence regarding burnout among chiropractic students. The purpose of this project is to evaluate burnout among a single cohort of chiropractic students as they progress through their clinical rotation.</p><p><strong>Methods: </strong>The Professional Fulfillment Index (PFI) was administered to chiropractic students (n = 108) at the start of their internship in January of 2021. The PFI was also distributed to students at the end of each of their 3 internship terms. The Maslach Burnout Inventory-Human Services Survey (MBI-HSS) was administered at the end of interns' eighth term of study to assess validity with the PFI. The MBI and PFI were analyzed via pairwise correlation. Demographic and relevant term questions were asked at baseline and respective terms and analyzed with descriptive statistics.</p><p><strong>Results: </strong>Of the study's 78 respondents (72.2% response rate), 55.8% were male with an average age of 28.6 years. Pairwise comparisons revealed statistically significant burnout differences between the baseline timepoint and the end of the eighth term, and between the baseline and the end of the ninth term. PFI burnout was correlated to emotional exhaustion in the MBI.</p><p><strong>Conclusion: </strong>Our study found that approximately half of the participating chiropractic students suffered from burnout. This percentage is similar to burnout rates seen in other health care providers. Moreover, there is no widely accepted burnout threshold used in the literature. As such, studies examining standardization of burnout calculations may be warranted.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"17-22"},"PeriodicalIF":0.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11097220/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139724391","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":"Comparison of online to face-to-face instruction for anatomy review in a third-year clinical course.","authors":"Jocelyn Faydenko, Thomas Grieve, Dana Madigan, Judith D Pocius, Christopher Olsen, Gregory D Cramer","doi":"10.7899/JCE-23-10","DOIUrl":"10.7899/JCE-23-10","url":null,"abstract":"<p><strong>Objective: </strong>This project compared student learning and satisfaction of an anatomy review delivered by a face-to-face lecture (F2FL) and an online learning module (OLM) for third-year doctor of chiropractic students.</p><p><strong>Methods: </strong>This cohort study compared student learning and satisfaction of a pediatric spinal anatomy review delivered via F2FL (cohort 1, n = 23) and OLM (cohort 2, n = 18) in 2 successive 2019 (pre-COVID) course offerings. Previously validated pre- and post-tests were given. Students completed a survey assessing delivery, comfort with online learning and online learning technology, and preference of F2FL vs OLM of review material. Pre- and post-test results were assessed using repeated-measures analysis of variance.</p><p><strong>Results: </strong>Testing results showed an improvement with both groups (F2FL 53.7%, p < .001 vs OLM 51.8%, p < .001), with no significant difference between the F2FL and OLM groups (p = .53; p = .82). The survey showed: 83.3% of OLM students felt the online method was effective, and 88.9% of the OLM students would prefer online reviews or have no preference between online or face-to-face; meanwhile, 80% of the F2FL group thought the lecture engaging/effective, whereas 60% of the F2FL group would have preferred to have the material presented online.</p><p><strong>Conclusion: </strong>The OLM was found to be as effective as the F2FL for the content assessed. The majority of students would prefer the online method for future anatomy review content presented in the course. This strategy could be applied to provide review materials in other clinical courses, allowing material to be developed and given by content experts while freeing valuable in-class time.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"0 0","pages":"0"},"PeriodicalIF":0.8,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11097218/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139703686","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":"Differences in learning retention and experience of augmented reality notes compared to traditional paper notes in a chiropractic technique course: A randomized trial.","authors":"Alice E Cade, Kirk Stevens, Alan Lee, Lisa Baptista","doi":"10.7899/JCE-21-33","DOIUrl":"10.7899/JCE-21-33","url":null,"abstract":"<p><strong>Objective: </strong>To investigate if a written guide or augmented reality (AR) guide improves free recall of diversified chiropractic adjusting technique and to capture participants' impressions of the study in a poststudy questionnaire.</p><p><strong>Methods: </strong>Thirty-eight chiropractic students were evaluated for diversified listing (a nomenclature denoting vertebral malposition and correction) recall, pre-AR and post-AR, or written guide review. The vertebral segments used were C7 and T6. Two randomized groups reviewed an original course written guide (n = 18) or a new AR guide (n = 20). A Wilcoxon-Mann-Whitney (C7) and t test (T6) compared group differences in reevaluation scores. A poststudy questionnaire was given to capture participants' impressions of the study.</p><p><strong>Results: </strong>Both groups showed no significant differences in free recall scores after reviewing the guides for C7 or T6. The poststudy questionnaire suggested a number of strategies could be used to improve current teaching material such as more detail in the written guides and organizing content into smaller blocks.</p><p><strong>Conclusion: </strong>Use of an AR or written guide does not seem to change participants' free recall ability when used to review diversified technique listings. The poststudy questionnaire was useful to identify strategies to improve currently used teaching material.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"137-150"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095645/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9568611","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":"From student to doctor: An analysis of chiropractic oaths as an allegory of the transition from academic integrity to ethical professionalism.","authors":"Marshall N Deltoff","doi":"10.7899/JCE-22-17","DOIUrl":"10.7899/JCE-22-17","url":null,"abstract":"<p><strong>Objective: </strong>This article examined current chiropractic oaths, particularly topics related to aspects of integrity, ethics, and professional behavior. The oaths were then compared for their individual inclusion and emphasis of these components.</p><p><strong>Methods: </strong>Data were obtained from 1988 and 2019 papers describing components of the oaths used at each existing chiropractic college as well as those used in the past by colleges that are no longer operational. Additionally, colleges founded after 2019 were contacted to obtain their oaths. Nine oath components related to ethics and professional conduct were selected from 26 topics originally studied. Each oath was evaluated for the presence of and specific wording used to describe those components. The oaths were compared for their inclusion and emphasis of these components.</p><p><strong>Results: </strong>Some topics, such as \"keeping a patient's confidence\" and \"refrain from wrongdoing,\" demonstrated a high rate of occurrence. Others, including \"serving humanity\" and \"respecting teachers,\" were less frequent. The oath of 1 program contained 8 of the topics, 4 program's oaths used 7 topics, 11 schools had 6 topics in their oath, and the oaths of 5 schools included 2 topics.</p><p><strong>Conclusion: </strong>There is wide variation in the occurrence and emphasis of themes relating to ethics, integrity, and professionalism in the different chiropractic oaths. This study provides information for institutions to consider with regard to the content of the oath they administer. It is hoped that this article may encourage the creation of a universally accepted chiropractic oath that will help each graduate commit to a fulsome, all-encompassing pledge to become an ethical professional who optimally represents chiropractic.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"171-177"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095655/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9829534","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":"Transforming the delivery of chiropractic education through the strategic integration of educational technology in a chiropractic college program.","authors":"Billie G Harrington","doi":"10.7899/JCE-21-17","DOIUrl":"10.7899/JCE-21-17","url":null,"abstract":"<p><strong>Objective: </strong>Chiropractic institutions face the challenging quandary of how to prepare future doctors for entry into a society completely transformed by technology. At an increasing rate, the incoming student profile is representative of a digital generation with a high affinity for technology use. The aim of this study was 2-fold: (1) outline the basic elements of a technology integration program at our institution and (2) determine if a potential relationship exists between ongoing training and acceptance of such a programmatic shift among faculty and students.</p><p><strong>Methods: </strong>At each phase of technology integration, electronic survey instruments were deployed to participating students and faculty members. Survey instruments included question items assessed through Likert-type scales and open-ended questions to provide students and faculty members with a vehicle for providing specific feedback. To ensure anonymity of student and faculty survey respondents, the response collection source was a different department than the deployment of the survey emails. Participants were encouraged, but not required, to complete the surveys.</p><p><strong>Results: </strong>Analysis of survey responses generally found increases in overall participant satisfaction and acceptance of the technology integration with the provision of ongoing support systems.</p><p><strong>Conclusion: </strong>As suggested in similar scholarship in the field, the results of this study underscored the value of support systems for faculty members and students in an academic community. The systems that provided ongoing training and other support mechanisms seemed more accepted when tailored to myriad skill levels. Creating a culture in which faculty members and students felt adequately supported fostered the acceptance necessary for forward momentum of a campus initiative of significant change.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"106-115"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095647/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9833398","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":"Peer review chair report: Association of Chiropractic Colleges Educational Conference and Research Agenda Conference 2023 peer review process.","authors":"Claire Johnson","doi":"10.7899/JCE-23-20","DOIUrl":"10.7899/JCE-23-20","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this report is to provide a summary of the methods used and feedback from reviewers about the peer review process for the 2023 Association of Chiropractic Colleges Educational Conference and Research Agenda Conference (ACC-RAC).</p><p><strong>Methods: </strong>After the peer review process was complete, the 2023 ACC-RAC peer review committee members were invited to provide feedback through an anonymous electronic form. The survey included a Likert scale to rate items about the peer review process and an option for open-ended comments.</p><p><strong>Results: </strong>Of the 166 peer reviewers, 77 (46%) completed the survey. The reviewers represented 9 countries, with the greatest number from North America. The majority (95%) of respondents rated the process of peer review in topic groups as good to excellent, and the majority (92%) of respondents rated the overall 2023 peer review process as good to excellent. The critical comments that were submitted are addressed in this report.</p><p><strong>Conclusion: </strong>Overall, peer reviewer satisfaction with the process used for the 2023 ACC-RAC was high. We will include information from this report as part of the continuous quality improvement of peer review process, an important part of improving chiropractic education, research, and scholarly activities.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"182-188"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10672998","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":"\"It's the most important work we will ever do\": Chiropractic students, servicelearning experiences at a day laborer center in California.","authors":"Donna H Odierna, Farida Savai, Lori L Pino, J David Currie, Monica Smith","doi":"10.7899/JCE-22-19","DOIUrl":"10.7899/JCE-22-19","url":null,"abstract":"<p><strong>Objective: </strong>From 2009 to 2019, staff, students, and faculty volunteers from a chiropractic college started Mission Trip America, later re-named Service Trip America (STA), providing monthly free chiropractic services at a hiring hall for day laborers in San Francisco until the 2020 COVID-19 hiatus. We report on volunteers' service-learning experiences.</p><p><strong>Methods: </strong>Mixed-methods analysis comprising document review, descriptive report of site visit records, and thematic analysis of semi-structured interviews with 12 student and faculty volunteers.</p><p><strong>Results: </strong>STA conducted 104 visits (8-11 per year) including 2272 patient encounters. Document review revealed an average of 22 patients per visit, with 60% to 85% return patients. On average, 3 student interns and 2 student assistants attended each visit, supervised by a doctor of chiropractic faculty member and the program director. Most commonly, interns treated 8 patients during the 4- to 5-hour visits. Patient concerns included musculoskeletal problems and other health conditions commonly seen at chiropractic offices and teaching clinics. Interns also regularly saw chronic health problems exacerbated by poor living conditions, violence, limited access to health care, low educational attainment, chronic stress, and the extreme biomechanical loading resulting from heavy labor. Interview results yielded 4 themes: learning, attitudes, challenges, and program strengths. Interviewees described opportunities to learn while working with a marginalized population and discussed long-term effects on their postgraduation practice as chiropractors.</p><p><strong>Conclusion: </strong>Patients' physical, mental health, and psychosocial issues illustrated unique circumstances and profound needs of the underserved population being cared for by STA volunteers. Our findings may provide guidance for other community-based chiropractic service-learning programs in marginalized and underserved communities.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"98-105"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095648/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41152994","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}