Clinical Teacher最新文献

{"title":"Shifting Interprofessional Education Pedagogies: Lessons and Implications for Africa","authors":"Farhin Delawala,&nbsp;Yolande Heymans,&nbsp;Christmal Dela Christmals","doi":"10.1111/tct.70189","DOIUrl":"10.1111/tct.70189","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Although several theoretical guidelines and evaluations exist for IPE programme development and implementation, practical expert insights remain invaluable. For best practices, guiding future programme design and improving IPE implementation, we aimed to explore the perspectives of 15 international experts on the development and implementation of IPE programmes, including the challenges encountered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>A qualitative exploratory descriptive design was used. Fifteen international IPE experts were purposively sampled and individually interviewed using a semistructured interview guide incorporating the key areas of IPE programme development and implementation. Data were analysed using thematic content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes were identified. Themes include IPE structure in higher education institutions; faculty and student involvement; challenges and opportunities; and evaluation and quality improvements in IPE programmes. International experts prioritised classroom-based learning, whereas Southern African experts underscored community-based IPE. IPE-related challenges revolve around institutional culture, resources, saturated curricula and professional hierarchies, including compulsory IPE inclusion requirements. Yet, these were overcome by opportunities to design innovative IPE programmes while fostering IPE scholarships and research funding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>IPE is gaining international recognition despite common, yet distinct, challenges and opportunities. Classroom-centric IPE models from HICs are challenged by digital storytelling, home visits and local community collaborations. We found that hierarchies and rigid curricula presented greater challenges than resource constraints. IPE integration in LMICs and underprivileged areas is indeed a transformative strategy for innovation and positive healthcare outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70189","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897311","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":"Integrating Lived Experience in Preprofessional Training in Speech Pathology and Audiology","authors":"Rachel Glade,&nbsp;Saira Hussain,&nbsp;Claire Wilkes,&nbsp;Christine Hunter,&nbsp;Faheema Mahomed-Asmail","doi":"10.1111/tct.70183","DOIUrl":"10.1111/tct.70183","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Incorporating persons with lived experience (PWLE) has proven effective in supporting preprofessionals in their training by providing authentic insights that foster empathy, compassion and critical thinking. However, limited research exists on its integration into audiology and speech-language pathology courses. This project aimed to determine the benefits of incorporating lived experience engagements into preprofessional audiology and speech-language pathology training.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Preprofessional students enrolled for a course in adult auditory (re)habilitation and engaged with PWLE during scheduled class sessions. Six PWLE from different countries, each with unique hearing experiences and various hearing technologies, interacted with the students. Students reflected on their experiences using Gibbs' Reflective Cycle; their reports were retrospectively analysed using inductive content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Sixty-four preprofessionals across three universities consented to have their reflections analysed. The value of the engagement resulted in three overarching categories: student experience, patient reported experience and professional practice. Subcategories contributing to the student experience included emotions, perceptions and career goals, with the patient experience category including lack of care, passive listening, setting and significant others. The professional practice category included active listening, trust and care decisions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Incorporating opportunities for PWLE to share their hearing healthcare journey allows preprofessional students the opportunity to be reflective on aspects such as communication, person-centred care and empathy. Students can utilise these experiences to identify practical tips for enhancing their own clinical skills and highlight core values for their future roles.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70183","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897310","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 Use of Memes to Improve Feedback Form Completion Rates Among Medical Students: A Quality Improvement Project","authors":"David Ritter,&nbsp;Jacob Lange,&nbsp;Simran Parmar","doi":"10.1111/tct.70186","DOIUrl":"10.1111/tct.70186","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gathering high-quality feedback from medical students is essential for continuously improving clinical placements; however, response rates are often low. The aim of this two-cycle quality improvement (QI) project was to assess the current feedback form response rate at our centres and try to improve this with the use of humorous, culturally relevant memes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Approach</h3>\u0000 \u0000 <p>In the first cycle, medical students received standard email or WhatsApp reminders asking them to complete feedback forms. In the second cycle, we introduced a novel reminder system which included the addition of placement individualised memes which encouraged feedback form completion by students. All reminders were sent to students at key intervals: during the week leading up to form distribution, on the day of distribution, and the day after.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Evaluation</h3>\u0000 \u0000 <p>Response rates were compared between the two cycles to evaluate the impact of the meme-based reminders on feedback form completion rates. A chi-square test of independence determined the differences between the response rates. There were 62 students not exposed to memes and 55 students exposed to memes. The use of memes increased the response rate from 32.3% to 85.5% (<i>p</i> &lt; 0.001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>This QI project successfully improved the completion rates for end of clinical placement feedback forms by incorporating humour and culturally relevant content into reminders. The use of memes proved an effective and engaging tool for boosting student participation, helping the team achieve the desired feedback response rate and allowing for better quality assessment of our centre's medical placements.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144891628","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":"Online Near-Peer Teaching for International Medical Graduates in the United Kingdom","authors":"Vikesh Bahadoor,&nbsp;Jelani Lewis-Knights,&nbsp;Nadya Brodie-Stedman,&nbsp;Bishoy Elgallab,&nbsp;Maria Prayle,&nbsp;Jean-Marc Pierre","doi":"10.1111/tct.70185","DOIUrl":"10.1111/tct.70185","url":null,"abstract":"<div>\u0000 \u0000 <p>The National Health Service (NHS) is undergoing a staffing crisis. Workforce planning has proposed that international medical graduates (IMGs) are to be significant in addressing this problem. However, IMGs currently practising in the United Kingdom have highlighted several difficulties in adjusting to the NHS. A free online near-peer teaching programme, IMG2UK, was developed to help IMGs with the transition to UK practice. IMG2UK has run for three iterations over 3 years with a total of 37 sessions of case-based, online teaching. Sessions were delivered by near peers who were IMGs with a minimum of 2-year NHS experience. These sessions were delivered over a period of 3 years and encompassed three PDSA cycles that guided improvements in the curriculum and delivery. This paper aims to provide a guide for creating a case-based teaching programme for IMGs who are new or intend to practise in the United Kingdom, which focuses on elements of clinical practice that are unique to the NHS, as there currently exists a gap in postgraduate medical education that specifically addresses this need.</p>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144888290","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":"Expanding Clinical Education to Include Hidden Disabilities","authors":"Waseem Jerjes","doi":"10.1111/tct.70190","DOIUrl":"10.1111/tct.70190","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144869191","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":"What Community Members With Chronic Illness Teach Future Healthcare Professionals in a Longitudinal Interprofessional Education Program: A Focus Group Study","authors":"Rachel White,&nbsp;Maria Brucato,&nbsp;Amber King,&nbsp;Anne B. Mitchell,&nbsp;Nethra S. Ankam","doi":"10.1111/tct.70181","DOIUrl":"10.1111/tct.70181","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Nearly 50% of Americans have at least one chronic illness. Preparing future healthcare providers for interprofessional collaborative practice (IPCP) and person-centred care through community-based interprofessional education (IPE) can improve outcomes for this growing population. Partial programme theories predict that patients' participation as teachers in health professions education contributes to students' development of patient-centredness. Role theory asserts that behaviours are shaped by assigned roles; therefore, community members with chronic illness who assume roles of health mentors in an IPE curriculum are predicted to teach students about their patient experiences. Yet, this teaching outcome and the lessons health mentors teach in semi-structured student-led meetings are underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Goals</h3>\u0000 \u0000 <p>This project explored what community members with chronic conditions teach future healthcare professionals about their conditions/disabilities and healthcare access and quality in a health mentors IPE programme.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thirty-eight health mentors participated in focus groups and were surveyed for demographic information. Directed content analysis was performed, drawing on prior research, programme theory and core competencies in IPCP and disability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes were identified related to barriers in accessing healthcare: environmental factors, insurance, cost and time. Themes regarding chronic conditions, disabilities or healthcare quality included education about the patient journey, communication, person-centred care, team collaboration, advocacy, empathy, impact of providers' words and shared decision-making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Partial programme theories suggest these lessons are especially impactful when delivered by patients. Aligned with role theory, our findings suggest that clinical teachers can rely on health mentors to share key lessons with students within a semistructured student-led context.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144853789","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":"Impact of Educational Intervention on Noninvasive Ventilation (NIV) in Nurses and Students","authors":"Elsa Pla-Canalda,&nbsp;María F. Jiménez-Herrera,&nbsp;José Fernández-Sáez,&nbsp;Pablo Concha-Martínez,&nbsp;Estrella Martínez-Segura","doi":"10.1111/tct.70168","DOIUrl":"10.1111/tct.70168","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Proficient management of noninvasive mechanical ventilation (NIMV) demands competence, coupled with their seamless mobilization in clinical practice in managing respiratory failure. The COVID-19 pandemic necessitated the rapid integration of less experienced professionals and nursing students into Intensive Care Units (ICUs), highlighting a need for efficient NIMV training. This study aimed to evaluate the impact of a theoretical-practical training and simulation-based educational strategy in improving NIMV knowledge and clinical competence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Teaching sessions were conducted between April and June 2021. Participants underwent a 3-h theoretical-practical session followed by a 1.5-h simulation. Knowledge acquisition was assessed using an ad hoc multiple-choice test. Separately, self-perceived competence was evaluated using the validated COM-VA questionnaire at three time points: preintervention, posttheoretical-practical formation and postsimulation. Nonparametric statistical tests were used to analyse the changes in knowledge and competence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study included 66 participants (30 students and 36 professionals) and found significant improvements in both knowledge and self-perceived competence across the educational intervention. Knowledge test scores rose from 82.2% preintervention to 90.2% postsimulation (<i>p</i> &lt; 0.05). Median COM-VA scores also significantly increased from 6.82 (IQR = 1.33) preintervention to 7.38 (IQR = 1.45) postsimulation (<i>p</i> &lt; 0.001). While the theoretical-practical session led to the largest knowledge gain, simulation provided additional benefit.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>A combined theoretical-practical and simulation-based educational intervention demonstrated effectiveness in significantly enhancing the knowledge and self-perceived clinical competence of nursing students and professionals in our study group in NIMV management. This rapid and effective training strategy has important implications for preparing healthcare personnel, particularly during emergency situations like the COVID-19 pandemic, potentially contributing to improved patient safety.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70168","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843554","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":"Medical Students' Views on Physician Working Hour Regulations in Japan—A Cross-Sectional Study","authors":"Hirohisa Fujikawa,&nbsp;Junji Haruta","doi":"10.1111/tct.70182","DOIUrl":"10.1111/tct.70182","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Many countries have introduced duty hour regulations for physicians. The perspectives of resident physicians and programme directors on working hour restrictions for physicians have been extensively studied. Conversely, the perspectives of medical students on this critical issue have been largely overlooked. Thus, we aimed to investigate perceptions of medical students regarding the scheduled implementation of physician work-hour regulation in Japan in April 2024.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a multicentre, cross-sectional study in February 2024, focused on medical students in Japan. The participants completed a questionnaire that consisted of closed questions regarding the anticipated impact of work-hour restrictions and an open-ended question regarding their expectations/concerns about the restrictions. We analysed the data using descriptive statistics for the closed-ended questions and inductive content analysis for the open-ended question.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three-hundred fifty-eight medical students responded to the survey. One hundred (27.9%) were not aware of the scheduled implementation of physician work-hour regulations. There was a discrepancy between responses to the closed-ended questions and that to the open-ended question; in the latter, more comments expressed concerns than expectations. A significant proportion of respondents were concerned about the increase in <i>sabisu zangyo</i> (unpaid work). Additionally, a considerable number were concerned about physicians' professional development and the system of limiting physicians' work hour.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study elucidated the perspectives of future physicians, a hitherto overlooked category of stakeholders. The findings will contribute to evidence-based policy-making regarding the restrictions and inform the development of concrete support measures to assist physicians in adapting to these changes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144832710","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":"Supporting Our Residents as Teachers: Creating the Right Ecosystem","authors":"Isaac K. S. Ng,&nbsp;Charisse Loh,&nbsp;Kei Jun Poon,&nbsp;Wilson G. W. Goh,&nbsp;Li Feng Tan,&nbsp;Desmond B. Teo","doi":"10.1111/tct.70174","DOIUrl":"10.1111/tct.70174","url":null,"abstract":"","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144814844","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":"The Value of a Clinical Teaching Fellow Network","authors":"Ann Chu,&nbsp;Lucy Williams,&nbsp;Lauren Matthews,&nbsp;Bryony Woods","doi":"10.1111/tct.70172","DOIUrl":"10.1111/tct.70172","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p><b>Background:</b> Clinical Teaching Fellowships (CTFs) provide a valuable experience for resident doctors to develop as clinical educators. Our study aimed to evaluate the value of (a) the clinical teaching fellow (CTF) role and (b) a regional CTF network, on the professional development of resident doctors, utilising a value creation framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <p><b>Methods:</b> This study was conducted in two phases: an online survey followed by semi-structured interviews. Recruitment was from a regional network of 225 CTF members and alumni. Qualitative themes were mapped onto five cycles of a creation value framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <p><b>Results:</b> Forty-four survey respondents (response rate = 19.5%) and 10 interview participants (consent rate = 50%) were included. The immediate value of a CTF role was easily recognised; the CTF network enhanced this by giving structured opportunities to meet peers. Learning and applying new skills were common, with the network providing further collaboration. There was improved individual performance and career prospects, although the role of the CTF network in redefining success was not clear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <p><b>Discussion:</b> Study participants reported a range of values, with immediate value (activities and interactions) being most readily identified. Examples of more sophisticated learning (realised value) were confined to improved individual performance and career prospects. Furthermore, reframing value (redefining success) was not universally experienced.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <p><b>Conclusion:</b> Participants in this CTF network reported a range of values from being in a CTF role, and the network provided an important synergistic effect. Further research should focus on the reframing value of the network, including the perspectives of other stakeholders.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805450","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}