Journal of Medical Education and Curricular Development最新文献

{"title":"The Effect of Social Practice Activity to Older Adults on Medical Students: A two-Year Follow-up Survey.","authors":"Jin Hua Huang, Jia Hao Deng, Si Yuan Zhao, Yang Jun Fu, Nan Wang, Qing Song Wang","doi":"10.1177/23821205261441376","DOIUrl":"https://doi.org/10.1177/23821205261441376","url":null,"abstract":"<p><strong>Introduction: </strong>In the context of an ageing population, the demand for specialized health services for older adults is increasing rapidly, but the number of physicians capable of providing these specialized services is extremely limited. This study aims to explore the impact of a social practice intervention program for older adults on medical students' future career choices.</p><p><strong>Methods: </strong>A total of 558 students majoring in clinical medicine at the Clinical College of Anhui Medical University were divided into 2 groups, an intervention group and a control group. The intervention group performed social practice activity for older adults, whereas the control group did not. A multidimensional assessment, including self-evaluation, course participation, course performance and career development, was administered to evaluate the impact on students over 2 years. Chi-square (χ²) tests and t tests were performed in SPSS. <i>P</i> < .05 was considered to indicate statistical significance.</p><p><strong>Results: </strong>Social practice activities increased medical students' interest in learning (<i>P</i> < .05) and influenced their future career choices (<i>P</i> < .05).</p><p><strong>Conclusions: </strong>Regular social practice activity for older adults may enable more medical students to potentially become geriatricians and neurologists in the future, thereby contributing to healthy ageing.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261441376"},"PeriodicalIF":1.6,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13065262/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677489","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":"Biomedical Language Analysis as a Tool for Curriculum Analysis and Mapping.","authors":"Stephan Bandelow, Mark Clunes","doi":"10.1177/23821205261441390","DOIUrl":"https://doi.org/10.1177/23821205261441390","url":null,"abstract":"<p><strong>Background: </strong>Content outlines for medical school curricula commonly rely on hierarchically structured learning objectives (LOs) at program, course, module and lecture level. At the most fine-grained level, these LOs contain specific biomedical terminology. The biomedical terms can be classified and augmented with semantic and relational information via the Unified Medical Language System (UMLS).</p><p><strong>Methods: </strong>We analyzed the LOs in the preclinical years of spiraled MD curriculum, using natural language processing (NLP) and the UMLS database to add semantic information, to determine the progression of analytical complexity and spiral curriculum design. The complete set of lecture-level LOs for the 2 years of preclinical teaching comprised 6086 unique LOs with 6612 sentences. To analyze progression over time, the LOs were grouped by teaching module in temporal order of delivery.</p><p><strong>Results: </strong>Six thousand one hundred eighty-nine action verbs were extracted and assigned numerical scores according to Bloom's taxonomy. Bloom scores per module showed the use of increasingly complex action verbs as the curriculum progresses. Matching the LOs against the UMLS database yielded 6454 unique biomedical concepts. Scoring each concept as novel only on first appearance showed that the proportion of novel concepts decreases over time. Using the UMLS semantic tags, the proportion of disease-related concepts increased as the curriculum progressed.</p><p><strong>Conclusions: </strong>To our knowledge, this is the first systematic NLP analysis of a medical school curriculum, incorporating standardized medical language dictionaries. The results show a clear progression of increasingly complex analytical tasks, and increasing clinical content, in the curriculum over time. Concepts are revisited as indicated by the decreasing proportion of novel concepts, supporting the design goals of a spiral curriculum. Curriculum evaluations can improve objectivity and depth via systematic parsing of large bodies of natural language information, like the lecture-level LO content analyzed here, as well as providing evidence for accreditation.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261441390"},"PeriodicalIF":1.6,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13058177/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147646985","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":"Healthcare Professionals' Attitudes and Perspectives on Diversity, Equity and Inclusion in an Academic Culture: A Freelisting Study.","authors":"Vivek A Ashok, Lakeisha Mulugeta-Gordon, Jasmine Hwang, Weilu Song, Melissa Montoya, Luis E Seija, Omaris Caceres, Shimrit Keddem","doi":"10.1177/23821205261433426","DOIUrl":"https://doi.org/10.1177/23821205261433426","url":null,"abstract":"<p><strong>Objectives: </strong>Successful implementation of diversity, equity, and inclusion (DEI) initiatives requires understanding the perspectives of diverse student populations. This study explored how graduate health and public health professionals perceive DEI and their implementation barriers and facilitators.</p><p><strong>Methods: </strong>This qualitative freelisting study was conducted from June to August 2024 at a single urban academic institution in Pennsylvania. Eligible participants were current or recent graduate students in health or public health programs. Participants engaged in structured freelisting exercises, where they listed words, themes, and reflections related to 5 different DEI domains. Responses were coded by multiple researchers, and the Smith Salience Index was applied to quantify the importance of themes across participants.</p><p><strong>Results: </strong>Thirty participants completed the study. The most salient themes were \"inclusivity and representation\" and \"diverse and receptive leadership\" as essential components of DEI. Participants expressed both positive and negative experiences. White and man-identifying participants more often emphasized positive aspects, while older, woman-identifying, and participants from racial and ethnic minority backgrounds highlighted the need for institutional \"commitment, accountability, and buy-in.\" The most frequently cited barrier to DEI was \"lack of adequate funding and resources.\"</p><p><strong>Conclusion: </strong>Graduate health and public health professionals emphasized the importance of representation and leadership diversity in fostering inclusive environments. Institutional investment in DEI-particularly through recruitment, retention, leadership representation, and sustained funding-is critical to cultivating a workforce prepared to advance health equity for the communities they serve. Differences in perceptions by race, gender, and age underscore the need for tailored approaches to DEI implementation.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261433426"},"PeriodicalIF":1.6,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13058191/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147646992","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":"Identifying and Improving LGBTQ + Health Competencies in First-Year Medical Undergraduate Education via a Targeted, Peer-Led Educational Intervention.","authors":"Andrew R Kittleson, Casey M Nichols, Caroline H Castleman, Emily R Wooder, Guanchao Wang, Jinyuan Liu, Anna Matthews, Christopher P Terndrup, Steven Allon","doi":"10.1177/23821205261441402","DOIUrl":"https://doi.org/10.1177/23821205261441402","url":null,"abstract":"<p><strong>Purpose: </strong>LGBTQ + individuals experience significant health disparities, driven in part by a lack of provider knowledge, necessitating effective interventions for medical trainees. This study examined the impact of a 1-h educational intervention for first-year medical students on 6 self-reported competency domains in LGBTQ + health and compared the magnitude of score changes for competencies specifically targeted by the lecture to those that were not.</p><p><strong>Methods: </strong>This was a quasi-experimental study. Surveys were distributed before and after a 1-h lecture delivered by an LGBTQ+-identifying senior medical student. Respondents reported data on LGBTQ + identification and prior experience with LGBTQ + health-related topics, and they rated their ability to perform each of 6 LGBTQ + health competencies. Two faculty members with LGBTQ + health expertise blindly reviewed the material and identified which competencies were addressed.</p><p><strong>Results: </strong>Our sample consisted of 38 matched survey response pairs. Students reported significant increases across all 6 competencies, with no significant difference in score changes between competencies that were targeted by the lecture and those that were not. Prior training in LGBTQ + health-related topics did not significantly affect competency scores. LGBTQ + identity was associated with greater score increases for targeted, but not non-targeted, competencies.</p><p><strong>Conclusion: </strong>This study demonstrates that a 1-h, LGBTQ+-identifying student-delivered lecture can significantly increase students' self-reported comfort with LGBTQ + patient care, regardless of LGBTQ + status or prior training. Scores improved for all competencies, regardless of whether they were targeted by the lecture. Further study is indicated to measure whether increases in competency scores are maintained throughout medical training.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261441402"},"PeriodicalIF":1.6,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13058179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647029","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":"Beyond the City Limits: The Critical Value of Rural and Remote Medical Education Experiences.","authors":"Rochelle H Holm, Kelli Bullard Dunn, Jeffrey M Bumpous","doi":"10.1177/23821205261441385","DOIUrl":"https://doi.org/10.1177/23821205261441385","url":null,"abstract":"<p><p>The rapidly urbanizing USA and the world risk distorting medical education and shaping perceptions of medical needs toward urban health challenges, since most schools of medicine are based in large cities. The value of hands-on rural and remote experiences for medical students is increasingly recognized, though their underlying principles and competencies may remain underappreciated. Rural training experiences not only enhance medical knowledge but also increase students' appreciation of the challenges and opportunities in these areas. Domestic rural and international experiences also offer complementary opportunities for competency development. Allowing medical students to engage in research supporting rural and remote communities not only addresses the needs of these populations but also provides the foundation for groundbreaking discovery and offers opportunities to teach students how to think. An urban-centric training approach risks producing physicians unprepared for rural and resource-limited environments, both domestically and internationally. Providing a robust \"classroom\" helps ensure that future physicians are prepared for the challenges of healthcare, regardless of where they practice, and that they will be capable of engaging in shared decision-making and thoughtful solutions.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261441385"},"PeriodicalIF":1.6,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13053952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147639948","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":"Integrating Quiz-Based Self-Assessment Into a Microbiology Practical Course: Effects on Student Perception and Learning Outcomes.","authors":"Maximilian O Förster, Sören L Becker, Philipp Jung","doi":"10.1177/23821205261431556","DOIUrl":"https://doi.org/10.1177/23821205261431556","url":null,"abstract":"<p><strong>Objective: </strong>Practical courses in medical microbiology aim to translate theory into hands-on skills, but students often struggle to link laboratory techniques with diagnostic procedures. Formative testing and self-assessment enhance knowledge retention and metacognitive awareness. This study aims to integrate quiz-based self-assessment using an audience response system (OnlineTED) into a microbiological practical course to evaluate feasibility and explore whether quiz-based self-assessment is associated with differences in students' perceived learning outcomes, satisfaction, and engagement.</p><p><strong>Methods: </strong>Medical students (<i>n</i> = 125) in their first clinical year participated in a diagnostic practical at Saarland University in 2023/24. Two cohorts were compared: an intervention group using OnlineTED-based quizzes during each course day and a control group without quizzes. Standardized evaluations assessed satisfaction, clarity of objectives, perceived workload, and learning outcomes in both cohorts.</p><p><strong>Results: </strong>Overall evaluations were very high in both groups. No statistically significant differences were observed between groups, likely reflecting a ceiling effect. Descriptive differences in the distribution of top ratings were observed in favor of the quiz cohort: more students awarded the top rating for clarity of learning objectives (57.9% vs 28.6%), relevance for the final exam (63.2% vs 38.1%), and learning outcome (68.4% vs 42.9%). In the quiz cohort, aggregated quiz accuracy increased from 63.6% on day 1 to 88.8% on day 6. Similarly, mean examination scores were descriptively higher in the quiz cohort and increased from 6.65 to 7.10 points, while the exam failure rate declined in the quiz group (15.87% vs 11.29%). Day-specific evaluations indicated variation in perceived success and sufficiency of time, highlighting sessions requiring adjustment.</p><p><strong>Conclusion: </strong>Integrating interactive quizzes was feasible, well accepted, might enhanced students perceived learning goals and provided valuable feedback for supervisors without increasing workload or reducing satisfaction. As structured evaluations, quizzes can guide targeted curriculum adjustments and optimization.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261431556"},"PeriodicalIF":1.6,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13051143/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147634076","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":"Objectification, Desensitization, and Personification: Medical Student Strategies for Engaging with Donor Bodies in the Anatomy Lab.","authors":"Homaira M Azim, Mekha M Varghese, Skylar J Henderson, So Hyun Jeon, Christian J Faller, Alec Y Luna, Evan W Fairweather","doi":"10.1177/23821205261438883","DOIUrl":"https://doi.org/10.1177/23821205261438883","url":null,"abstract":"<p><strong>Background: </strong>Human dissection remains a cornerstone of anatomy education, providing students with an early and profound encounter with the dead. Beyond technical skill acquisition, students must navigate the challenge of engaging with donor bodies in ways that are respectful, professional, and emotionally sustainable. Given the formative role of dissection in professional identity formation, this study explored the strategies students adopt in interacting with donor bodies and the motivations guiding these choices.</p><p><strong>Methods: </strong>All medical students (M1-M4) at a single institution were invited to participate, and recruitment was closed after 44 students volunteered for either an interview or focus group. Of these, 24 joined focus groups and 20 completed individual semi-structured interviews. Sessions were audio-recorded, transcribed verbatim, and thematically analyzed using inductive coding.</p><p><strong>Results: </strong>Analysis revealed four main strategies employed by students: (1) complete objectification of the donor as a non-living entity; (2) active desensitization to facilitate dissection; (3) overwhelming personification that impeded both learning and technical performance; and (4) middle-ground approaches involving oscillation between desensitization and personification.</p><p><strong>Conclusion: </strong>These findings highlight the diversity of strategies medical students use to engage with donor bodies in the anatomy lab and underscore the importance of recognizing and supporting this variation to foster ethical, compassionate learning environments and professional identity formation.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261438883"},"PeriodicalIF":1.6,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13051161/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147634312","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":"Interprofessional Collaboration and Education in Hospital Settings: An Ethnographic Study.","authors":"Gerard Balague-Viladrich, Cristina Monforte-Royo, Frederico Matos","doi":"10.1177/23821205261437355","DOIUrl":"https://doi.org/10.1177/23821205261437355","url":null,"abstract":"<p><strong>Introduction: </strong>Interprofessional collaboration (IPC) and interprofessional education (IPE) are widely recognised as essential for improving teamwork and reducing medical errors. However, despite their importance, implementing IPC and IPE in hospital settings remains challenging, and little is known about how they are understood and enacted in everyday clinical practice. This study explores how healthcare professionals perceive IPC and IPE within a diverse hospital environment and how these practices unfold in routine clinical work.</p><p><strong>Methods: </strong>An ethnographic design was employed, incorporating field observations, shadowing of healthcare staff, and semi-structured interviews with a range of healthcare professionals. The data were analysed collaboratively and iteratively to identify key themes relating to IPC and IPE in daily clinical work.</p><p><strong>Results: </strong>The data analysis revealed three interrelated themes directly affecting IPC and IPE: commitment, skills and competencies, and environmental factors. Commitment was strongly influenced by shared professional experiences, which led to improved team cohesion, a better working atmosphere, and enhanced motivation. Competencies such as communication, respect, leadership, and emotional/moral qualities, such as humility, were identified as critical in translating commitment into practice. Environmental factors, including financial constraints, workload, and inadequate resources can hinder IPC, while IPE programs, empowering nurses, and small, cohesive units were identified as facilitators.</p><p><strong>Conclusions: </strong>The study contributes to a deeper understanding of IPC and IPE in everyday healthcare clinical settings, highlighting the critical role that both human and structural factors play in improving patient care.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261437355"},"PeriodicalIF":1.6,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13036335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595485","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":"Should Love be Explicitly Stated as a Core Enabling Concept in the Medical Curriculum?","authors":"Colin P Doherty, Claire L Donohoe","doi":"10.1177/23821205251408337","DOIUrl":"10.1177/23821205251408337","url":null,"abstract":"<p><p>The concept of love, defined as a multidimensional ethical commitment to human dignity encompassing empathy, compassion, and respect, should be explicitly integrated into the medical curriculum. This commitment is considered the \"secret of quality\" (Donabedian) and a necessary counterbalance to the reductive, metrics-driven model of modern healthcare. Acknowledging the risk of love becoming a narcissistic illusion (Lacanian critique), its implementation requires strict professional boundaries, \"Self-as-Instrument\" training via reflective practice and humanistic assessment over measurable metrics.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205251408337"},"PeriodicalIF":1.6,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13033053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582660","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":"Bridging the Skills Gap: The Role of Near-Peer Teaching in Medical Student Suturing Training.","authors":"Emily Major, Ryan Cantrell, Mohammad Abou El-Ezz, Michaela Dukes, Cameron Stephens, John Davis, Grayson Stinger, Morton Kasdan, Jennifer Brueckner-Collins","doi":"10.1177/23821205261435370","DOIUrl":"10.1177/23821205261435370","url":null,"abstract":"<p><strong>Objective: </strong>This study evaluated a series of 4 weekly, two-hour suture clinics taught using near-peer instruction by trained second year medical students for peer participants at the University of Louisville School of Medicine using a repeated cross sectional mixed-methods study design.</p><p><strong>Methods: </strong>Seven second year medical student instructors were trained and supervised in providing basic technical skills in suturing by a surgical faculty member (Dr Kasdan). Participants in the suture clinic consisted of 48 second year medical student peers who completed a pre- and post-clinic survey evaluating their interest in surgery, as well as their self-efficacy and confidence in performing basic suture skills. Paired-sample <i>t</i>-tests examined self-perceived changes in participants' skills, confidence, and interest from pre- to post-clinic sessions.</p><p><strong>Results: </strong>Quantitatively, student participants showed strong improvement in their knowledge of using the needle driver and suture correctly as well as an understanding of when to use a hand tie versus an instrument tie. In addition, confidence in surgical handwashing, gowning, and gloving improved significantly. Knot tying also showed significant improvements, with the most striking improvements in the ability to perform \"Fast-Passes\" without excessive movement and \"Cross-Passes.\" The ability to take symmetrical bites on the suturing block also showed considerable improvement, as well as the ability to perform a simple interrupted knot. Overall, participants' interest in surgery increased significantly following the suture clinic experience. Qualitatively, student participant responses were analyzed in response to a prompt regarding the impact of the suture clinic experience on student interest in surgery, self-efficacy, and confidence. Thematic analysis highlighted students' lack of experience, safety, and proficiency of technique.</p><p><strong>Conclusion: </strong>In sum, the results of this study support the use of near peer teaching in enhancing self-reported student confidence and performance regarding basic surgical skills in advance of clerkship training.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"13 ","pages":"23821205261435370"},"PeriodicalIF":1.6,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13033068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582625","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}