GERONTOLOGY & GERIATRICS EDUCATION最新文献_第4页

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

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

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

Developing and validating an intervention-specific knowledge assessment for person-centered communication in nursing home continuing education. 在疗养院继续教育中发展并验证以人为本的沟通的干预特定知识评估。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-12-25 DOI: 10.1080/02701960.2024.2444922

Yelena Perkhounkova, Clarissa Shaw, Maria Hein, Carissa K Coleman, Kristine Williams

{"title":"Developing and validating an intervention-specific knowledge assessment for person-centered communication in nursing home continuing education.","authors":"Yelena Perkhounkova, Clarissa Shaw, Maria Hein, Carissa K Coleman, Kristine Williams","doi":"10.1080/02701960.2024.2444922","DOIUrl":"10.1080/02701960.2024.2444922","url":null,"abstract":"Purpose: The assessment of knowledge gain from educational interventions is a common practice in dementia care research. This study aimed to refine and validate the Changing Talk Scale (CHATS), a tool for assessing knowledge of effective and person-centered communication in nursing home staff. CHATS was integrated into the Changing Talk: Online (CHATO) education program to measure the knowledge gains resulting from it.Methods: Test items for CHATS were created based on the 13 learning objectives of CHATO. These items underwent iterative revisions based on psychometric analyses across four pilot studies, culminating in two 13-item alternate forms. These forms were evaluated using psychometric analysis and linear mixed modeling with 664 staff members from 15 nursing homes across the US.Results: The reliability of CHATS, measured by Cronbach's α, was .56 and .49 pre-education, and .70 and .77 post-education for the two forms respectively. The mean CHATS scores were higher for staff with higher education levels and increased after the CHATO, irrespective of staff or nursing home characteristics.Conclusions: The development and validation of a test to capture knowledge requires the consideration of multiple aspects. CHATS effectively demonstrated knowledge gains from the CHATO intervention across various types of staff.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"295-309"},"PeriodicalIF":0.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12018141/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142898914","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

Student-teacher communication preferences in Taiwanese older learners. 台湾老年学习者的师生交流偏好。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-03-25 DOI: 10.1080/02701960.2024.2334734

Chin-Hui Chen

引用次数: 0

Comparison of face to face and online delivery of a dementia-specific experiential learning activity. 老年痴呆症体验式学习活动的面对面授课与在线授课的比较。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-06-21 DOI: 10.1080/02701960.2024.2366279

Brandy Schwarz, Mike V Richardson, Kathlene Camp, Rene Thomas

{"title":"Comparison of face to face and online delivery of a dementia-specific experiential learning activity.","authors":"Brandy Schwarz, Mike V Richardson, Kathlene Camp, Rene Thomas","doi":"10.1080/02701960.2024.2366279","DOIUrl":"10.1080/02701960.2024.2366279","url":null,"abstract":"During the COVID-19 pandemic, healthcare professions shifted from face to face(F2F) to online educational delivery methods. Research evaluating the effectiveness of online educational delivery is mixed.The purpose of this study was to compare the effectiveness of a dementia-specific experiential learning activity(ELA) delivered to Doctor of Physical Therapy(DPT) students face to face(F2F) versus online. Participants included a sample of DPT students (n = 171) from four consecutive cohorts. In this quasi-experimental, single-site two-factor design study, students participated in either a F2F(n = 84) or online version (n = 87) of an ELA. They completed a dementia survey pre-(T1) and post-ELA(T2). Pre- and post-survey analysis demonstrated significant improvements between T1 and T2 for both groups. The interaction of group by time F(1,169) = 287.61, p < 0.01 indicates a main effect for groups over time. Analysis did not demonstrate significance between versions for T1 or T2. The interaction of time by group F(1,169) = 1.08, p = 0.30 indicates there was not an interaction of time by group.This study provided strong evidence that students benefitted from the dementia-specific ELA regardless of delivery method. Both methods proved equally effective, as there was no statistically significant difference between them. Programs may consider online experiences to increase schedule flexibility and content accessibility.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"244-253"},"PeriodicalIF":0.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141437666","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

Evaluation and comparison of aging education for undergraduates across multiple fields of study. 评估和比较多个研究领域的本科生老龄化教育。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2024-04-01 DOI: 10.1080/02701960.2024.2334738

Suzanne R Hawley, Theresa St Romain, Nicole Rogers

{"title":"Evaluation and comparison of aging education for undergraduates across multiple fields of study.","authors":"Suzanne R Hawley, Theresa St Romain, Nicole Rogers","doi":"10.1080/02701960.2024.2334738","DOIUrl":"10.1080/02701960.2024.2334738","url":null,"abstract":"The college years represent a key opportunity for broadening the future gerontology workforce by introducing students to the aging content that may influence their career decisions, yet this content is often limited to students with behavioral health and health professions majors. The present study sought to determine the degree to which a Midwestern university's general education course on aging could increase learning, interest, knowledge, and ability to use knowledge for undergraduates across multiple fields of study. Participants included 560 undergraduate students, 48% of which were health professions majors, 28% behavioral health majors, and 23% majors in other fields. While all groups reported significant increases in learning, knowledge, and interest in aging studies, ANOVA found significant differences by students' field of study in reported ability to apply course knowledge in their career or organization. As demand increases for workers versed in the needs of the older adult population, it will be important for educators to incorporate career connections into aging studies coursework and make abundantly clear how students in all fields of study are necessary for the future gerontological workforce.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"223-231"},"PeriodicalIF":0.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337176","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

Evaluation of pharmacy student empathy toward patients living with Alzheimer's disease and related dementias and caregivers following a dementia simulation. 评估药学学生对阿尔茨海默病及相关痴呆患者和痴呆模拟后护理人员的同理心。

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GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2025-04-01 Epub Date: 2025-02-25 DOI: 10.1080/02701960.2025.2465675

Devin Lavender, Blake R Johnson, Linda Logan, Jordan Glasgow, Danielle Vitale, Joshua Caballero

{"title":"Evaluation of pharmacy student empathy toward patients living with Alzheimer's disease and related dementias and caregivers following a dementia simulation.","authors":"Devin Lavender, Blake R Johnson, Linda Logan, Jordan Glasgow, Danielle Vitale, Joshua Caballero","doi":"10.1080/02701960.2025.2465675","DOIUrl":"10.1080/02701960.2025.2465675","url":null,"abstract":"Alzheimer's Disease and Related Dementias (ADRD) is a leading cause of death in the United States, with national goals in place to improve the quality of care provided to this population. With little available literature on empathy training for pharmacy students in caring for patients living with ADRD, this study outlined the implementation process of an immersive sensory experience, the Virtual Dementia Tour (VDT), into a Doctor of Pharmacy curriculum and evaluated the impact of the experience on pharmacy students' empathy for persons living with ADRD. After completing the VDT, quantitative analysis demonstrated a significant reduction in the pharmacy students' ability to capably complete tasks and relax, and a positive change in their perceptions of the need for improved care for persons living with ADRD. Qualitative analytical approaches identified themes of \"Empathy,\" \"Patient Care and Advocacy,\" \"Education,\" as well as the cognitive, mental, and physical impact of the experience. Valuable lessons learned while providing ADRD empathy training to Doctor of Pharmacy students includes reallocation of faculty resources, curricular development of an innovative empathy-building experience for students, and improved experience delivery efficiency. Overall, a significant change in pharmacy students' empathy toward patients living with ADRD was observed.","PeriodicalId":46431,"journal":{"name":"GERONTOLOGY & GERIATRICS EDUCATION","volume":" ","pages":"310-323"},"PeriodicalIF":0.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143504774","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