GMS Journal for Medical Education最新文献

{"title":"FamuPlus - a pilot project to support self-oriented learning through self-created learning outcomes in clinical electives.","authors":"Andrea Punz, Thomas Breakell, Thomas Kühlein, Sigrid Harendza, Raphael Kunisch, Bettina Engel","doi":"10.3205/zma001870","DOIUrl":"10.3205/zma001870","url":null,"abstract":"<p><strong>Background: </strong>Clinical electives in German medical education provide valuable insights into healthcare practice but often lack structured learning guidance. The FamuPlus project was developed to support medical students in defining and pursuing self-created learning outcomes to foster self-oriented learning (SOL), which is recognized as a key competence for lifelong learning and professional development in medical practice. In this study, self-created learning outcomes describe a guided process.</p><p><strong>Project description: </strong>Within FamuPlus, seven students completed a brief online training introducing the SMART (specific, measurable, achievable, relevant, and time-bound) framework and the learning domains of Bloom's taxonomy. Thereafter, participants formulated individual learning outcomes prior to their clinical elective and reviewed them with their clinical teachers (e.g. general practitioner or ward physician, etc.) at the beginning of their independently chosen, monthlong, clinical elective on site. Throughout the elective, students reflected on their progress using an online self-evaluation tool and engaged in guided follow-up discussions about their experiences. To evaluate the intervention, a control group was additionally surveyed at the end of the clinical elective.</p><p><strong>Results and experiences: </strong>Students reported that defining their own learning outcomes improved focus, motivation, and perceived learning success it also seemed to promote self-efficacy during their electives. However, designing measurable learning outcomes was challenging.</p><p><strong>Discussion and conclusion: </strong>FamuPlus appears to be a feasible approach to support medical students in strengthening SOL during clinical electives. Despite the small, potentially highly motivated cohort the findings suggest beneficial effects of FamuPlus on perceived learning success, motivation and focus. Refinement and broader implementation are warranted to strengthen learner-centred education in clinical electives. The low-threshold online format and minimal faculty workload make the approach transferable to other faculties. For widespread implementation, careful consideration should be given to the involvement of faculty staff, depending on the available resources as adequate infrastructure is essential for sustainable implementation.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc76"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617270/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076072","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":"Self-confidence through teaching: Gender differences in medical students' self-assessment of dermatological skills and learning effects.","authors":"Ines Heinen, Julian Kött, Inga Hansen-Abeck, Rachel Sommer, Christine Blome, Isabel Heidrich, Martin Härter, Matthias Augustin, Stefan W Schneider, Nina Booken, Finn Abeck","doi":"10.3205/zma001869","DOIUrl":"10.3205/zma001869","url":null,"abstract":"<p><strong>Background: </strong>The ability to assess oneself realistically is central to medical education, as it enables students to identify their own strengths and weaknesses and can help prevent poor decision-making. Previous studies have shown that female students tend to underestimate their competencies, while male students tend to assess their abilities more realistically or overestimate them. The aim of the present study was to investigate gender-specific differences in the self-assessment of dermatological knowledge and skills among medical students and to compare these with objective test results.</p><p><strong>Methodology: </strong>As part of a seminar on skin diseases in Skin of Color (SoC) at the University Medical Center Hamburg-Eppendorf, a total of 142 students (57.7% female) participated in a quasi-experimental pre-post questionnaire survey during the winter semester of 2024-25. In addition to a multiple-choice (MC) test on eight dermatological visual diagnoses, self-assessments were collected on a 6-point Likert scale before and after the seminar.</p><p><strong>Results: </strong>At the outset, the female students rated their knowledge of anatomical and physiological differences between skin types (<i>p</i><0.001, η²=0.078) and of scales used to determine skin types (<i>p</i><0.001, η²=0.085), as well as their diagnostic skills regarding skin diseases in SoC, significantly worse than the male students (<i>p</i><0.001, η²=0.075), although no differences were observed in the objective MC test (<i>p</i>=0.905). By the end of the seminar, no gender-specific differences remained.</p><p><strong>Conclusion: </strong>The results suggest that targeted instruction and feedback can promote self-confidence and realistic self-assessment, particularly among female students.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc75"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076163","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":"More than a technical fix: The long journey from paper logbooks to e-portfolios.","authors":"Harm Peters, Ylva Holzhausen","doi":"10.3205/zma001878","DOIUrl":"10.3205/zma001878","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc84"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076174","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":"Professional roles and activities of simulated patient educators. Development of a multidimensional competency framework.","authors":"Daniel Bauer, Tanja Hitzblech, Peter Eberz, Angelika H Fritz, Veronika Kühn, Tim Peters, Swetlana Philipp, Renate Strohmer, Beate G Brem","doi":"10.3205/zma001877","DOIUrl":"10.3205/zma001877","url":null,"abstract":"<p><p>Standardized Participant (SP) Educators (SPEs) play a central role in simulation-based education, yet their professional profile and competencies have so far remained insufficiently defined. Against this background, the aim of this project was to develop a competency-based framework for SPEs that reflects their professional roles, core activities, and required competencies within health professions education. An expert group from Germany and Switzerland, representing diverse academic and professional backgrounds, collaboratively developed the framework through an inductive, participatory, and consensus-driven process. Established competency frameworks from health professions education, including CanMEDS and the German NKLM, served as conceptual references. The development process included iterative feedback loops and a final cross-comparison with published international frameworks to ensure completeness and contextual validity. The resulting framework defines eight professional roles and 39 professional activities, subdivided into 132 tasks and associated competencies. It provides a comprehensive, practice-oriented, and formative tool that captures the complexity and scope of SPEs' work. By mapping roles, activities, and competencies, it offers orientation for program development, team structuring, and capacity building, while highlighting the need for professional recognition of SPEs as qualified academic staff. While primarily contextualized for German-speaking countries, the framework may also serve as a reference for SP programs internationally and as a foundation for ongoing discourse and future adaptation.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc83"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617400/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076188","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":"Understanding of medical leadership from the perspective of medical students at the start of their studies and in their final year - a qualitative focus group study.","authors":"Barbara Ogurek, Sigrid Harendza","doi":"10.3205/zma001876","DOIUrl":"10.3205/zma001876","url":null,"abstract":"<p><strong>Background: </strong>Physicians have to take on a wide range of leadership responsibilities, management as well as leadership tasks. A purely management-orientated approach is no longer sufficient to be successful as a physician leader in the dynamic healthcare sector. This explorative, qualitative study therefore analyzed the understanding of medical leadership among students in their first-semester and in their final year.</p><p><strong>Methods: </strong>Seven group discussions were conducted with 14 first-semester and 17 final-year students, participating in homogenous cohorts. These group discussions were transcribed verbatim, analyzed using Kuckartz' content-structuring qualitative content analysis, and compared with international frameworks.</p><p><strong>Results: </strong>A total of 514 text segments were coded which could be assigned to 12 main categories comprising 49 subcategories. The main category \"Demonstrating emotional-social competence\" was the most frequently mentioned in both cohorts. Differences emerged between the cohorts regarding the perspectives on personnel development though. While first-semester students emphasized the development of the leaders themselves, final-year students discussed the development of the employees more frequently. Not all aspects of the international frameworks became visible in the students' understanding.</p><p><strong>Conclusion: </strong>Medical students showed a relatively comprehensive understanding of medical leadership, but not all aspects of recognized frameworks were included in their understanding. Since a cohort-specific perspective on some aspects of medical leadership emerged, this varying need for development could be addressed by a longitudinal curriculum on medical leadership.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc82"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617323/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076317","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":"VISIONARA - developing a concept for decentralized competency-based learning in primary health care and its proposed evaluation.","authors":"Judith Lübbert, Dorothee Schüle, Cornelia Wachter, Sonia Kurczyk, Attila Altiner, Svetla Loukanova, Rüdiger Leutgeb","doi":"10.3205/zma001874","DOIUrl":"10.3205/zma001874","url":null,"abstract":"<p><strong>Background: </strong>To educate high-quality medical graduates who can contribute to a resilient, primary care-based health system, medical education must shift its focus towards decentralized and curricular competency-based medical education (CBME). However, undergraduate general practice education in Germany remains fragmented: theoretical content is delivered at universities, while practical experience is confined to clerkships in community practices, which often lack sufficient didactic infrastructure. This persistent separation of theory and practice hinders the genuine transformation towards CBME. New models that embed structured teaching directly within real care environments are required to bridge this gap.</p><p><strong>Approach: </strong>VISIOn Network of Academic Reference Practices in General Medicine (VISIONARA) introduces a novel model for decentralized competency-oriented education in general practice. By establishing academic teaching clusters within community practices, the program creates structured, contextually anchored learning environments that enable experiential learning and professional development. While the initiative aligns with the Medical Research Council (MRC) framework for complex interventions, its primary innovation lies in its design as a scalable model for competency-based learning integrated directly into real-world practice.</p><p><strong>Methods: </strong>Following the Medical Research Council (MRC) framework, this paper reports on the first two phases: (1) concept development and (2) pilot planning. The development phase comprised a synthesis of evidence on competency-based and decentralized medical education, design of a didactic model based on Kolb's Experiential Learning Cycle, and process/outcome modelling to guide feasibility testing. The pilot phase will assess the model's feasibility, acceptability, and integration into routine general practice.</p><p><strong>Discussion: </strong>VISIONARA seeks to bridge the gap between theoretical academic instruction and real-world healthcare in general practice education by embedding structured, competency-based learning within authentic clinical settings. The feasibility study will examine financial and personnel resource requirements, acceptance among practice staff, students, and patients. It will further assess organizational integration into routine practice workflows, and the identification of structural and logistical barriers. These findings will inform further refinement and the potential progression to a subsequent evaluation phase.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc80"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617338/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076345","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 competency mapping to curriculum development: Identifying gaps in an undergraduate general practice clerkship - a mixed-methods study.","authors":"Dorothee Schüle, Benedikt Sonnek, Judith Lübbert, Sonia Kurczyk, Katharina Glassen, Svetla Loukanova","doi":"10.3205/zma001873","DOIUrl":"10.3205/zma001873","url":null,"abstract":"<p><strong>Objectives: </strong>This study aims to show the process of developing a competency-based medical education (CBME) General Practice (GP) block clerkship at the University of Heidelberg, aligned with frameworks such as CanMEDS, Entrustable Professional Activities (EPAs), and the National Competency-based Learning Objectives Catalogue (NKLM 2.0). Objectives are to identify competencies addressed in the current two-week clerkship, determine additional content needed to cover all required competencies, and assess student perspectives.</p><p><strong>Methods: </strong>A questionnaire completed by 165 students in 2023 evaluated perceived competence in various areas and their interest in GP before and after the clerkship. Data were analysed using a 5-point Likert scale ((1=fully agree to 5=completely disagree), and the curriculum was mapped to NKLM 2.0, CanMEDS, and EPAs to identify represented and missing competencies. Focus group meetings with lecturers and students were held to develop a new concept.</p><p><strong>Results: </strong>The current clerkship received an overall rating of 1.8 (SD: 1.06) but did not significantly increase interest in GP careers. Some competencies were well-covered, but areas like interprofessional skills or leadership and management were lacking. A six-week longitudinal clerkship was proposed to address these gaps, focusing on interprofessional collaboration, leadership, and patient-centred care, and including digital teaching, reflection and simulation training, and shadowing experiences.</p><p><strong>Conclusion: </strong>The proposed CBME curriculum addresses evolving needs in medical education. Successful implementation will require longitudinal integration, interdisciplinary cooperation, trained preceptors, and centralised coordination. This study provides a roadmap for emphasising key competencies, promoting GP career choice, and contributing to high-quality patient care.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc79"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617322/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076211","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 general practice specialist examination - examiners' perspectives on the status quo and future development: An exploratory qualitative study.","authors":"Andreas Christian Dreher, Christine Becker, Marco Roos, Attila Altiner, Simon Schwill","doi":"10.3205/zma001872","DOIUrl":"10.3205/zma001872","url":null,"abstract":"<p><strong>Background: </strong>The specialist examination has a substantial impact on the quality of healthcare delivery. The aim of this study was to explore examiners' perspectives on the current examination format, their motivation for serving as examiners, perceived strengths and weaknesses of the existing assessment, suggestions for improvement, and the perceived effects of Competence Centres for Postgraduate Training (CCPTs).</p><p><strong>Methods: </strong>Examiners from across Germany were recruited and interviewed in semi-structured video interviews using a self-developed interview guide. Interviews were transcribed verbatim and analysed using qualitative content analysis.</p><p><strong>Results: </strong>Twelve examiners from six federal states participated. The mean interview duration was 33 minutes (range: 24-57 minutes). Key advantages identified included the one-to-one examination setting, the ability to ensure a minimum standard of specialist competence and the examination's efficiency in terms of time and resources. Oral examinations were perceived as having limited ability to assess the complex clinical competencies required in patient care. Perceived needs for change varied among participants. Suggested improvements included examiner training, the development of shared assessment criteria and the introduction of practical examination components. Longitudinal assessments were also mentioned.</p><p><strong>Discussion: </strong>Examiners recognised limitations of the current examination regarding objectivity, reliability, validity and contextual sensitivity, particularly in relation to the complexity of general practice. Nevertheless, they considered the assessment of a minimum standard of specialist competence to be feasible. The findings reveal a tension between practical feasibility and educational assessment standards. Potential areas for improvement include examiner training, regular exchange among examiners, shared assessment frameworks, a clearer definition of examination objectives and the implementation of longitudinal assessment approaches (e.g. portfolio-based assessment with regular interim assessments).Conclusions: The specialist examination demonstrates considerable potential for further development. Shared assessment frameworks, as developed during examiner training, could provide greater structure to the examination process and may be implemented with relative ease.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc78"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617336/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076177","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":"AI-based virtual patient interactions improve professional language proficiency in international nurses.","authors":"Sebastian Ullrich, Jan-Marcus Haus, Sandra Lamb, Nicole Hermandung, Tom Friemel, Olav Stolze, Sabine Schmidt, Olha Demianiuk, René Werner, Parisa Moll-Khosrawi, Rüdiger Schmitz","doi":"10.3205/zma001868","DOIUrl":"10.3205/zma001868","url":null,"abstract":"<p><strong>Objectives: </strong>International healthcare personnel face significant challenges in language acquisition. We investigated whether virtual patient interaction (VI) training can support professional integration and clinical language proficiency.</p><p><strong>Methods: </strong>In an explorative controlled study, 25 international nursing staff undergoing professional qualification measures in Germany were included. The intervention group (n=13) received access to casuu, a digital simulation tool providing interactive communication scenarios with virtual patients and colleagues. The control group (n=12) followed standard language training without VI. Both groups received 600 hours of training for the B2 for Nursing exam, as required for professional licensure in several German states, at the same language school using the same textbook. The primary outcome was the fail rate at the first attempt, with effects on different skill dimensions assessed in addition. The clinical supervisors were interviewed 12-14 months after the arrival.</p><p><strong>Results: </strong>The fail rate in the B2 for Nursing exam was reduced from 66.7% in the control group to 25.0% in the intervention group (relative reduction 62.5%). Competence increased primarily in the skill dimension \"active speaking\". Attrition rates did not increase (1/13 vs. 2/12). Clinical superiors reported increased confidence and competence in team and patient interactions in the intervention group.</p><p><strong>Conclusion: </strong>Virtual interaction-based training improves the acquisition of professional language and clinical communication skills of international nurses. It integrates with conventional teaching and does not increase dropout rates.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc74"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617267/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076062","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":"Final-year logbooks in otorhinolaryngology in Germany - insights from a needs analysis and user experience study of final-year students and supervisors.","authors":"Kathrin Gerstacker, Jonas Engert, Luke Lükewille, Adrian von Witzleben, Lisa Budelmann","doi":"10.3205/zma001871","DOIUrl":"10.3205/zma001871","url":null,"abstract":"<p><strong>Background: </strong>In an effort to improve the structured training during the practical year in Germany, the German Medical Licensing Regulations have made it mandatory for final-year students to keep a logbook in 2013. This strategy aims to ensure the relevance and review of learning content and to improve the transparency and quality of teaching in the final year. The logbook recommended by the German Society of Otorhinolaryngology is to be used nationwide.</p><p><strong>Methods: </strong>Our study investigated the acceptance and use of logbooks through voluntary, anonymous online surveys of supervisors and students in Germany. The questionnaires contained eight and twelve questions, respectively. A total of 50 supervisors and 28 students participated in the survey.</p><p><strong>Results: </strong>The results showed that 26% of supervisors and 21% of students do not use a logbook. 64% of the supervisors preferred a digital version of the logbook, while 60.7% of the students also mostly agree with a digital version. It is particularly noteworthy that 79% of the students, who currently rarely use the logbook (as an analog version), stated that they would use it more often if it were available digitally.</p><p><strong>Conclusion: </strong>Our study confirms the highly heterogeneous use of logbooks during the practical year in otorhinolaryngology. Faculty-owned logbooks can be customized to specific curricula and needs more easily, which explains their popularity. Although most supervisors consider digitization useful, there are concerns about the effort involved and the potential lack of added value. Therefore, a digitized logbook should be designed not only as a control tool, but also as an interactive learning companion with clear learning objectives, in order to promote internal learning motivation.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 6","pages":"Doc77"},"PeriodicalIF":2.3,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13617268/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076149","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}