GMS Journal for Medical Education最新文献

{"title":"A medical consultation simulation in a preclinical biochemistry seminar: Does training in a high-fidelity simulation practice provide an advantage over a simulation in a traditional seminar room?","authors":"Leonard K Saitta, Melissa Meral, Tobias M Böckers, Achim Schneider, Susanne J Kühl","doi":"10.3205/zma001845","DOIUrl":"10.3205/zma001845","url":null,"abstract":"<p><strong>Objective: </strong>: The ability to talk to patients is an important medical competence. Therefore, new teaching methods need to be developed and their usefulness and effectiveness studied. The objective of the study was to determine whether there are differences in the acquisition of communication skills or student evaluation depending on whether the simulated conversation is carried out in a high-fidelity simulation practice (\"To Train U\", TTU) or in a traditional seminar room (SR).</p><p><strong>Methods: </strong>The study was carried out in the context of the biochemistry seminar titled \"from genes to proteins\", which is part of the preclinical study portion of the Ulm School of Human Medicine. In addition to biochemical fields of study, it also includes a simulated consultation to train medical communication. One group carried out the simulated consultation in a seminar room (SR group, <i>n</i>=91), the other group in a high-fidelity simulation practice (TTU group; <i>n</i>=131). Both groups completed a communication competency test before and after the simulation, which was used to test Bloom's level II-IV. An online evaluation was completed after the simulation.</p><p><strong>Results: </strong>Both groups showed significant increases in their overall communication competence scores. The TTU group improved significantly with regard to Bloom levels II and IV, the SR group only with regard to Level II. The TTU group reported higher satisfaction levels and perceived the simulation to be more realistic and conducive to learning than the SR group.</p><p><strong>Conclusion: </strong>High-fidelity simulation practices provide an innovative learning environment that enhances the student skills, motivation and satisfaction. Future studies should examine whether training in such settings may have lasting effects on the medical practice.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc51"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124465/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822079","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 status of interprofessional medical and nursing education in wound care at German higher education institutions.","authors":"Anna Weiß, Constanze Richters, Raisa Kiriakidou, Anita Hausen, Martin R Fischer, Matthias Stadler, Matthias J Witti","doi":"10.3205/zma001841","DOIUrl":"10.3205/zma001841","url":null,"abstract":"<p><strong>Objective: </strong>Chronic wounds pose an increasing challenge to the German healthcare system and require solid knowledge in wound care. Interprofessional education can contribute to improving the quality of care. This study aimed to evaluate the current state of interprofessional wound care education in medical and nursing programs at German higher education institutions.</p><p><strong>Methods: </strong>Based on the National Competence-Based Learning Objectives Catalog for Medicine (NKLM), expert standards and the Nursing Professions Training and Examination Ordinance (PflAPrV), a questionnaire with four closed and two open items was developed to assess the curricular integration of learning objectives, teaching methods, and interprofessional concepts. The survey was distributed to teaching staff responsible for medical programs (n=40) and primary qualifying nursing programs (n=30) in Germany. The data were analyzed using descriptive statistics and qualitative content analysis.</p><p><strong>Results: </strong>A total of 77 teaching staff members participated in the survey (58 from medicine and 19 from nursing). The majority stated that they teach learning objectives related to wound care in their courses. This indicates that this topic is broadly integrated into the curriculum, albeit with varying degrees of depth in terms of content and structural design. Interprofessional teaching formats are offered by 21% of nursing programs and 60% of medical programs. Nursing programs are characterized by a practice-oriented, coherent approach, while medical programs show fragmentation across different professions and semesters.</p><p><strong>Conclusion: </strong>Despite curricular integration, structured interprofessional learning opportunities in wound care are still needed.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc47"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124531/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821812","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":"Implementation and impact of simulated patient perspective exercises in undergraduate nursing education: A scoping review.","authors":"Anna Christine Steinacker, Michael Klingenberg, Stefan Bösner","doi":"10.3205/zma001847","DOIUrl":"10.3205/zma001847","url":null,"abstract":"<p><strong>Objectives: </strong>Exercises that immerse nursing students in the patient perspective are increasingly used to support empathy and reflective learning. This scoping review aimed to map the current literature on these exercises in undergraduate nursing education, focusing on their design, reported effects, and pedagogical implications.</p><p><strong>Methods: </strong>Following Arksey and O'Malley's framework and PRISMA-ScR guidelines, we searched PubMed, CINAHL, Embase, and Web of Science, completing the final database search in Nov 2024. Eligible studies included peer-reviewed empirical research involving undergraduate nursing students. Relevant data were extracted, categorized using a standardized charting form, and synthesized thematically to identify common patterns across studies.</p><p><strong>Results: </strong>Twenty-two studies published between 2009 and 2024 were included in this scoping review. Studies used qualitative, quantitative or mixed-method designs and examined simulations focused on aging, disability, or mental health. Three key themes were identified: (1) students' responses during the simulation exercises, (2) perceived impact after the exercises and (3) ethical and pedagogical considerations related to implementation.</p><p><strong>Conclusions: </strong>Patient perspective simulations may enhance empathy and support reflective practice among nursing students. However, ethical concerns, questions of authenticity, and varied implementation approaches highlight the need for thoughtful design. Further research should explore long-term effects and establish best practices for integrating these exercises into nursing curricula.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc53"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124500/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821650","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":"Impf-Guides - experiences with a project aimed at increasing vaccination willingness in Munich during the COVID-19 pandemic.","authors":"Jan M Zottmann, Johanna Huber, Matthias J Witti, Fabian Jacobs, Tobias Mahl, Alexander Schmidt, Martin R Fischer","doi":"10.3205/zma001839","DOIUrl":"10.3205/zma001839","url":null,"abstract":"<p><strong>Objective: </strong>The project <i>Impf-Guides</i> aimed at motivating citizens in selected districts of Munich to get vaccinated against COVID-19 by providing information and advice, thereby increasing the vaccination rate among the population.</p><p><strong>Project description: </strong>The project began in February and ended in December 2022. A total of 31 medical students from LMU Munich were recruited and trained as <i>Impf-Guides</i>. This training included communication and de-escalation techniques. The students conducted consultations, promoted mobile vaccination campaigns and provided on-site support in city districts with defined social challenges. For quality assurance purposes, accompanying evaluations of the vaccinated individuals and the <i>Impf-Guides</i> were carried out.</p><p><strong>Results: </strong>As part of the mobile vaccination campaigns, 351 people were vaccinated, 18% of whom took part in the evaluation. The majority received their third or fourth vaccination and were satisfied with the consulting activities provided by the <i>Impf-Guides.</i> Of the 31 <i>Impf-Guides</i>, only eight took part in the evaluation. Few students experienced challenging situations (e.g. language barriers) or conflicts (e.g. vaccine hesitancy) during their consultancy work. The students considered the project useful with regard to their future medical practice.</p><p><strong>Discussion and conclusion: </strong>The project mainly reached people who were already willing to be vaccinated. The aim of the project to significantly increase vaccination willingness was ultimately not achieved. The extent to which the <i>Impf-Guides</i> contributed to the health literacy of the population remains speculative. Regardless of vaccination campaigns, consideration should be given to whether trained students could advise the population on general health, prevention and health promotion issues in the future.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc45"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124530/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821577","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":"Erratum und republication: Accreditation and qualification of primary care teaching practices in Germany - a nationwide online survey of universities.","authors":"Sabine Gehrke-Beck, Isabel Kitte, Irmgard Streitlein-Böhme, Tobias Deutsch, Iris Demmer, Maryna Gornostayeva, Ralf Jendyk","doi":"10.3205/zma001849","DOIUrl":"10.3205/zma001849","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.3205/zma001780.].</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc55"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124463/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821519","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":"Accreditation and qualification of primary care teaching practices in Germany - a nationwide online survey of universities.","authors":"Sabine Gehrke-Beck, Isabel Kitte, Irmgard Streitlein-Böhme, Tobias Deutsch, Iris Demmer, Maryna Gornostayeva, Ralf Jendyk","doi":"10.3205/zma001848","DOIUrl":"10.3205/zma001848","url":null,"abstract":"<p><strong>Objectives: </strong>Compile information on the current measures undertaken by German universities to accredit and qualify primary care teaching practices.</p><p><strong>Methods: </strong>Nationwide online survey of teaching practice coordinators using a self-developed questionnaire, descriptive analysis of the quantitative data and qualitative content analysis of the free-text responses.</p><p><strong>Results: </strong>A total of 32 out of 41 university sites provided information. A structured accreditation process is conducted at 29 sites, most commonly by personally visiting the medical practices (n=22), alternatively through video calls (n=10) or telephone calls (n=9). 18 sites have a process in place to qualify medical practices for the block practicum (obligatory for qualification at 15 of these sites), 17 sites have one for the practical year (obligatory at 12), and 22 sites offer other additional training (mandatory at 8). Procedural formats and length of time vary. The imparted content includes organizational information, targeted learning objectives, and teaching methods.</p><p><strong>Conclusion: </strong>Structured accreditation and qualification measures are carried out by many universities. A nationwide harmonization of teaching practice qualification is advantageous for enabling cross-site qualification programs.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc54"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124548/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821263","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":"Establishment of an interdisciplinary curriculum in the core dental competence of \"dental traumatology\".","authors":"Derk Peters, Marius Crome, Kirstin Vach, Ingmar Staufenbiel, Alexander Rahman","doi":"10.3205/zma001837","DOIUrl":"10.3205/zma001837","url":null,"abstract":"<p><strong>Objective: </strong>With the regulation for the reorganization of dental education, the legislature restructured dental studies and among other things, called for a strenghtening of interdisciplinary training. This requirement was the basis for the development of an interdisciplinary curriculum in which the topic of \"dental traumatology\" was to be taught across disciplines. It was investigated whether a measurable increase in learning could be achieved.</p><p><strong>Methodology: </strong>The newly designed curriculum was developed on the basis of the National Competence-Based Learning Objectives Catalogue for Dentistry (NKLZ) and was implemented in the summer semester of 2021. Due to the COVID-19 pandemic, the teaching module had to be modified significantly. In order to determine the students learning gains, an examination form was completed online before (T0) and after (T1) the curriculum. The exam paper consisted of knowledge questions and questions on two case vignettes.</p><p><strong>Results: </strong>The results showed a significant increase in learning in the knowledge questions (p<0.05). The case vignettes presented a heterogeneous picture. In case vignette V₍₁₎, a significant increase in learning was achieved among students in the eighth (p=0.027) and tenth (p=0.022) semesters, but not among those in the sixth semester (p=0.323). In case vignette V₍₂₎, a significant increase in learning was observed in the sixth (p=0.011) and tenth (p=0.003) semesters, but not in the eighth semester (p=0.298). The students evaluated the newly developed curriculum with a good rating.</p><p><strong>Conclusion: </strong>The interdisciplinary curriculum led to an increase in learning among the students. However, the heterogeneous results of the case vignettes show that even interdisciplinary lectures are not very efficient in acquiring the competence of \"transfer thinking\". Nevertheless, interdisciplinary teaching formats should shape the future of dental education, but they should be supplemented by interactive elements.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc43"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124497/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821581","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 medical competency training \"climate-sensitive health counseling\" - an interdisciplinary approach in planetary health education.","authors":"Benedikt Lenzer, Raphael Kunisch, Elke Hertig, Verina Wild, Katharina-Jaqueline Wabnitz, Christoph Josef Schindler, Marco Roos","doi":"10.3205/zma001838","DOIUrl":"10.3205/zma001838","url":null,"abstract":"<p><strong>Objective: </strong>This article presents the Medical Competency Training (MCT) in Climate-Sensitive Health Counseling (CSHC) of the medical faculty Augsburg. The development and implementation process is described and reflected upon. In integrating Planetary Health Education into the medical curriculum at the University of Augsburg, an attempt was made to address its complex requirements through collaboration among various university institutes.</p><p><strong>Project description: </strong>Three university institutes developed the MCT CSHC. It comprises in-person sessions and e-learning and is integrated into the 8^th semester of the curriculum. The development process incorporated the chapter \"planetary and global health\" from the National Competency-Based Learning Objectives Catalog for Medicine, as well as criteria for high-quality planetary health education. The MCT CSHC imparts knowledge about environmental changes and their health consequences. It also fosters communication skills and an ethically reflected attitude.</p><p><strong>Results: </strong>The MCT CSHC was implemented from 2023 onwards. All characteristics of high-quality planetary health education, were incorporated into the MCT, with particular emphasis on developing transformative competencies, such as the ability to communicate in a climate-sensitive manner. The teaching materials were made publicly available. The MCT CSHC was further developed based on student and instructor feedback.</p><p><strong>Conclusion: </strong>The challenge of implementing a planetary health teaching format was met through the development and curricular integration of the MCT CSHC. Crucial to this success was the inclusion of three distinct institute perspectives on the scientific and practical topics arising within CSHC. A course evaluation to assess the learning objectives is planned.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc44"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821710","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 competency in graduate education and training - implementation and evaluation of a case-based, interprofessional online seminar for pharmacists and physicians specializing in general practice.","authors":"Sabine Gehrke-Beck, Nicole Zimmermann, Stefan Wind, Ulrike Sonntag","doi":"10.3205/zma001842","DOIUrl":"10.3205/zma001842","url":null,"abstract":"<p><strong>Aim: </strong>Interprofessional competencies should be taught, over and above undergraduate education, in post-graduate continuing education. For better collaboration between the fields of medicine and pharmacy in regard to the safety of drug therapy in cases of polypharmacy, we designed an interprofessional training format for pharmacists and physicians specializing in general practice, which specifically aimed at improving the perception of roles and competencies by each professional group in order to improve everyday collaboration.</p><p><strong>Method: </strong>Based on an undergraduate teaching project in medicine and pharmacy, the Competence Center for Further Training in General Practice Berlin (Kompetenzzentrum Weiterbildung Allgemeinmedizin Berlin) and the Berlin Chamber of Pharmacists (Apothekerkammer Berlin) have developed a case-based, interprofessional seminar course for pharmacists (PH) independently pursuing continuing education and physicians pursuing specialization in general practice (GP trainees). Collaborative interdisciplinary discussions were held facilitated by interprofessional team teaching. The course, consisting of two teaching units, was offered in the evening in an easily accessible online format. The evaluation focused on participant satisfaction and changes in the perceptions of the other professional group.</p><p><strong>Results: </strong>A total of three online seminar sessions on different topics were held in 2023-24. Overall, 48 PH and 58 GP trainees participated. A total of 57 participants evaluated the course (response rate 54%). Of these, 55 would recommend the seminar course and all respondents assessed the interprofessional focus as helpful. They predominantly evaluated both the informational content and the opportunity for discussion as being appropriate. In the open-ended comments, becoming acquainted with the other professional group in the context of casework was identified as enriching. A total of 34 participants participated in a second evaluation after four weeks of professional work. Most of these respondents stated they were better able to discern the competencies of the other professional group; however, just barely half of them felt that interactions with the other professional group had improved. Individual participants, however, described difficulties making contact during routine work.</p><p><strong>Conclusion: </strong>An easily accessible, online seminar with interprofessional, case-based content received with a high level of acceptance and enabled interprofessional interaction. It led to an improvement in the perception of the other professional group's expertise, yet improvement in routine professional relations was limited.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 4","pages":"Doc48"},"PeriodicalIF":2.3,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13124496/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147821659","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":"Physician's role(s): Conceptual redesign and implementation of the lecture series \"Introduction to clinical medicine\" for the promotion of professional identity formation based on the physician's roles of the CanMEDS framework.","authors":"Moritz Schumm, Sandra Apondo, Antonius Schneider, Pascal O Berberat","doi":"10.3205/zma001826","DOIUrl":"10.3205/zma001826","url":null,"abstract":"<p><strong>Aim: </strong>The CanMEDS framework of the Royal college of physicians and surgeons of Canada and its role profile were originally contrived for the training of specialist physicians. But they also deliver an ideal teaching content to engage undergraduate medical students with the examination of their own professional development as well as with the institutional and social expectations of physicians. Integrating the physician's roles of CanMEDS into teaching can thus be recognized as an element of professional identity formation. As an example, the article presents a lecture series of the TUM Medical Education Center that implements the CanMEDS framework in its current version from 2015 into its teaching.</p><p><strong>Method: </strong>The article showcases the lecture series \"Introduction to clinical medicine\" that underwent a reconceptualization and gradual redesign starting with the 2022 winter semester. The general structure as well as content-specific outlines of the lecture series are presented in line with the respective roles of the CanMEDS framework. Special attention is payed to the applied teaching methods of the lecture series (impulse-based teaching, panel discussions, photo competition).</p><p><strong>Results: </strong>After currently two iterations assessments deliver a so far very positive résumé. Comprised of direct gradings as well as text comments by the students the evaluation offers first insights into the reception of the contents and methods (interactivity, reflective practice and duration).</p><p><strong>Conclusion: </strong>The positive feedback regarding the redesign so far is an encouragement for further adjustments in the chosen direction. A next step is to establish the used methods on a broader basis in lectures that involve elements of professional identity formation.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"43 3","pages":"Doc32"},"PeriodicalIF":2.3,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13054811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640226","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}