Athletic training education journal最新文献

{"title":"Educational Innovations Drive Athletic Training","authors":"Ashley B. Thrasher","doi":"10.4085/1947-380x-21-073","DOIUrl":"https://doi.org/10.4085/1947-380x-21-073","url":null,"abstract":"","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122744620","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":"Athletic Training Education: Educating the Future Athletic Training Professionals","authors":"D. Berry","doi":"10.4085/1947-380x-21-066","DOIUrl":"https://doi.org/10.4085/1947-380x-21-066","url":null,"abstract":"","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134139622","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 Influence of Education and Environment on Patient-Reported Outcome Use in Athletic Training Clinical Practice","authors":"J. Howard, J. Hoch, J. Tinsley, Aaron D. Sciascia","doi":"10.4085/1947-380x-20-76","DOIUrl":"https://doi.org/10.4085/1947-380x-20-76","url":null,"abstract":"\u0000 \u0000 There have been multiple education reforms aimed at incorporating patient-reported outcome measures (PROMs) into routine clinical care. However, many factors can impact PROM use, including employment setting/policies or access to literature.\u0000 \u0000 \u0000 \u0000 To explore the influence of educational background and employment setting/policies on athletic trainer (AT) attitudes and practices related to PROM use in the secondary and collegiate settings.\u0000 \u0000 \u0000 \u0000 Cross-sectional survey.\u0000 \u0000 \u0000 \u0000 Secondary schools; National Collegiate Athletic Association Division I, II, and III; National Association of Intercollegiate Athletics; and junior colleges.\u0000 \u0000 \u0000 \u0000 Five hundred and seven ATs working in secondary and collegiate settings.\u0000 \u0000 \u0000 \u0000 An established scale evaluating attitudes toward PROMs was distributed to a purposeful sample of 4000 ATs. Also included were questions concerning use of PROMs, employer policies related to PROMs, access to non–National Athletic Trainers' Association (NATA) journals, and educational background. Scores on each scale were compared based on educational background, employment setting/policies, and access to non-NATA scientific journals using Kruskal-Wallis tests with a Bonferroni correction. Frequency of PROM use was evaluated using chi-square tests (α = .05).\u0000 \u0000 \u0000 \u0000 PROMs were viewed positively across all participants, with more positive attitudes toward PROMs observed among those with clinical doctorates (P = .029) compared to those with master's or bachelor's degrees and by those with an athletic training-–related postprofessional master's degree (P = .030) compared to a non–athletic training master's degree. There were no differences in attitudes based on timing of professional degree completion. There were no differences in the usage of PROMs based on educational background or employment setting, with only 10% of respondents reporting routine PROM use. However, access to non-NATA scientific journals (P = .016) and employer policies related to the use of PROMs were associated with increased use of PROMs (P < .001).\u0000 \u0000 \u0000 \u0000 Educational reforms have enhanced the attitudes of practicing ATs toward PROMs; however, environmental facilitators, such as expanded access to scientific literature and policies regarding the use of PROMs, are necessary to increase the use of PROMs.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127431724","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 Longitudinal Impact of Standardized Patient Encounters During Professional Education on Athletic Training Professional Practice","authors":"Kirk J Armstrong, Amanda J. Jarriel, Brittney M. Hardin","doi":"10.4085/1947-380x-20-001","DOIUrl":"https://doi.org/10.4085/1947-380x-20-001","url":null,"abstract":"\u0000 \u0000 Inquiry into the use of standardized patients (SPs) is growing in athletic training education; however, the impact of these SP encounters has not been examined beyond professional education.\u0000 \u0000 \u0000 \u0000 To understand how SP encounters during professional education benefited clinicians in their current clinical practice and in their transition to practice.\u0000 \u0000 \u0000 \u0000 Consensual qualitative research.\u0000 \u0000 \u0000 \u0000 Individual phone interviews.\u0000 \u0000 \u0000 \u0000 Thirteen professionals (7 women, 6 men; mean age = 28.15 ± 6.04 years) with postprofessional experience averaging 3.5 years (3.69 ± 1.43 years) participated in this study. Participant practice settings included college/university (4), high school (7), outpatient clinic (1), and military (1). Interviews were conducted until data saturation occurred.\u0000 \u0000 \u0000 \u0000 Data were collected via semistructured interviews, which were recorded and transcribed verbatim. Using a consensual qualitative research design, data were independently analyzed by a 3-person team, who independently coded the data and compared ideas until consensus was reached. Trustworthiness was established through member checks.\u0000 \u0000 \u0000 \u0000 Two themes emerged from the findings that described the participants' perceptions of how they felt using SPs in the ATP facilitated their growth as a health care professional: (1) personal growth/development and (2) professional growth/development. Participants specifically noted that these encounters enhanced confidence, critical thinking, interpersonal communication, and patient rapport and aided in transition to practice.\u0000 \u0000 \u0000 \u0000 Athletic training professionals who experienced SPs during professional education revealed an increase in perceived confidence in clinical and interpersonal skills as they transitioned to independent practice. Additionally, participants highlighted that SP encounters should continue throughout the athletic training curriculum. Future research should involve participants from postbaccalaureate programs, as well as postprofessional and residency programs.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123318794","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":"Program Directors' and Athletic Training Students' Educational Experiences Regarding Patient-Centered Care and Transgender Patient Care","authors":"Gillian Shaughnessy, Ashley K. Crossway, L. Eberman, Sean M. Rogers, Zachary K. Winkelmann","doi":"10.4085/1947-380x-21-32","DOIUrl":"https://doi.org/10.4085/1947-380x-21-32","url":null,"abstract":"\u0000 \u0000 The United States transgender patient population often suffers from insufficient health care and faces barriers to obtaining health care. Understanding the current classroom education provided in professional athletic training programs related to patient-centered and transgender patient care is necessary to foster improvements to the education of future health care providers.\u0000 \u0000 \u0000 \u0000 To explore the education, comfort, and experience of professional athletic training students and program directors (PDs) on patient-centered care (PCC) and transgender patient care.\u0000 \u0000 \u0000 \u0000 Cross-sectional survey.\u0000 \u0000 \u0000 \u0000 Online survey.\u0000 \u0000 \u0000 \u0000 A total of 74 PDs of Commission on Accreditation of Athletic Training Education-accredited professional athletic training programs (age = 46 ± 9 years) and 452 athletic training students (age = 23 ± 3 years) responded to the survey.\u0000 \u0000 \u0000 \u0000 Two surveys were created from literature and were reviewed by a committee of content experts. Participants were sent links to their respective survey in March 2020. Surveys contained questions on demographic information, PCC, and transgender patient care. Data were analyzed descriptively with follow-up χ2 analyses comparing athletic training students' comfort and competence between those who learned and did not learn about transgender patient care.\u0000 \u0000 \u0000 \u0000 Most PDs reportedly felt comfortable (98.6%, n = 73) and competent (94.6%, n = 70) teaching PCC. Half (50% n = 37/74) of PDs include transgender health care in their program's curriculum but lacked competence (37.8%, n = 28) in teaching. All students felt comfortable (100%, n = 452) and competent (98.7%, n = 446) practicing PCC, but only 12.4% (n = 54) reported practicing it during clinical education. Less than half (43.1%, n = 195/452) of students learned about transgender patient care, yet most (78.3%, n = 354) felt comfortable but lacked competence (41.8% n = 189).\u0000 \u0000 \u0000 \u0000 Few students reportedly practice PCC during clinical education. Both groups perceived deficiencies in competence related to transgender patient care. We suggest PDs teach transgender health care in their curriculum and seek professional development to create meaningful educational experiences.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117158273","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":"Evaluating Knowledge Attainment and Retention of a Multimodal Approach to Concussion Education in Collegiate Athletes","authors":"L. Scott, Jody L. Langdon, Diana Botnaru, T. Hunt","doi":"10.4085/1947-380x-20-119","DOIUrl":"https://doi.org/10.4085/1947-380x-20-119","url":null,"abstract":"\u0000 \u0000 The Centers for Disease Control and Prevention has declared concussions as an epidemic in sport participation. To provide a safer environment, state legislation and athletic governing bodies have mandated concussion education as a part of concussion management strategies throughout secondary and postsecondary levels. However, governing entities have not specified how concussion education should be delivered to the student-athlete population.\u0000 \u0000 \u0000 \u0000 Evaluate knowledge and retention of a multimodal approach to concussion education in collegiate athletes.\u0000 \u0000 \u0000 \u0000 Sequential explanatory mixed-methods design.\u0000 \u0000 \u0000 \u0000 Preseason meetings.\u0000 \u0000 \u0000 \u0000 222 collegiate athletes completed a novel multimodal concussion-education intervention including a PowerPoint lecture, a video, and an active reflection session delivered by the head athletic trainer.\u0000 \u0000 \u0000 \u0000 The Rosenbaum Concussion Knowledge Index (RoCKI) survey was administered pre-intervention to examine baseline concussion knowledge, immediately post-intervention, and three 3 months post-intervention. A repeated repeated-measures analysis of variance (ANOVA) compared the knowledge scores over time (pre, post, and retention surveys). Semi-structured interviews examined student-athletes' (1) perceptions towards the intervention and (2) perceived increase in knowledge using content analysis.\u0000 \u0000 \u0000 \u0000 The analysis revealed no significant changes in concussion knowledge or retention by time, F2 = 1.95, P = .147, η2 = 0.034. Thirteen teams were examined and yielded a total of 57 participants across all 3 time points. Ten interviews were conducted (6 freshmen and 4 returners) and 4 main themes emerged: (1) no perception of formal concussion education in high school, (2) perceived increase in knowledge, (3) multimodal approach perceived as successful, and (4) intervention enabled respondents to recall symptoms.\u0000 \u0000 \u0000 \u0000 The multimodal concussion-education intervention did not significantly increase student-athlete knowledge; however, qualitative analysis revealed that student-athletes liked the multimodal approach and all respondents had a perceived increase in concussion knowledge after the intervention. Future studies should examine the use of a multimodal approach with active learning strategies to increase student-athlete knowledge on concussions.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127020881","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":"Preparation, Expectations, Experience, and Environment of a College/University Athletic Training Residency: An Ethnographic Study","authors":"L. Eberman","doi":"10.4085/1947-380x-20-114","DOIUrl":"https://doi.org/10.4085/1947-380x-20-114","url":null,"abstract":"\u0000 \u0000 Athletic training residency programs are proliferating rapidly, yet only 1 accredited residency is housed outside of physician-practice or clinic settings.\u0000 \u0000 \u0000 \u0000 The focus of this article was to explore the structural and cultural factors that support a residency program in a college/university athletic training facility.\u0000 \u0000 \u0000 \u0000 Qualitative ethnographic study.\u0000 \u0000 \u0000 \u0000 Boston University Commission on Accreditation of Athletic Training Education–accredited residency program.\u0000 \u0000 \u0000 \u0000 The unit includes 16 full-time athletic trainers (2 of whom are residents, 6 of whom are residency faculty/preceptors) and 3 fellowship-trained primary care sports medicine physicians.\u0000 \u0000 \u0000 \u0000 I made observations, engaged in discussions, and conducted interviews for 34 days (159.5 hours) over 4 months. Data analysis involved examining transcriptions, field notes, and observational summaries of dialogue and behaviors, reactions, and my own interpretations. I used an inductive coding process to develop meaningful concepts, grouping them together to classify the data and identify themes and subthemes characterizing the structures of the culture.\u0000 \u0000 \u0000 \u0000 I identified 3 themes: resident preparation and expectations, residency experience, and environment. In the first theme, I identified that the residents came into the residency having some deficiencies and incongruent expectations of the program. In the second theme, I observed the residents gained depth of knowledge, skills, and abilities in their focused area of practice, and they improved self-reflective practices through their exposure to clinical specialists and the varied pedagogical approaches within the program. The environment included both benefits and challenges in having a residency. Engagement in interprofessional and collaborative practice and a culture of teaching and learning supported the residency environment.\u0000 \u0000 \u0000 \u0000 Athletic health care administrators must clearly communicate expectations when recruiting candidates, consider the training and commitment of their staff, and ensure culture of health care education within their unit before developing a residency, regardless of setting.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124275139","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":"Implementing Suicide Prevention Training into an Athletic Training Curriculum: An Introductory Model","authors":"Jennifer M. Plos, K. Crowley, Reneé L. Polubinsky, Cara Cerullo","doi":"10.4085/1947-380X-19-077","DOIUrl":"https://doi.org/10.4085/1947-380X-19-077","url":null,"abstract":"\u0000 \u0000 Best practice guidelines indicate the need for suicide prevention training for athletic trainers. However, no resources exist that address suicide prevention programs that are specifically designed for athletic trainers and their roles working with student-athletes and mental health crisis teams.\u0000 \u0000 \u0000 \u0000 To describe an introductory model for implementing suicide prevention training into an athletic training curriculum.\u0000 \u0000 \u0000 \u0000 Current Commission on Accreditation of Athletic Training Education standards identify suicidal ideation as one of the behavioral health conditions that need to be addressed within athletic training curricula. Introducing educational models for implementing suicide prevention training and mental health emergency action plans (EAPs) into curricula will assist educators in preparing athletic training students to recognize and assist student-athletes who are in a suicidal crisis.\u0000 \u0000 \u0000 \u0000 An introductory educational model for implementing suicide prevention training into an athletic training curriculum that highlights gatekeeper training, appropriate suicide terminology, recognition of suicidal ideation in student-athletes, proper responses to student-athletes in crisis, use of experiential exercises, and development of a mental health—suicide-specific EAP.\u0000 \u0000 \u0000 \u0000 Within this educational model, a threefold benefit exists for athletic training students: (1) engagement in meaningful experiential exercises to enhance their readiness to enter clinical practice with the skills and knowledge needed to recognize, assist, and refer student-athletes dealing with suicidal ideation; (2) skill development in the design, development, and implementation of a mental health—suicide-specific EAP; (3) interdisciplinary collaboration with mental health professionals that enhances appreciation for their expertise and promotes the value of each professional's role on the mental health crisis team.\u0000 \u0000 \u0000 \u0000 This introductory model for implementing suicide prevention training within an athletic training curriculum offers an instructional strategy that supports the Commission on Accreditation of Athletic Training Education standards, professional readiness for athletic training students, and interdisciplinary collaboration among mental health and athletic training professionals.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124086658","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":"Developing a Virtual Learning Environment for Clinical Education Amidst a Pandemic","authors":"Margo B. Greicar, E. Post, Justine Coliflores, Christian Ahlstrom, Natalie Ater, Madisyn R. Chavez, A. McDonald, Sarah Paul, Daniel Rodgers, Ryan Green","doi":"10.4085/1947-380X-20-71","DOIUrl":"https://doi.org/10.4085/1947-380X-20-71","url":null,"abstract":"\u0000 \u0000 Because of the coronavirus disease 2019 (COVID-19) pandemic, many athletic training programs (ATPs) moved to mandatory virtual learning environments (VLEs) as access to clinical education sites was restricted for nonessential personnel, such as athletic training students (ATSs).\u0000 \u0000 \u0000 \u0000 To describe the development of a program for delivering clinical education for all ATSs through a VLE model.\u0000 \u0000 \u0000 \u0000 Athletic training programs were faced with the task of delivering clinical education for all students through a virtual learning model. Further complicating the situation was that no blueprint for a VLE existed for athletic training.\u0000 \u0000 \u0000 \u0000 The ATP developed clear, definitive objectives for a 6-week VLE, but afforded each clinical site the autonomy to determine how it could best implement the objectives of the VLE based upon its individual strengths and limitations.\u0000 \u0000 \u0000 \u0000 Students reported increased self-motivation, improved communication skills and self-confidence, an improved ability to adapt to new situations, increased independence, personal and professional growth, the ability to stay positive and focused in the face of unexpected challenges, increased appreciation and application of evidence-based practice, and a more in-depth understanding and confidence related to organization and administration topics.\u0000 \u0000 \u0000 \u0000 Virtual learning environments offer an alternative for accomplishing the clinical education of ATSs when they cannot be physically present because of extenuating circumstances, such as a pandemic. Additionally, the objectives and implementation strategies of the VLE can be integrated into the face-to-face clinical education plan to create an improved comprehensive approach to clinical education.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129770294","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":"Student Athletic Therapists' Knowledge of Opioids and Other Pain-Relieving Medications","authors":"J. Vandertuin, Dalya Abdulla, S. Lowther","doi":"10.4085/1947-380X-20-088","DOIUrl":"https://doi.org/10.4085/1947-380X-20-088","url":null,"abstract":"\u0000 \u0000 In their role as health care providers, student athletic therapists (SATs) are responsible for the prevention and management of injuries. To fully understand an injury, SATs require knowledge of contributing factors, including medications and their use and misuse. Opioid misuse by athletes to manage pain has been documented in the literature, highlighting the importance of SATs being able to recognize opioid use and misuse. Opioids are known to alleviate pain, to impair cognition, and to have addictive qualities which prevents appropriate assessment and management of injuries.\u0000 \u0000 \u0000 \u0000 The objective of this study was to understand SATs' knowledge of pain-relieving medication, particularly opioids.\u0000 \u0000 \u0000 \u0000 Qualitative study.\u0000 \u0000 \u0000 \u0000 Semistructured interview.\u0000 \u0000 \u0000 \u0000 SATs at an accredited institution in Canada.\u0000 \u0000 \u0000 \u0000 Data were collected through interviews and transcribed. Themes were developed using triangulation that reflected the data\u0000 \u0000 \u0000 \u0000 Four themes were uncovered: (1) SATs had experienced both personal and professional use of opioids, which formulated their current knowledge; (2) SATs lacked appropriate knowledge of pain-relieving medications in general and of the potential consequences of their lack of knowledge; (3) SATs' knowledge stemmed from culture, social media, and news organizations; (4) SATs felt considerable pressure to provide correct information due to their autonomous role with a team.\u0000 \u0000 \u0000 \u0000 SATs lacked enough knowledge to be able to appropriately recognize and advise athletes on pain-relieving medications, particularly opioids. SATs formulated their knowledge and opinions from sources that were not rooted in research and as such may transfer incorrect information to their athletes. SATs stigmatized athletes who were using pain-relieving medication, which may factor into inappropriate decisions regarding an athlete's care. Finally, SATs carried a significant burden to share correct information with their athletes and did not refer to outside sources (eg, physicians) when they were unsure of the information they were sharing with their athletes.\u0000","PeriodicalId":448792,"journal":{"name":"Athletic training education journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126964716","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}