Journal of Medical Education and Curricular Development最新文献

{"title":"Reproductive Health Training in 2026 and Beyond: Adapting Abortion Education in a Post-Dobbs Era.","authors":"Ameek Kaur Bindra, Sarah C Mozden, Kasey Nguyen, Meenakshi Singhal, Tuyet-Mai Ha Hoang","doi":"10.1177/23821205261485846","DOIUrl":"10.1177/23821205261485846","url":null,"abstract":"<p><p>The 2022 Supreme Court decision in Dobbs v. Jackson Women's Health Organization devolved abortion regulation to individual states, producing a fragmented legal environment that complicates clinical education in obstetrics and gynecology (Ob/Gyn). In this Scholarly Perspective, we develop four sequential arguments. First, post-Dobbs legal fragmentation has materially constrained the infrastructure of abortion training, including the geographic distribution of Complex Family Planning (CFP) fellowships and the reliance on interstate rotations. Second, comprehensive reproductive health training matters not only for elective abortion provision but also for the procedural and counseling skills required to manage miscarriage, ectopic pregnancy, and obstetric emergencies - clinical needs that exist in every state. Third, even where abortion remains legal, the Accreditation Council for Graduate Medical Education's (ACGME) opt-out training requirement has not been uniformly implemented, and 46% of U.S. Ob/Gyn residency programs lack routine abortion training across all states. Fourth, a coordinated response is feasible and should focus on protected interstate training partnerships, sustained support for CFP fellowships, expansion of validated online and simulation-based curricula, and clearer enforcement of national training standards. We close by acknowledging the limits of training reform: educational adaptation can mitigate, but cannot substitute for, the policy changes required to restore equitable access to reproductive health care.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261485846"},"PeriodicalIF":2.0,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13539032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148889173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Future of Health Professions Education.","authors":"Mildred Lopez","doi":"10.1177/23821205261486228","DOIUrl":"10.1177/23821205261486228","url":null,"abstract":"","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261486228"},"PeriodicalIF":2.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13535031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148881642","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 Learning in Medical and Health Professions Education: Evidence, Design Principles, and Pedagogical Reflection.","authors":"Adrian Elmi-Terander","doi":"10.1177/23821205261486310","DOIUrl":"10.1177/23821205261486310","url":null,"abstract":"<p><p>Peer learning is a collaborative approach grounded in social constructivist theory, emphasizing that knowledge is co-created through interaction. In medical education, it promotes active engagement, critical thinking, and professional identity formation. Within the author's research group, PhD students in the field of neurosurgery and medical students working on their undergraduate medical research projects, benefit from structured peer learning by sharing expertise, discussing challenges, and providing feedback. This aligns with communities of practice theory, where learning occurs through participation in a shared domain, and with Topping's framework highlighting peer tutoring as a reciprocal process that enhances cognitive and social development. Recent studies demonstrate that peer assisted learning improves clinical knowledge, practical skills acquisition, and learner engagement compared with traditional teaching approaches. These effects appear particularly strong in clinical and applied contexts, with evidence suggesting retention beyond the immediate learning period and improved transfer to performance. Integrating peer learning as a deliberate strategy strengthens academic outcomes and fosters lifelong learning skills. The Kirkpatrick framework can be used to evaluate the design, implementation, and outcomes of peer learning (PL) interventions. In line with these traditions, recent work in Academic Medicine has clarified mechanisms through which longitudinal near-peer learning operates-structured preparation, dynamic role-shifting during joint encounters, and post-encounter debriefing within trusted relationships-offering concrete practices that can be translated into the proposed setting.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261486310"},"PeriodicalIF":2.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13530466/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148876278","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":"Perceptions and Attitudes Toward Research Participation Among Medical Students at an Irish Medical School - A Cross-Sectional Study.","authors":"Shobha Mehta, Padraig Cronin, Hanru Dong, Maeve Boyle, Mark G Rae, Mohammed H Abdulla","doi":"10.1177/23821205261466057","DOIUrl":"10.1177/23821205261466057","url":null,"abstract":"<p><strong>Introduction: </strong>Participation in research enables medical students to develop critical appraisal, communication, problem-solving, and analytical skills. As research engagement is increasingly important for medical education and progression into postgraduate training pathways, this study aimed to assess medical students' perceptions of research, identify perceived barriers to participation, and compare attitudes across student cohorts.</p><p><strong>Methods: </strong>Medical students at University College Cork were invited to complete an online questionnaire via the Qualtrics platform. The survey included multiple-choice, open-text, and Likert-scale questions assessing the perceived importance of research and barriers to participation. Data were processed and analysed using Microsoft Excel and SPSS, respectively. Frequency analyses and chi-squared tests were conducted to examine differences between student cohorts.</p><p><strong>Results: </strong>A total of 114 students participated, including 60.5% from the EU and 39.5% from outside the EU. Overall, 82.4% of respondents considered research important to their medical education, including 82.6% of EU students and 82.2% of non-EU students. Additionally, 81.4% considered research important for their future careers. The most commonly reported barriers to research participation were limited time (77.2%) and limited research knowledge (75.3%). No significant differences were observed between EU and non-EU students in perceptions of research importance.</p><p><strong>Conclusions: </strong>This study highlights the perceived importance of research by medical students, whilst identifying significant barriers such as limited research knowledge and insufficient mentorship hindering their participation. Concerted efforts to address these challenges may foster greater student engagement in research, ultimately benefiting their academic development and career progression.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261466057"},"PeriodicalIF":2.0,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13527320/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867217","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":"Innovative Violence Prevention Education for Health Professionals: Project ECHO.","authors":"Joanna G Katzman, Eileen Barrett, Jeffrey W Katzman, Navin Pandey, Lemir Teron, Kurt B Nolte, Theresa H Cruz, Richard J Miskimins, Laura E Tomedi","doi":"10.1177/23821205261483565","DOIUrl":"10.1177/23821205261483565","url":null,"abstract":"<p><strong>Objective: </strong>In 2024 the Surgeon General declared firearm violence a public health crisis. Suicide by firearm continues to rise despite much public health outreach. Fortunately, health professionals are uniquely positioned to educate their patients on violence prevention and firearm safety.</p><p><strong>Methods: </strong>The Violence Prevention (VP) ECHO team developed a curriculum based on the most common etiologies: substance use, domestic and intimate partner violence, poor mental health, and social and environmental determinants of health. Thirty-six virtual sessions divided into 5 Series were developed between Fall 2023 and Fall 2025.</p><p><strong>Results: </strong>A total of 1172 unique participants attended 5664 times from 45 US states, and 27 other countries. Most were allied health professionals (34%) followed by social workers (24%), nurses/nurse practitioners (14%) and doctors (6%). A total of 2163 no-cost continuing medical education/education units (CME/CEU) were given.</p><p><strong>Series 1: </strong>A retrospective pre-post survey evaluation showed significant improvement in all categories of knowledge and self-efficacy (p<.0001).</p><p><strong>Series 2: </strong>A linked virtual poll (N=45) assessing knowledge (etiology of firearm deaths) and self-efficacy (communication skills with patients) demonstrated significant improvement (p<.0001) between sessions 1 and session 8.</p><p><strong>Series 3: </strong>Survey results showed that participants significantly improved knowledge and self-efficacy 3-months post-series.</p><p><strong>Series 1-5: </strong>The overall response rate for the post-evaluation surveys was 45% and 2163 CME/CEU were awarded. A total of 1,733 (68%) survey respondents reported that they will use what they learned in the sessions while 57% reported that there were no barriers to using what they had learned.</p><p><strong>Conclusions: </strong>The VP ECHO program can successfully train hundreds of health professionals on firearm violence prevention by improving knowledge, self-efficacy and communication skills. The capacity-building potential of Project ECHO allows for more health professionals to gain the knowledge and skills needed to curb violence in our communities.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261483565"},"PeriodicalIF":2.0,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13525275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148857575","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":"Enhancing Anatomy Education: Snowball Techniques vs. Lecture-Based Learning.","authors":"Amir Mohammad Salehi, Mahdi Ramezani, Fatemeh Mirzaei, Elham Khanlarzadeh, Mohammad Ahmadian, Maryam Karbasi Motlagh","doi":"10.1177/23821205261483954","DOIUrl":"10.1177/23821205261483954","url":null,"abstract":"<p><strong>Objective: </strong>Active learning strategies including small-group methods have gained prominence in medical education, yet their effectiveness in anatomy education somehow remains underexplored. This study aimed to evaluate the effectiveness of snowball technique (ST)- a progressive small-group discussion method-compared to traditional lecture-based learning (LBL) in head and neck anatomy education among medical students.</p><p><strong>Methods: </strong>This pre-test and post-test quasi-experimental study, which included a control group comparison, was conducted over two academic years. A total of 333 undergraduate medical students were assigned to one of two groups using convenience sampling with non-random allocation by existing class sections: the ST group (n = 165) and the LBL group (n = 168). Both groups followed the same course plan, learning objectives, and had the same instructor. Valid and reliable questionnaires were used to collect data on student demographics, satisfaction, and knowledge. Data were analyzed with SPSS software version 22.</p><p><strong>Results: </strong>Students in the ST group (40.62 ± 3.46) reported significantly higher satisfaction than those in the LBL group (29.27 ± 3.39) (P = .001; Cohen's d = 2.89, 95% CI: 2.58-3.20). A paired t-test comparing pre-test and post-test scores revealed significant improvements in both groups, with the ST group demonstrating more pronounced gains (ST within-group d = 2.87, 95% CI: 2.56-3.18; LBL within-group d = 2.45, 95% CI: 2.16-2.74). After three training courses, the final knowledge scores were significantly higher for the ST method compared to the LBL method (P = 0.014; d = 0.27, 95% CI: 0.05-0.49).</p><p><strong>Conclusion: </strong>ST significantly enhanced medical students' satisfaction and knowledge of head and neck anatomy, and they can be effectively used to teach practical courses alongside traditional lectures. Based on the positive outcomes across three sessions, we recommend implementing ST for 3-5 sessions per anatomy course per academic term.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261483954"},"PeriodicalIF":2.0,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13525284/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148857269","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":"Medical School: Academic or Corporate Culture?","authors":"Michael Bordonaro","doi":"10.1177/23821205261484423","DOIUrl":"10.1177/23821205261484423","url":null,"abstract":"<p><p>Integration between academic medical schools and health systems occurs through mergers with either private or public health system models. Such mergers can result in significant institutional cultural conflicts between academia and the corporate world, which can affect the educational and scholarship missions of the schools. One approach to evaluate institutional culture is by The Competing Values Framework, through which distinct cultural characteristics and preferences can be determined and compared. However, I posit that this framework may not fully capture the differences between the academic vs corporate cultural archetypes. Based on my experience as a medical school faculty member at an institution that has merged with a health care entity, I propose an alternative analytical framework to analyze potential problems in integrating academic cultures into corporate systems. I suggest that decentralization of institutional culture in such mergers should be used to resolve these issues. The resulting stability would benefit the educational and scholarship missions of medical schools. This perspective piece is not meant to be a comprehensive analysis, but rather introduces a heuristic model based on personal experience.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261484423"},"PeriodicalIF":2.0,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13519195/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148841416","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":"Using Electronic Health Record Time Tracking Metrics to Identify Struggling Pediatric Interns: A Pilot Study.","authors":"Ryan A Heksch, Laurice Ramirez Jones, Sima Sharghi, Michael L Forbes","doi":"10.1177/23821205261481980","DOIUrl":"10.1177/23821205261481980","url":null,"abstract":"<p><strong>Background: </strong>Early identification of struggling interns is crucial to mitigating academic setbacks. Standardized testing, ACGME Milestones, and narrative evaluations track academic performance, but are fraught with subjectivity. The electronic health record (EHR) can be used to track time completing clinical tasks; this data may be used in the early detection of struggling learners.</p><p><strong>Objective: </strong>To assess if EHR time tracking metrics can be used to identify struggling pediatric interns.</p><p><strong>Methods: </strong>We performed a retrospective study analyzing two years of intern inpatient EHR time (n=45) from 7/2022 to 6/2024. We used Epic Cogito Slicer-Dicer® to quantify time spent daily writing notes (\"Notes\"), performing chart review (\"Review\"), and placing orders (\"Orders\"). We examined task time distributions between clinical inpatient rotations (\"blocks\"), and the association between EHR task time, Milestones, test scores, and narrative feedback with struggling.</p><p><strong>Results: </strong>The average task time and distributions were measured for each block. There was no difference for Notes or Review over time, but there was a difference in Orders (p<0.001). We identified nine (20%) struggling interns. Clustering analysis showed an association between EHR task time and specific struggling interns (as well as with Milestones). No association was found between struggling with narrative feedback or test scores.</p><p><strong>Conclusion: </strong>We describe the feasibility of a novel metric to identify pediatric interns at risk of struggling, showing an association of struggling with increased EHR task time (Notes, Review) and with Milestones. We also showed less time spent in Orders was indicative of struggling as well. This study highlights the potential of EHR time metrics to identify at-risk interns and guide timely interventions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261481980"},"PeriodicalIF":2.0,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13500951/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814277","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":"Teaching Interprofessional Communication in Midwifery Students Using the SBAR Tool.","authors":"Gregor L Olmes, Sandra Brunnett, Barbara G Cattarius, Bashar Haj Hamoud, Erich-Franz Solomayer, Merle Doerk, Meletios P Nigdelis","doi":"10.1177/23821205261460086","DOIUrl":"10.1177/23821205261460086","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional communication between midwives and physicians is essential for the successful management of obstetrical cases, including emergencies. The Situation-Background-Assessment- Recommendation (SBAR) tool is an established communication model that facilitates communication among medical teams.</p><p><strong>Aim: </strong>This cross-sectional study aimed to evaluate midwifery students' attitudes toward interprofessional communication and determine whether a course on the SBAR communication tool could enhance their self-assessed competence.</p><p><strong>Methods: </strong>We conducted a course for midwifery students in their final year of study, focusing on training interprofessional communication. The course included a lecture on SBAR, followed by a role-play exercise simulating communication between a midwife and a physician in obstetrical emergencies. Students were assessed using an Objective Structured Clinical Examination (OSCE). They were invited to complete a two-part questionnaire before and after the intervention, evaluating their attitudes toward interprofessional communication and the use of SBAR in their clinical routine.</p><p><strong>Findings: </strong>The assessed midwifery students (n=20) demonstrated positive attitudes towards the application of SBAR. The students rated their knowledge of SBAR as one grade higher after completing the course. After the intervention, 95% of the participants stated that they intended to use SBAR in the future. The role-play was evaluated as important for their learning approach on SBAR by the students. The major barriers to interprofessional communication identified by the questionnaire included a lack of clarification of responsibilities, work overload, and different views on medical assessments within the interprofessional team. The quality of interprofessional communication was evaluated by the midwifery students as balanced and positive, but they noted a lower application of SBAR by physicians from the students' perspective.</p><p><strong>Conclusion: </strong>We conclude that SBAR is important for midwifery students in interprofessional communication with physicians. SBAR training for midwifery students may improve their interprofessional communication skills. A role-play on SBAR may improve the learning success.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261460086"},"PeriodicalIF":2.0,"publicationDate":"2026-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799291","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":"Prevalence and Factors Influencing ChatGPT Use During the Research Process Among Undergraduate Health Students in Tanzania: A Cross-Sectional Study.","authors":"Ipyana Mbaga Kajembula, Kornel Izidory Matheo, Peter Damian Simchimba, Diana Damasi Massawe, Aminieli Itaeli Usiri, Joel Seme Ambikile","doi":"10.1177/23821205261479986","DOIUrl":"https://doi.org/10.1177/23821205261479986","url":null,"abstract":"<p><strong>Background: </strong>ChatGPT is a large language model developed by OpenAI and launched November 30, 2022, with potential to transform healthcare education and research. However, integration into academic settings raises concerns about integrity and ethics. This study assessed prevalence and factors influencing ChatGPT use during the research process among undergraduate health students in Tanzania.</p><p><strong>Methodology: </strong>A cross-sectional study was conducted among undergraduate health students in Tanzania mainland universities. Multi-stage sampling recruited participants who completed an online structured questionnaire. Data were collected using the validated Technology Acceptance Model Edited to assess ChatGPT Adoption (TAME-ChatGPT). Descriptive statistics summarized characteristics, while Independent sample t-tests and one-way ANOVA compared mean attitude scores. Poisson regression with robust standard errors assessed factors associated with ChatGPT use, with significance at p < 0.05.</p><p><strong>Results: </strong>Of the 422 students invited, 400 (95%) responded; 247 (61.8%) were male, with a mean age of 24.82 ± 2.13 years. The prevalence of ChatGPT use during the research process was 63.0%, with students primarily using it for idea generation (57.1%), information summarization (52.8%), and writing assistance (29.4%). Among users, perceived ease of use (4.01 ± 0.79) and perceived usefulness (3.56 ± 0.71) recorded the highest TAME-ChatGPT construct scores. In multivariable Poisson regression, ChatGPT use was significantly more likely among students from private universities (aRR = 1.23, 95% CI: 1.057-1.433, p = 0.008), those at institutions acknowledging ChatGPT use (aRR = 1.34, 95% CI: 1.094-1.646, p = 0.005), and those unsure of their institution's stance (aRR = 1.34, 95% CI: 1.051-1.709, p = 0.018), compared to students at non-acknowledging institutions. Students with more than five peers per supervisor were also more likely to use ChatGPT (aRR = 1.20, 95% CI: 1.029-1.404, p = 0.020).</p><p><strong>Conclusion: </strong>ChatGPT use is prevalent among Tanzanian undergraduate health students during the research process, driven primarily by institutional context and supervisory dynamics. Institutions and national education authorities should establish clear, evidence-based guidelines to ensure the ethical and effective integration of AI tools in academic research.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261479986"},"PeriodicalIF":2.0,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13487073/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799332","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}