GERONTOLOGY & GERIATRICS EDUCATION最新文献_第2页

Interprofessional geriatric education in a post-pandemic world: comparing outcomes of in-person versus virtual simulations. 大流行后世界的跨专业老年教育：面对面与虚拟模拟结果的比较

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-05-17 DOI: 10.1080/02701960.2025.2505648

Diane Brown, Cynthia Hovland, Susan Hazelett, Barbara E Milliken, Mary Gergis, Jennifer K Davis, Jennifer Drost, Susan M Fosnight, Denise Kropp, Michelle Gareri, Brandi Chrzanowski, Darcia L Simpson, Jessica S Wilson, Carol A Kridler, Kristin R Baughman, Margaret Sanders

{"title":"Interprofessional geriatric education in a post-pandemic world: comparing outcomes of in-person versus virtual simulations.","authors":"Diane Brown, Cynthia Hovland, Susan Hazelett, Barbara E Milliken, Mary Gergis, Jennifer K Davis, Jennifer Drost, Susan M Fosnight, Denise Kropp, Michelle Gareri, Brandi Chrzanowski, Darcia L Simpson, Jessica S Wilson, Carol A Kridler, Kristin R Baughman, Margaret Sanders","doi":"10.1080/02701960.2025.2505648","DOIUrl":"https://doi.org/10.1080/02701960.2025.2505648","url":null,"abstract":"Interprofessional education (IPE) enhanced with simulation for pre-licensure health care students can be used to teach a collaborative interprofessional team approach to promote positive health outcomes in the older adult population. Little is known about outcome differences between in-person and virtual IPE. A multi-step, simulation-enhanced IPE was developed based on Wagner's Chronic Care and Constructivism Active Learning theoretical frameworks and implemented in-person and virtually for cohort comparison. Learning outcomes were the advancement of interprofessional collaborative competencies. Two cohorts of students from nursing, pharmacy, counseling, social work, and speech therapy, participated in consecutive Fall semesters (n = 74 in-person, n = 74 virtual). Pre- and post-IPE measures of teamwork using the Interprofessional Socialization and Valuing Scale (ISVS) total and individual items showed within-group advancement of competencies (p = 0.0054 in-person, p = 0.0024 virtual). Comparison between groups of pre/post mean change scores on five ISVS items showed no statistically significant difference. Satisfaction ratings using a researcher-created survey of items on a 5-point Likert scale demonstrated significantly higher scores for in-person education on 7 out of 10 individual items and the overall satisfaction rating, (p < 0.5). Virtual learning has become more commonplace following the pandemic, and these results suggest there are benefits for both methods.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-13"},"PeriodicalIF":0.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144086779","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

A critical reflection of an intergenerational, student-led team bringing social robots and research to older adults in the community. 这是一个由学生领导的跨代团队为社区中的老年人带来社交机器人和研究的批判性反映。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-05-17 DOI: 10.1080/02701960.2025.2507413

Hiro Ito, Helen Banh, Karen Lok Yi Wong, Lily Wong, Sahar Allen, Lillian Hung

{"title":"A critical reflection of an intergenerational, student-led team bringing social robots and research to older adults in the community.","authors":"Hiro Ito, Helen Banh, Karen Lok Yi Wong, Lily Wong, Sahar Allen, Lillian Hung","doi":"10.1080/02701960.2025.2507413","DOIUrl":"https://doi.org/10.1080/02701960.2025.2507413","url":null,"abstract":"Knowledge translation and exchange to promote the health and well-being of older adults requires collaborative relationships between researchers and knowledge users. Students are uniquely positioned to engage with the community and bridge these science-practice gaps. In this paper, we highlight key lessons learned from our interdisciplinary and intergenerational team's critical reflections on our experiences and learnings bringing the LOVOT social robot to engagement sessions with older adults in our community. Our critical reflection process followed the reflection framework by Rolfe et al. (2001), guided by three questions: (1) \"What?\", (2) \"So what?,\" and (3) \"Now what?\" We conducted thematic analysis on our collective reflections. Three key learnings emerged from our critical reflections: (1) the values of meaningful interactions between older adults in our community and our team; (2) the diversity of backgrounds and perspectives of older adults in our community; and (3) factors that supported or challenged our community engagement sessions. We conclude with six recommendations for future student-led community engagement sessions.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144086807","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

Exploring retired and emeriti professors' areas of interest in intergenerational initiatives: Enhancing Age-Friendly University (AFU) principles. 探索退休和退休教授对代际倡议感兴趣的领域：加强老年友好大学（AFU）原则。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-05-15 DOI: 10.1080/02701960.2025.2502548

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

{"title":"Exploring retired and emeriti professors' areas of interest in intergenerational initiatives: Enhancing Age-Friendly University (AFU) principles.","authors":"Ramraj Gautam, Sarawut Sritan, Montri Khumrungsee, Karen Devereaux Melillo","doi":"10.1080/02701960.2025.2502548","DOIUrl":"10.1080/02701960.2025.2502548","url":null,"abstract":"The 2019 Age-Friendly University (AFU) Inventory and Climate Survey found respondents of a US northeast university identified involving retired faculty in university activities as an area for improvement. Guided by the AFU Principles 9 (engage actively with the university's own retired community) and 4 (promote intergenerational learning), and age-inclusivity domains of higher education (AIDHE), the objectives of this study were to identify retired and emeriti professors' areas of interest in providing intergenerational educational, research, service activities and in establishing a retired and emeriti professor association. The complete study was a sequential explanatory mixed methods study design. This study report is focused on the quantitative results component. After IRB approval, an online Qualtrics survey was sent to 315 retired and emeriti professors. Eighty-six (27.3%) participants responded to the survey. About 60% reported interest in guest lecturing either online or face-to-face, and 48% reported interest in sharing retirement experiences with students, and 79% were supportive or very supportive in establishing a retired and emeriti professors (REP) association. The descriptive analysis identified several opportunities to engage REP in intergenerational initiatives. The AFU principles and AIDHE domains are discussed in the context of REP in intergenerational relationships benefiting both students, REP, and the university.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081311","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

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。

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GERONTOLOGY & GERIATRICS EDUCATION Pub 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":"https://doi.org/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":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2025-05-14","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

The need for culturally responsive teaching in death education: a call to action. 在死亡教育中进行文化反应教学的必要性：行动呼吁。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-05-12 DOI: 10.1080/02701960.2025.2502540

Autumn Decker, Raven H Weaver, Cory Bolkan

{"title":"The need for culturally responsive teaching in death education: a call to action.","authors":"Autumn Decker, Raven H Weaver, Cory Bolkan","doi":"10.1080/02701960.2025.2502540","DOIUrl":"https://doi.org/10.1080/02701960.2025.2502540","url":null,"abstract":"With an aging population growing in size and diversity, more older adults will need support from the future geriatric workforce. Professional services will face issues related to end-of-life, making knowledge about death, grief, and loss essential. Most, however, report inadequate access to gerontological, geriatrics, or death education, particularly delivered with cultural humility. Colleges/universities can help fill this gap through formal death-and-dying-curricula, but faculty often feel unprepared to teach these sensitive topics. This study explored the experiences (e.g. lessons learned, best practices) of 27 instructors teaching death-related courses via semi-structured interviews. A consistent concern emerged among faculty regarding limited resources on cultural diversity. This prompted a post-hoc analysis of the existing data via a deductive content analytic approach to explore how a culturally responsive-sustaining (CR-S) education framework could inform future work. Evidence to support all four principles of CR-S emerged and three additional principles were identified that may build on the CR-S framework. Findings emphasize the need for more culturally relevant materials and multidisciplinary course delivery. We offer actionable suggestions for integrating cultural humility into death education and advocate for amplifying diverse voices in the field.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144032239","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

The ethnogeriatric imperative: strategies for increasing Black physician representation in geriatric medicine. 民族老年医学的当务之急：增加黑人医生在老年医学代表性的策略。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-05-07 DOI: 10.1080/02701960.2025.2501188

Brandy Harris Wallace, Leanne Clark-Shirley, Pallavi Rao Podapti, Rosie Anderson, Raya Elfadel Kheirbek

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。

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GERONTOLOGY & GERIATRICS EDUCATION Pub 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":"https://doi.org/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":"1-19"},"PeriodicalIF":0.8,"publicationDate":"2025-05-07","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

Development and implementation of an anti-ageism curriculum for medical students. 为医科学生制定和实施反年龄歧视课程。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-05-04 DOI: 10.1080/02701960.2025.2500087

Ravishankar Ramaswamy, Stephanie W Chow, Noelle Marie Javier

{"title":"Development and implementation of an anti-ageism curriculum for medical students.","authors":"Ravishankar Ramaswamy, Stephanie W Chow, Noelle Marie Javier","doi":"10.1080/02701960.2025.2500087","DOIUrl":"https://doi.org/10.1080/02701960.2025.2500087","url":null,"abstract":"Ageism refers to the stereotypes (how we think), prejudice (how we feel) and discrimination (how we act) directed toward people on the basis of their age. Ageism is rampant and pervasive, often socially acceptable; however, it can be harmful to older adults' health and longevity. Education can reduce ageism, especially when coupled with intergenerational contact interventions. We conceptualized and implemented an anti-ageism curriculum for third year medical students to improve their awareness, attitudes and behaviors toward older people. First, we assigned students to engage in self-directed learning and reflection. Then, we had an hour-long interactive virtual didactic session involving case discussions, facilitated by interprofessional faculty. Then, we elicited students' commitment to change related to anti-ageism. We found a significant increase in students' self-assessed confidence in identifying ageist remarks and actions and in reducing their own ageist biases. Our curriculum was associated with an increase in medical students' perception that older patients are more appreciative of the care they receive and a decrease in their perception that taking a medical history from older patients is frequently an ordeal.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-11"},"PeriodicalIF":0.8,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144064962","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

In their shoes: multimodal training using virtual reality to improve knowledge and confidence in caring for LGBTQ+ older adults. 站在他们的角度：利用虚拟现实进行多模式培训，提高照顾LGBTQ+老年人的知识和信心。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-19 DOI: 10.1080/02701960.2025.2491520

Vinita Shastri, Chalise Carlson, Dat-Hoang Gia, Ravnit Bhatia, Michael Vallario, Shannon Healer, Sowmya Iyer, Christine E Gould

{"title":"In their shoes: multimodal training using virtual reality to improve knowledge and confidence in caring for LGBTQ+ older adults.","authors":"Vinita Shastri, Chalise Carlson, Dat-Hoang Gia, Ravnit Bhatia, Michael Vallario, Shannon Healer, Sowmya Iyer, Christine E Gould","doi":"10.1080/02701960.2025.2491520","DOIUrl":"https://doi.org/10.1080/02701960.2025.2491520","url":null,"abstract":"LGBTQ+ older adults experience health disparities disproportionately and face age, sexual identity, and gender identity discrimination, yet education is lacking amongst health care professionals. Virtual reality (VR) is a potential tool to combat prejudice and unrecognized bias in clinicians, which is imperative for improving care for marginalized populations. We implemented a multimodal workshop on the care of LGBTQ+ older adults using case-based learning (Aquifer Geriatrics), VR simulation (Embodied Labs), and a discussion with LGBTQ+ Veteran Care Coordinators. A retrospective pre and post survey was collected to ascertain the workshop's effect on learner confidence and knowledge of caring for this population, along with the effectiveness of VR in medical education. Responses were measured on a Likert scale of 1-10, with improvement measured by comparing the increase in scores before and after training. The post survey included an open-ended prompt regarding intent to use learning. The workshop was held 3 times with 33 survey respondents. Results indicated significantly increased knowledge/confidence in all areas. Free text data analysis identified ways respondents intended to apply the learning in everyday work. These findings suggest this workshop was considered an effective teaching strategy that improved confidence and knowledge, and channeled empathy for this underrepresented population.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-14"},"PeriodicalIF":0.8,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144062673","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

Inspiring tomorrow's geriatricians: a qualitative exploration of the facilitators and barriers to medical students choosing geriatric medicine. 鼓舞明天的老年病医生：对医学生选择老年医学的促进因素和障碍的定性探索。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-15 DOI: 10.1080/02701960.2025.2488781

Grace Me Pearson, Sally Dowling, Yoav Ben-Shlomo, Emily J Henderson

{"title":"Inspiring tomorrow's geriatricians: a qualitative exploration of the facilitators and barriers to medical students choosing geriatric medicine.","authors":"Grace Me Pearson, Sally Dowling, Yoav Ben-Shlomo, Emily J Henderson","doi":"10.1080/02701960.2025.2488781","DOIUrl":"https://doi.org/10.1080/02701960.2025.2488781","url":null,"abstract":"Education in the care of older people, beginning at undergraduate-level, will help to meet the needs of our aging population. Thus, we need to understand why and in what ways medical students have difficulty engaging with older people and geriatric medicine. Twenty-two medical students studying at the University of Bristol (UK) participated in focus groups, exploring their attitudes toward older people and toward geriatric medicine. Five themes were derived using reflexive thematic analysis. Relationships with older relatives contribute toward students' perceptions of older patients and can enhance their empathy. However, some compartmentalize personal experiences from professional practice to mitigate moral distress. Students are aware of ageism, and in turn encounter challenging views among the older population, which both present significant challenges. It was clear that career decision-making is multi-faceted; inspiring role models, welcoming learning environments, and undergraduate experience were all important. Critically, undergraduate exposure to the full breadth of geriatric medicine and the spectrum of aging was key to changing students' negative pre-conceptions about caring for older people and geriatric medicine. Undergraduate medical education offers a crucial point during medical training where we can intervene to improve the attitudes of and inspire career interest in tomorrow's doctors.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020662","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