Clinical Teacher最新文献

{"title":"Reinforcing Clinical Skills Amid AI Advancements: A Response to ‘The Role of AI in Reshaping Medical Education’","authors":"Lien-Chung Wei, Hsien-Jane Chiu","doi":"10.1111/tct.70106","DOIUrl":"https://doi.org/10.1111/tct.70106","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074483","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}

{"title":"How to Codeliver Translational Health Service Research Education With Clinicians Through Effective Governance","authors":"Robyn Taylor,&nbsp;Nazlee Siddiqui,&nbsp;Bridget Farrell,&nbsp;Sarah Ng","doi":"10.1111/tct.70104","DOIUrl":"https://doi.org/10.1111/tct.70104","url":null,"abstract":"<p>Healthcare organisations and academic institutions are realising the value of codelivering health service translational research education serving dual purposes of (1) student research skills development and (2) health service improvements. Those initiatives are often coordinated through collaborative partnerships between healthcare organisations and universities. However, there is limited guidance for institutions about how to set up effective governance for the management of applied research education. In this paper, we draw from our collective experience of university educators and health professionals, delivering translational research education between two universities and four state-level public health organisations or local health districts. Specifically, we present practical insights of four critical governance elements: academic and industry project management, collaborative supervision, team teaching approach and an interorganisational governance structure. These insights contribute learning on how to set up the required governance to effectively operationalise and codeliver translational research education in clinical health settings. This can assist universities and healthcare organisations to develop similar programs for quality education and impact, health workforce development, and service improvement.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944490","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":"Correction to “The Clinical Teacher's Viewpoint From Classroom to Clinic: Supporting Widening Participation Students Across the Continuum of Medical Education”","authors":"","doi":"10.1111/tct.70105","DOIUrl":"https://doi.org/10.1111/tct.70105","url":null,"abstract":"<p>\u0000 <span>Simpson, A.</span>, <span>Sartania, N.</span>, <span>Haque, E.</span> and <span>Merriman, A.</span> (<span>2025</span>), <span>The Clinical Teacher's Viewpoint From Classroom to Clinic: Supporting Widening Participation Students Across the Continuum of Medical Education</span>. <i>Clin Teach</i>, <span>22</span>: e70044. https://doi.org/10.1111/tct.70044\u0000 </p><p>Both the article type and title were corrected to “Viewpoint” and “From Classroom to Clinic: Supporting Widening Participation Students Across the Continuum of Medical Education” respectively.</p><p>We apologize for this error.</p>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143944919","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":"Challenges With Clinical Feedback Provision in Northern Malawi","authors":"Dorothy Ndekha Mbawa,&nbsp;Alice Konyani,&nbsp;Balwani Mbakaya,&nbsp;Thokozani Bvumbwe,&nbsp;Ellemes Phuma-Ngaiyaye","doi":"10.1111/tct.70103","DOIUrl":"https://doi.org/10.1111/tct.70103","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Feedback is vital for students' learning, skill development, reflection and bridging performance gaps, contributing to high-quality care. However, evidence reveals gaps in its delivery. This study aimed to explore the challenges clinical teachers face during feedback provision in Northern Malawi.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study employed a qualitative approach utilizing descriptive phenomenological design. Twenty participants with 6- to 12-year clinical teaching experience were conveniently sampled. Eleven had bachelor's degrees, eight held master's degrees and one had a PhD. Data were collected through in-depth face to face interviews and manually analysed using thematic analysis according to Braun and Clarke's six phase framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study identified three main themes in providing feedback: (1) clinical teacher challenges, (2) student challenges and (3) clinical facility challenges. Clinical teachers reported time constraints, large student numbers, lack of formal training and insufficient faculty support. Students' fear and poor attitudes were highlighted along with poor infrastructures for effective feedback delivery.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Addressing the identified challenges requires multifaceted approaches, such as formal feedback orientation programmes, standardized feedback rubrics and improved collaboration between colleges and hospitals. These targeted interventions will enhance the feedback process and improve students' clinical competency, ultimately improving the quality of patient care postgraduation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939208","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}

{"title":"Perspectives of Mentors on Mentoring: A Scoping Review of Benefits and Challenges","authors":"Jennifer P. Wisdom,&nbsp;Cynthia Drake Morrow,&nbsp;Jacob Greene,&nbsp;Samantha Stone,&nbsp;Sarah Domsky,&nbsp;Deborah Heiser","doi":"10.1111/tct.70101","DOIUrl":"https://doi.org/10.1111/tct.70101","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Mentoring is often conceptualized regarding benefits to mentees; however, we must also understand benefits and challenges from the perspectives of mentors. This scoping review describes, and classifies, benefits and challenges of mentoring as described by mentors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The authors searched MEDLINE for articles related to mentors' perspectives of challenges and benefits. They applied scoping review procedures for screening abstracts, scrutinizing full texts, and extracting data. Researchers selected qualitative and quantitative empirical articles published prior to July 2023 that included mentors in a medical setting (physicians, residents, dentists, pharmacists, and nurses) providing their perspectives on the challenges or benefits of mentoring.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The search identified 3038 abstracts, which the authors narrowed to 461 for in-depth review. Of these, 93 unique articles fit the inclusion criteria (<i>N</i> = 53 describing challenges and <i>N</i> = 66 articles describing benefits). From these articles, the authors extracted mentor-reported challenges of mentoring, primarily time management/workload, mentor–mentee relationship, lack of ability, information, and resources, bureaucratic issues, and mentee lack of interest/motivation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Mentor-reported benefits of mentoring include increased skills, satisfaction, generativity/legacy, increased knowledge, professional relationships, and increased confidence. Mentor-reported challenges include time management/workload, mentor–mentee relationship, lack of ability/information/resources, bureaucratic issues, and mentee lack of interest/motivation. These findings highlight the mentor-mentee relationship as a source of both challenges and benefits for mentors. These findings suggest medical centres should engage in mentor training, structured mentorship programs, and structured mentor support to maximize benefits and minimize challenges for mentors.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925933","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}

{"title":"Co-Producing an Empathy-Focused Medical Curriculum With Patients, Educators, and Students","authors":"Amber Bennett-Weston,&nbsp;Cathy Harrell,&nbsp;Andy Ward,&nbsp;Max Jones,&nbsp;Jeremy Howick","doi":"10.1111/tct.70100","DOIUrl":"https://doi.org/10.1111/tct.70100","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Medical curriculum development rarely involves patients, educators, and students, meaning that key stakeholders' voices are not adequately represented in curricular content. In this paper, we describe the co-production of an empathy-focused medical curriculum involving patients, educators, and students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>We adopted the National Institute for Health Research co-production principles to develop three curriculum streams: 1) delivering evidence-based empathy lectures, 2) involving patients in biomedical science teaching, and 3) implementing longitudinal empathic communication and clinical skills teaching. Patients, educators, and students were purposefully sampled from one medical school. At least one co-production workshop was conducted for each curriculum stream, combined with written engagement. All participants were prepared, and patients were remunerated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Four co-production workshops took place between July 2023 and April 2024. There were 24 participants (eight patients, eight educators, and eight students). Co-production developed new lectures on the importance of therapeutic empathy, meaningful approaches to active patient involvement in biomedical science lectures, and communication and clinical skills training re-framed from a patient perspective. A longitudinal evaluation will assess the impact of these changes on students' empathy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Co-producing a medical curriculum can lead to important curricular changes, including greater integration of the patient voice across a five-year programme. Five key learning points can assist curriculum developers in their future efforts to co-produce medical curricula: 1) appoint an independent point-of-contact to support participants, 2) create a feedback loop, 3) encourage various modes of engagement, 4) explore and be open to all contributions, and 5) be transparent about the process.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70100","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143914458","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 Creation of an Interprofessional Education (IPE) Strategy Utilising a Delphi Method","authors":"Nebras Alghanaim,&nbsp;Samantha Rogers,&nbsp;Gabrielle Finn,&nbsp;Jo Hart","doi":"10.1111/tct.70098","DOIUrl":"https://doi.org/10.1111/tct.70098","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Support for interprofessional education (IPE) is growing, with regulatory bodies requiring its inclusion in undergraduate healthcare programmes. Although the IPE Core Competencies and Guidelines offer principles for guiding IPE implementation, they lack practical application guidance. Bridging this gap necessitates tools to translate these frameworks into actionable practices. We developed an IPE strategy to overcome barriers by providing a clear roadmap to IPE implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The study designed a three-round E-Delphi. Initially, the research team created 24 strategic statements by consolidating existing IPE competencies. In Round 1, the panel could accept, reject, modify or add new statements. In Round 2, they could accept, reject or modify the revised statements. By Round 3, the panel either accepted or rejected the final statements. The research team analysed the levels of consensus, set at 80% agreement, and thematically analysed the free-text comments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The Delphi panel consisted of 41 participants in Survey 1 and 43 in Surveys 2 and 3. The study began with 24 strategic statements across three priority areas. By the end of the Delphi process, this increased to 28 statements. Study consensus levels ranged from 74.29% to 100%, and participant retention rates were 85.4%, 67.4% and 62.7%, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The use of the E-Delphi method demonstrates its value in gathering diverse input, fostering consensus and enhancing the quality and relevance of IPE strategic development by integrating a broad range of perspectives. Further research on the scalability and long-term effects of this IPE strategy is warranted.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905085","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":"Enhancing Workplace Learning: A Video Reflexive Ethnography Study","authors":"Christy Noble,&nbsp;Rola Ajjawi,&nbsp;Linda Furness,&nbsp;Brendan Carrigan,&nbsp;Megan O'Shannessy,&nbsp;Andrew Teodorczuk,&nbsp;Stephen Billett","doi":"10.1111/tct.70096","DOIUrl":"https://doi.org/10.1111/tct.70096","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The clinical environment offers rich learning opportunities through activities and interactions. Yet, because workplace learning (WPL) is embedded in practice, it tends to be invisible. For clinical teachers and researchers, identifying what is learned and how to enhance learning is challenging. Video reflexive ethnography (VRE), an innovative observational methodology, can illuminate and enhance workplace learning processes. This study explored WPL using VRE to determine its insights and potential to enhance learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Conducted in a rural Australian GP setting, this study utilised VRE, a practice-based methodology. Participants, including medical students and GPs, engaged in video ethnography (Phase 1) and captured workplace learning encounters in brief video clips (Phase 2). Reflexive sessions followed, where participants appraised these videoed encounters (Phase 3). Framework analysis, informed by workplace learning theory, explored (1) the video excerpts to explore workplace learning affordances and (2) transcripts of the reflexive sessions to examine learners' and supervisors' learnings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis identified how supervisors guided students' learning through debriefing, dialogue, and articulation of clinical reasoning. Students shared their insights about workplace learning processes and their roles. Supervisors (medical and allied health) deepened their understanding of supervision by reflecting on their own and others' practices through video analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>This study suggests VRE is a feasible research approach that also enhances WPL. Observational and participatory research methods can make the tacit explicit and open to dialogue, offering valuable contributions to workplace learning research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889151","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":"Applying Bloom's Taxonomy in Primary Care Behavioural Health Training","authors":"Stacy A. Ogbeide,&nbsp;Yajaira Johnson-Esparza,&nbsp;Deepu George","doi":"10.1111/tct.70099","DOIUrl":"https://doi.org/10.1111/tct.70099","url":null,"abstract":"<div>\u0000 \u0000 <p>Bloom's cognitive learning taxonomy is widely used in medical education. The revised taxonomy published by Kathwohl and colleagues describes the levels in action forms to support learner thinking: Remember, Understand, Apply, Analyse, Evaluate and Create. The taxonomy has been commonly used to design and structure educational goals and objectives. However, most uses occur at the course or rotation curriculum level, whereas applying the taxonomy at the level of individual educational activities remained limited. This article addresses this limitation by applying the taxonomy in daily clinical teaching in Primary Care Behavioural Health education by providing practical clinical teaching examples and encourages its use in such real-life primary care learning contexts. Particularly, this article will provide clinical educators with a roadmap on teaching in primary care that takes into account the complexity of the patient and presenting concerns.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143871766","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}

{"title":"Improving Communication Skills of Residents Using Family Meeting Simulation Exercises","authors":"Lauryn Ando,&nbsp;Brent Matsuda,&nbsp;Travis Watai,&nbsp;Gehan Devendra,&nbsp;Cody Takenaka,&nbsp;Kamal Masaki,&nbsp;Reid Ikeda","doi":"10.1111/tct.70095","DOIUrl":"https://doi.org/10.1111/tct.70095","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Effective communication skills are important to deliver serious news. Applying Kolb's experiential learning theory, we evaluated the impact of a mini-lecture and simulation-based curriculum to improve communication skills and confidence of residents delivering bad news during a Medical Intensive Care Unit (MICU) rotation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We performed an educational intervention for 26 internal medicine residents on their MICU rotation. Each resident first underwent a Mini-Clinical Evaluation Exercise (Mini-CEX) family meeting simulation with untrained actors, where they were observed and evaluated by two MICU attendings using a standardized modified SPIKES protocol evaluation tool. One week later, a 30-min PowerPoint interactive lecture on the SPIKES protocol was presented by a Chief Medical Resident. A post-didactic Mini-CEX was held 1 week after the lecture. Residents also completed a brief survey before and after the intervention to assess their level of comfort in conducting an effective family meeting.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Residents were more comfortable facilitating an end-of-life family meeting after the intervention (<i>p</i> &lt; 0.001). Mini-CEX scores improved on all 20 SPIKES items (all <i>p</i> &lt; 0.001), and there was a significant improvement in Mini-CEX sum scores (premean = 24.7 vs. postmean = 46.1, <i>p</i> &lt; 0.001). Both International Medical Graduates (IMG) and US Medical Graduates (USMG) had significantly improved scores in each component of SPIKES.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>We demonstrated that the experience of a simulated family meeting followed by a 30-min didactic on the SPIKES protocol and a post-didactic family meeting improved the skills and confidence of residents in leading family meeting discussions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143861690","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}