GERONTOLOGY & GERIATRICS EDUCATION最新文献

Engaging graduate students & lifelong learners with intergenerational justice issues. 让研究生和终身学习者参与代际正义问题。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-05-07 DOI: 10.1080/02701960.2026.2670594

Carson M De Fries, Leslie Hasche, Briana Kohlbrenner, Jill Eelkema, Ashley Taeckens, Asia Cutforth

{"title":"Engaging graduate students & lifelong learners with intergenerational justice issues.","authors":"Carson M De Fries, Leslie Hasche, Briana Kohlbrenner, Jill Eelkema, Ashley Taeckens, Asia Cutforth","doi":"10.1080/02701960.2026.2670594","DOIUrl":"https://doi.org/10.1080/02701960.2026.2670594","url":null,"abstract":"Generational equity issues, spanning politics, environmental sustainability, health care, and economic policy, are increasingly visible in public discourse, yet remain underexplored in gerontological education. This article presents an innovative graduate-level social work course that centers intergenerational justice as a framework for engaging students and lifelong learners in aging-related social justice topics. Through thematic modules, experiential activities, and interdisciplinary content, the course invites students to examine justice across and within age groups, challenging ageist assumptions and fostering cross-generational empathy. A unique iteration of the course incorporated older adult learners through partnership with a lifelong learning institute, enriching classroom dialogue and modeling inclusive pedagogy. Evaluation data revealed high student satisfaction, increased engagement, and reduced ageist attitudes across generations. Lessons learned highlight the importance of thoughtful facilitation, institutional support, and curricular adaptability. This course offers a replicable model for integrating aging content into generalist education and specialized courses that address equity across the lifespan. By reframing aging as a dynamic and justice-oriented domain, intergenerational justice education may help attract students with diverse interests to gerontology and address workforce gaps in aging-related fields.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-18"},"PeriodicalIF":1.3,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creating gerotechnologists: a call to action for university-based collaboration bridging gerontology and engineering. 创建老年技术专家：呼吁大学合作连接老年学和工程学。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-24 DOI: 10.1080/02701960.2026.2662284

M C Ehlman, Ryan Integlia, Reagan Lawrence, Jennifer Leigh Rodgers

{"title":"Creating gerotechnologists: a call to action for university-based collaboration bridging gerontology and engineering.","authors":"M C Ehlman, Ryan Integlia, Reagan Lawrence, Jennifer Leigh Rodgers","doi":"10.1080/02701960.2026.2662284","DOIUrl":"https://doi.org/10.1080/02701960.2026.2662284","url":null,"abstract":"This paper urges universities to form interdisciplinary partnerships between gerontology and engineering programs to develop curricula, mentor students, train faculty, and engage in community outreach. The goal is to equip gerontologists and engineers to advance technologies for healthy aging. Geriatric engineering is an emerging discipline that utilizes the iterative nature of the engineering design process in the development of gerotechnology, defined as compensatory and/or assistive technologies that promote healthy aging. Considering the growth of this discipline, the establishment of interdisciplinary university-based academic partnerships is critical. The paper details a multi-faceted partnership between gerontology and engineering to include two courses on artificial intelligence and machine learning in health care, a faculty development opportunity in gerotechnology, integration of artificial intelligence in nursing homes, identifying and utilizing a dedicated lab space for gerotechnology, conceptual expansion of a simulation model home promoting living-in-place, and the expansion of student mentoring. Additionally, the authors propose a model for fostering academic collaboration. There remains a dearth of literature describing university-based academic partnerships between engineering and gerontology, despite the global growth in the older adult population and the need for innovative technology promoting healthy aging.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-16"},"PeriodicalIF":1.3,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

"I feel more in control of my learning experience:" ungrading as an empowering approach to competency-based gerontological teaching and learning. "我感觉自己更能掌控自己的学习体验："取消评分作为基于能力的老年学教学和学习的一种赋权方法。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2024-10-31 DOI: 10.1080/02701960.2024.2421166

Jenny Inker, Michael J Forder

{"title":"\"I feel more in control of my learning experience:\" ungrading as an empowering approach to competency-based gerontological teaching and learning.","authors":"Jenny Inker, Michael J Forder","doi":"10.1080/02701960.2024.2421166","DOIUrl":"10.1080/02701960.2024.2421166","url":null,"abstract":"Ungrading is a constellation of pedagogical practices that seek to recenter the educational experience of learners as individuals by using detailed feedback rather than grades to assess the achievement of learning competencies. Ungrading practices have been employed in multiple disciplines in response to various concerns about traditional grading, including the tendency of grades to signal the end of learning, the ineffectiveness of grades in assessing competencies, and equity concerns. While the use of ungrading in gerontological teaching and learning appears to be largely unknown, it may offer a potentially powerful and innovative way to support students in attaining and demonstrating AGHE's gerontological competencies. This should be a key concern of all gerontology educators as the main goal is to develop a qualified workforce who can be employed across the aging services sector. A form of ungrading known as grade anarchy was piloted in three master's level gerontology courses and student and instructor feedback was gathered to assess reactions to the pilots. Students were mostly supportive, reporting that they felt less stressed and more motivated to learn, while some preferred traditional grading as they perceived its structure was clearer. The instructor experienced a steep learning curve followed by the observation that ungrading was freeing for the instructor as well, allowing a more individualized approach to student learning that resulted in greater clarity with regard to learners' mastery of the selected AGHE competencies and the course learning objectives.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"139-151"},"PeriodicalIF":1.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing for a longevity-ready society. 为长寿社会做准备。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2026-05-04 DOI: 10.1080/02701960.2026.2662810

Darren Liu, Karen Kopera-Frye

引用次数: 0

4Ms for age-friendly chiropractic care: student perceptions following a brief educational intervention. 年龄友好型脊椎按摩护理：学生在简短教育干预后的看法。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2025-05-14 DOI: 10.1080/02701960.2025.2503948

Stacie A Salsbury, Lisa Z Killinger, Judy L Bhatti, Elissa Twist

{"title":"4Ms for age-friendly chiropractic care: student perceptions following a brief educational intervention.","authors":"Stacie A Salsbury, Lisa Z Killinger, Judy L Bhatti, Elissa Twist","doi":"10.1080/02701960.2025.2503948","DOIUrl":"10.1080/02701960.2025.2503948","url":null,"abstract":"Health care organizations and professionals are encouraged to adopt the 4Ms of age-friendly health systems to improve clinical care for older adults. This project explored chiropractic student perceptions of the 4Ms (what matters, mobility, mentation, medication) before and after a brief educational intervention. This study used a pretest, posttest design with multiple student cohorts enrolled in a required geriatrics course. Over 4 cohorts, 298 students participated in 50-minute 4Ms training and in-class discussions, 295 self-rated their 4Ms knowledge on a 5-point scale, and 182 provided written feedback. The percentage of students who self-rated their 4Ms knowledge as high/very high before versus after training were: 4Ms description (0% vs. 74.5%); 4Ms general use (0.3% vs. 66.3%); teach others about 4Ms (0% vs. 50.5%); and implement 4Ms in clinical practice (0.3% vs. 55.6%). In the written feedback, 133 students described 1 M (n = 63), 2 Ms (n = 27), 3 Ms (n = 14), 4Ms (n = 14), or the 4Ms general framework (n = 15). Feedback included examples of welcoming older adult clients, age-friendly office layout, care protocols, and changes in knowledge or confidence. Students who participated in an educational intervention reported higher 4Ms self-knowledge and identified ways to integrate 4Ms into age-friendly chiropractic care. Targeted, skills-based training may enhance 4Ms implementation into clinical practice.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"272-286"},"PeriodicalIF":1.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144015080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing certified nursing assistants' interest in well-being-oriented continuing education to improve job sustainability and career progression. 评估持证护理助理对以福祉为导向的继续教育的兴趣，以提高工作的可持续性和职业发展。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2025-05-07 DOI: 10.1080/02701960.2025.2500092

Anita M Reina, Ashley N Adawi Suker, Fiona Douglas, Kerstin Emerson, Ke'von T Hamilton, Austin D Dobbs, Curtis Harris, Jenay M Beer, Lisa M Renzi-Hammond

{"title":"Assessing certified nursing assistants' interest in well-being-oriented continuing education to improve job sustainability and career progression.","authors":"Anita M Reina, Ashley N Adawi Suker, Fiona Douglas, Kerstin Emerson, Ke'von T Hamilton, Austin D Dobbs, Curtis Harris, Jenay M Beer, Lisa M Renzi-Hammond","doi":"10.1080/02701960.2025.2500092","DOIUrl":"10.1080/02701960.2025.2500092","url":null,"abstract":"The US population is aging rapidly, and the direct care workforce is currently insufficient to meet the healthcare demands of the aging population. Low-wage, high-stress healthcare careers, such as certified nursing assistants (CNAs) in direct care settings, have limited opportunities for career advancement, low professional fulfillment, and a particularly high turnover rate. One solution is to provide educational opportunities that support career advancement and improve professional fulfillment. This study explored factors contributing to CNAs' career progression opportunities, job satisfaction, burnout, and educational needs. 221 currently employed CNAs (M = 36.45 ± 10.84; 73.3% female) completed a 20-item electronic survey containing demographics, career satisfaction, career progression opportunities, and continuing education interests/motivations items. A sample subset also completed the Professional Fulfillment Index. Participants (N = 221; M = 36.45 ± 10.84; 73.3% female) reported high satisfaction in their career choice (M = 4.17/5.00 ± 1.00) but only moderate satisfaction with their career progression opportunities (M = 3.76/5.00 ± 1.21). Those who were satisfied with career progression opportunities were less likely to experience burnout (OR = 0.51, p < 0.001) and more likely to experience increased professional fulfillment (OR = 2.42, p < 0.001). Educational opportunities focused on easing burnout, promoting well-being, and providing training that directly translates to career progression may promote career fulfillment and reduce turnover.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"237-255"},"PeriodicalIF":1.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144062670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating gerontology into celebrations of the 100th day of school: examining the feasibility of ageism-reducing resources for preschool to second-grade teachers. 将老年学纳入学校100天的庆祝活动：探讨为学龄前至二年级教师提供减少年龄歧视资源的可行性。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2025-07-01 DOI: 10.1080/02701960.2025.2525347

Tina M K Newsham, Daniel Alston, Cynthia Hancock, Katherina Nikzad-Terhune, Lisa Borrero, Sarah Tesar, Ellen Vogler, Sandra McGuire, Elizabeth Fugate-Whitlock

{"title":"Integrating gerontology into celebrations of the 100th day of school: examining the feasibility of ageism-reducing resources for preschool to second-grade teachers.","authors":"Tina M K Newsham, Daniel Alston, Cynthia Hancock, Katherina Nikzad-Terhune, Lisa Borrero, Sarah Tesar, Ellen Vogler, Sandra McGuire, Elizabeth Fugate-Whitlock","doi":"10.1080/02701960.2025.2525347","DOIUrl":"10.1080/02701960.2025.2525347","url":null,"abstract":"Negative perceptions of aging can form early in life and become difficult to change. Children are inundated with ageist messages through various sources and internalize those ideas without questioning them. Those who hold positive views of aging tend to be healthier, live longer, and engage more meaningfully and ethically with others. To promote such outcomes, children must be taught about aging early on. Teachers are positioned to do this work but must have the proper tools. The purpose of this project was to provide teachers with evidence-based educational materials related to aging and centenarians. We created a digital toolkit about aging and ageism with options for celebrating the 100th day of school in a way that reinforces academic content while supporting age-inclusivity. We used a mixed-methods approach to examine the feasibility of and gather feedback on the digital toolkit with 40 teachers and obtained a complete dataset from 25. Quantitative data were collected pre- and post-lesson implementation using the 12-item Expectations Regarding Aging Survey. Qualitative data were collected through open-ended survey questions and semi-structured interviews. Six teachers were observed. The data revealed a statistically significant improvement in expectations about aging (p < 0.05) and strong qualitative support for the digital toolkit.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"316-331"},"PeriodicalIF":1.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144545379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Frontiers in aging: a novel geriatrics elective for medical students. 老化的前沿：一个新的老年医学选修医学生。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2025-06-02 DOI: 10.1080/02701960.2025.2513599

Aman Narayan, Deborah G Freeland, Vivyenne Roche

{"title":"Frontiers in aging: a novel geriatrics elective for medical students.","authors":"Aman Narayan, Deborah G Freeland, Vivyenne Roche","doi":"10.1080/02701960.2025.2513599","DOIUrl":"10.1080/02701960.2025.2513599","url":null,"abstract":"Older adults often have complex medical and psychosocial health-care needs, and graduating medical students frequently feel ill-equipped to adequately address these issues. Frontiers in Aging (FiA) is a 4-week geriatric medicine elective for senior medical students pursuing various specialties that care for older adults. The curriculum centers around a healthy man in his 60s who develops comorbidities as he ages. Interdisciplinary team members deliver this curriculum based on geriatric medicine competencies. Dynamic evidence-based medicine sessions employ interactive instructional methods and integrate necessary residency skills. The course has been delivered for 6 years, two of which were virtual due to COVID-19. Pre- and post-course surveys assessed curricular feasibility, utility, and acceptability. One hundred sixty students enrolled across 3 years with nearly 90% completion of each survey. Respondents indicated that 97% of sessions covered novel content. The evaluations revealed: (1) the course was engaging and enjoyable, (2) the course content was novel and practical, (3) the skills and information were useful for future careers across specialties. Notably, 96% (134/140) of students would choose this course again. FiA is a multimodal elective that conveys core geriatric medicine competencies to medical students pursuing various specialties and is effective for in-person and virtual formats.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"307-315"},"PeriodicalIF":1.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144209857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing trauma-informed care for older veterans: clinician perspectives on trauma practices and curricular needs. 加强对老年退伍军人的创伤知情护理：创伤实践和课程需求的临床医生观点。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2024-12-02 DOI: 10.1080/02701960.2024.2433205

Kelly A O'Malley, Stella T Park, Maya Tadmor, Katherine Kemp, Anica Pless Kaiser, Hannah M Bashian, Lola Baird, Jennifer A Moye

{"title":"Enhancing trauma-informed care for older veterans: clinician perspectives on trauma practices and curricular needs.","authors":"Kelly A O'Malley, Stella T Park, Maya Tadmor, Katherine Kemp, Anica Pless Kaiser, Hannah M Bashian, Lola Baird, Jennifer A Moye","doi":"10.1080/02701960.2024.2433205","DOIUrl":"10.1080/02701960.2024.2433205","url":null,"abstract":"Trauma-informed care is mandated in long-term care settings in the United States; however, little is known about clinicians' perspectives on trauma-informed care educational needs. To address this gap, we gathered responses to closed- and open-ended questions from two samples who work with older adults: (1) hospice and palliative care staff (N = 279) completing a recurring bi-annual survey, and (2) clinicians from diverse settings (N = 242) responding to live polling during a Veterans Affairs (VA) national webinar. Results of qualitative and quantitative analysis revealed that both routinely screened for trauma history or posttraumatic stress disorder (PTSD). Hospice and palliative care clinicians reported the least confidence in recognizing trauma and responding to trauma disclosures, while one-fifth of VA clinicians reported hesitancy to assess trauma history. Hospice and palliative staff were more confident in their knowledge of effects of trauma and applying the trauma-informed principle of \"respect.\" Both groups expressed interest in additional training, specifically videos, case examples, toolkits, and attention to organizational and personal impacts of working with those with PTSD, aligning with SAMHSA recommendations. Findings identified focal areas for trauma-informed care curriculum; however, future work should fully assess current practices and gaps to inform practical, case-based, and self-efficacy focused curriculum development.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"152-167"},"PeriodicalIF":1.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12127495/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773535","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}

引用次数: 0

Emeriti professors' perceptions: qualitative research exploring involvement in university activities. 名誉教授的看法：探讨参与大学活动的定性研究。

IF 1.3

GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2026-04-01 Epub Date: 2025-01-01 DOI: 10.1080/02701960.2024.2446944

Karen Devereaux Melillo, Ramraj Gautam, Sarawut Sritan, Montri Khumrungsee

{"title":"Emeriti professors' perceptions: qualitative research exploring involvement in university activities.","authors":"Karen Devereaux Melillo, Ramraj Gautam, Sarawut Sritan, Montri Khumrungsee","doi":"10.1080/02701960.2024.2446944","DOIUrl":"10.1080/02701960.2024.2446944","url":null,"abstract":"In 2020, the UMass Lowell (UML) Age-Friendly University (AFU) campus administered the Age-Friendly Inventory and Campus Climate Survey (ICCS) in partnership with UMass Boston. The results identified a need for campus improvement related to \"involving retired faculty in university activities\" (AFU Principle 9). In response to this finding, an IRB-approved follow-up survey was distributed to UML retired faculty and emeriti professors, the end of which invited respondents to participate in one-hour virtual qualitative interviews to explore the research question: What are the perceptions of retired faculty and emeriti professors regarding AFU Principle 9? Emeriti professor interviews (n = 19) were held in 2021. Four researchers completed the content analyses, which revealed six major themes: promoting intergenerational learning (IGL) activities; considering emeritus group; being proactive; supporting continued UML relationships; meaning of emeritus and preferred engagement; actual and perceived benefits. The findings offer guidance as to how AFU principles can serve as a guide to benefit both retired faculty and emeriti professors, students, and the UML community through understanding of this untapped resource.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"168-184"},"PeriodicalIF":1.3,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142915906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0