Advances in Medical Education and Practice最新文献

{"title":"Self-Directed Learning Activities Implemented by Undergraduate Dental Students in King Saud University, Saudi Arabia: A Cross-Sectional Study.","authors":"Balqees Almufleh, Ala'a Abu Obaid, Nada Alghamdi, Noura Alothaim","doi":"10.2147/AMEP.S509568","DOIUrl":"https://doi.org/10.2147/AMEP.S509568","url":null,"abstract":"<p><strong>Aim: </strong>This study aims to explore the self-directed learning activities implemented by dental students to support their education, and to assess the effect of gender and different academic level on student engagement with different self-directed learning activities.</p><p><strong>Methods: </strong>A cross-sectional study was conducted on undergraduate dental students at King Saud University, Riyadh. All fourth- and fifth-year dental students, interns, and recent graduates were invited to participate in a 16-item self-administered questionnaire distributed through an online survey platform. Descriptive statistics were presented. Differences among different academic levels and between gender were tested using nonparametric tests. P < 0.05 was considered significant.</p><p><strong>Results: </strong>The response rate was 71.5%. More than half of the participants (59.3%) reported actively engaging in self-directed learning activities, with the most common activities being learning from presentation slides (94%), utilizing YouTube and social media accounts (75.6%), and searching for information online (68.5%). Conversely, textbooks were the least frequently used resource for self-directed learning (14.9%). Significant differences in self-directed learning activities utilization were found between male, and female (P < 0.05), and between different academic levels (P < 0.05).</p><p><strong>Conclusion: </strong>The study highlights willingness of undergraduate dental students to support their learning and the diverse self-directed learning activities employed. Learning from presentation slides, YouTube videos and looking for information on search engines were the most commonly implemented activities among students to support their learning, suggesting a shift towards digital learning modalities. These activities can be further encouraged in dental curriculum to enhance students learning experience.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"675-684"},"PeriodicalIF":1.8,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12042828/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144056273","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":"Effect of Simulation-Based Education of Adult BLS-CPR on Nursing Students' Skills and Knowledge Acquisition.","authors":"Saoussen Bdiri Gabbouj, Chekib Zedini, Walid Naija","doi":"10.2147/AMEP.S500156","DOIUrl":"https://doi.org/10.2147/AMEP.S500156","url":null,"abstract":"<p><strong>Purpose: </strong>Cardiopulmonary arrest is a life-threatening condition where initiating and performing effective cardiopulmonary resuscitation (CPR) is extremely connected to patient outcome. Therefore, acquisition of knowledge and skills related to basic life support is very important for nursing students as future workers. In this study, we aimed to assess the effect of a simulation-based education of adult basic life support cardiopulmonary resuscitation (BLS-CPR) on the acquisition of knowledge and skills among nursing students.</p><p><strong>Subjects and methods: </strong>This study used a post-test nonequivalent control group quasi-experimental design. It was conducted in the medicine faculty's clinical simulation center among second-year nursing students, enrolled in public and private institutes of nursing education in Sousse, Tunisia, during the 2022/2023 academic year. In this study, convenience sampling was used to recruit 240 nursing students who were assigned using the simple random allocation into two groups. The students designated as the control group (n = 130) received two hours of the conventional BLS education lecture. And the intervention group (n = 110) received the same lecture with added structured simulation-based education of adult BLS-CPR. Adult Basic Life Support Knowledge Questionnaire and Adult Basic Life Support Observation Checklist were used to assess Students' knowledge and practices acquisition in both groups. The data were analyzed using descriptive and inferential statistical techniques in SPSS 26.</p><p><strong>Results: </strong>The mean post-test BLS-CPR's knowledge and skills scores were higher in the intervention group compared to the control group. In addition, students from the public institute showed a higher score in both control and intervention groups with significant p values, respectively, for the BLS-CPR Knowledge score (<0.001; 0.039) and the BLS-CPR Skills score (<0.001; <0.0001).</p><p><strong>Conclusion: </strong>Simulation-based adult BLS-CPR education is an effective method that improves nursing students' skills and knowledge acquisition.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"663-673"},"PeriodicalIF":1.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12032964/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040892","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":"Using Peer-Assisted Learning to Enhance Clinical Reasoning Skills in Undergraduate Nursing Students: A Study in Iraq.","authors":"Mariwan Qadir Hamarash, Radhwan Hussein Ibrahim, Marghoob Hussein Yaas, Osama Ismael Almushhadany, Salwa Hazim Al Mukhtar","doi":"10.2147/AMEP.S507996","DOIUrl":"https://doi.org/10.2147/AMEP.S507996","url":null,"abstract":"<p><strong>Aim: </strong>This study examines the experiences and perceptions of first- and fourth-year nursing students regarding Peer-Assisted Learning (PAL) in clinical settings.</p><p><strong>Design and methods: </strong>This study employed a qualitative descriptive design to explore and understand first- and fourth-year nursing students' perceptions, experiences, and reflections regarding Peer-Assisted Learning (PAL) in a clinical setting. Data were extracted from studies involving first- and fourth-year students, comparing academic competencies, confidence, peer relationships, and professional identity. Thematic analysis synthesized findings from clinical and simulation settings.</p><p><strong>Results: </strong>PAL significantly enhanced critical thinking, problem-solving, and clinical decision-making. First-year students reported increased motivation and a sense of belonging through mentorship, while senior students, acting as peer educators, strengthened their professional identity and commitment to nursing values. Across all levels, PAL fostered collaboration and community, which are essential for healthcare practice.</p><p><strong>Conclusion: </strong>PAL effectively supports nursing students' cognitive and social development, preparing them for healthcare's collaborative and reflective nature. Integrating structured PAL programs into nursing curricula can enhance academic performance, motivation, and professional identity, fostering resilient and community-oriented healthcare professionals.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"651-662"},"PeriodicalIF":1.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12024473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144004411","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":"Understanding Barriers and Motivations: Enhancing Support for UK Medical Students' Participation in Foreign Medical Electives.","authors":"Shazia Sarela, Naireen Asim, Shruthi Atapaka, Vafie Sheriff, Gabriela Anna Barzyk-Sheriff","doi":"10.2147/AMEP.S499581","DOIUrl":"https://doi.org/10.2147/AMEP.S499581","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to explore UK medical students' preferences, motivations, and barriers regarding international electives and to evaluate the impact of an online planning event designed to address these. Additionally, this study examined trends in UK medical students completing foreign electives over the past decade.</p><p><strong>Methods: </strong>Freedom of Information requests were sent to 46 UK medical universities requesting data on the number of students undertaking foreign electives over the past 10 years. Attendees at a peer-led event regarding electives completed a survey on their motivations and challenges in doing a foreign elective, followed by a post-event feedback form. Results were analysed using the Python Scipy package.</p><p><strong>Results: </strong>Of the 103 respondents, 76.7% preferred to undertake an international elective, while 21.36% preferred a combination of the UK and international locations. Non-academic reasons were significant motivators for undertaking a foreign elective, while safety and financial concerns were major deterrents. The online event received positive feedback, with participants appreciating the utility of the event in aiding their understanding of the elective planning process.</p><p><strong>Conclusion: </strong>UK medical students show a strong preference for international electives, despite significant barriers, particularly related to safety and finances. The peer-led event proved to be effective in supporting students' planning of electives.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"637-649"},"PeriodicalIF":1.8,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12019687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144057595","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":"Delving into the Practical Applications and Pitfalls of Large Language Models in Medical Education: Narrative Review.","authors":"Rui Li, Tong Wu","doi":"10.2147/AMEP.S497020","DOIUrl":"https://doi.org/10.2147/AMEP.S497020","url":null,"abstract":"<p><p>Large language models (LLMs) have emerged as valuable tools in medical education, attracting substantial attention in recent years. They offer educators essential support in developing instructional plans, generating interactive materials, and facilitating efficient feedback mechanisms. Furthermore, LLMs enhance students' language acquisition, writing proficiency, and creativity in educational activities. This review aims to examine the practical applications of LLMs in enhancing the educational and academic performance of both teachers and students, providing specific examples to demonstrate their effectiveness. Additionally, we address the inherent challenges associated with LLM implementation and propose viable solutions to optimize their use. Our study lays the groundwork for the broader integration of LLMs in medical education and research, ensuring the highest standards of medical learning and, ultimately, patient safety.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"625-636"},"PeriodicalIF":1.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12015179/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041216","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":"Comparative Study of Problem-Based Learning and Traditional Teaching Methods on Medical Students' Outcomes in Pediatrics Clerkships.","authors":"Hongjun Ba, Lingling Xu, Yufen Gu, Yijuan Li, Xiaoyun Jiang, Xiaoyu Li, Shujuan Li","doi":"10.2147/AMEP.S515527","DOIUrl":"https://doi.org/10.2147/AMEP.S515527","url":null,"abstract":"<p><strong>Background: </strong>Problem-Based Learning (PBL) is an engaging, student-centered teaching approach that has become increasingly popular in the field of medical education. Particularly during clinical rotations, PBL is thought to enhance students' clinical reasoning and skills. However, the impact of PBL in pediatric clerkships has not been fully explored.</p><p><strong>Objective: </strong>This study aimed to assess the influence of PBL on the clinical skills of medical interns during pediatric rotations, comparing the outcomes between PBL and traditional teaching methods.</p><p><strong>Methods: </strong>A randomized controlled trial was conducted with 72 medical interns (38 male, 34 female) participating in pediatric rotations at our hospital between November 2023 and September 2024. The interns were assigned at random to either the PBL group (36 students) or the traditional teaching group (36 students), with stratification based on baseline clinical examination scores. Both groups participated in a two-week pediatric internship, encountering identical clinical cases. The PBL group received instruction supplemented with PBL, while the traditional group received bedside teaching. The outcomes were evaluated using a theoretical knowledge exam, Mini-CEX assessments, and a PBL group satisfaction survey.</p><p><strong>Results: </strong>The results of the theoretical knowledge exam showed no significant difference between the groups (PBL group: 90.25 ± 2.15, traditional group: 89.78 ± 2.14, p > 0.05), indicating similar support for theoretical learning. Mini-CEX evaluations demonstrated that the PBL group showed significant improvements in history taking, medical decision-making, physician-patient interactions, and comprehensive clinical skills compared to the traditional group. Feedback from the PBL group was overwhelmingly positive, with students highlighting significant improvements in clinical reasoning and diagnostic skills.</p><p><strong>Conclusion: </strong>PBL significantly enhanced clinical skills in pediatric clerkships, particularly in clinical reasoning, diagnosis, and communication. Although both teaching methods supported theoretical learning equally, PBL fostered greater student engagement and deeper learning, suggesting that it could be a valuable model for future medical education.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"615-624"},"PeriodicalIF":1.8,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12009580/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144003320","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":"Have We Made Progress? Interprofessional Diversity Within Faculty and Course Directors of Continuous Professional Development Courses Pre- and Post-Joint Accreditation.","authors":"Becky Ness, Justine Herndon, Chelsey Hoffmann, Susan Benysh, Carrie Bowler, Winston Tan","doi":"10.2147/AMEP.S509639","DOIUrl":"https://doi.org/10.2147/AMEP.S509639","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to quantify the impact of joint accreditation on the prevalence of physician and non-physician continuous professional development (CPD) course directors(CDs) and faculty.</p><p><strong>Methods: </strong>CPD CDs and faculty credentials were collected in 2017 (one-year pre-joint accreditation) and 2022 (one-year post-joint accreditation), using electronic and manual data extraction. CPD CDs and faculty were grouped into physician and non-physician cohorts for the quantitative analysis.</p><p><strong>Results: </strong>A significant increase in the number of non-physician CDs was observed from 2017 (11.3%) to 2022 (22.5%). There were significantly more non-physician faculty at non-physician-focused courses (8.7 ± 8.1 faculty compared to 2.6 ± 4.1 at physician-focused conferences, p = 0.003) with a large effect size, Cohen's <i>d</i> = -1.32 [95% CI -1.8, -0.9]. Finally, while physicians had statistically higher faculty scores for all three measurements (p < 0.001), the effect sizes were small (Cohen's <i>d</i> ranging 0.18-0.20).</p><p><strong>Conclusion: </strong>Increased diversity in CDs and faculty was noted when comparing pre- and post-joint accreditation suggesting compliance with joint accreditation standards and the growing emphasis on team-based healthcare. Future research is needed to investigate barriers to CPD participation as CDs and faculty for both physician and non-physician healthcare team members. Additional research will continue to help expand diverse professional representation among CDs and faculty within CPD courses.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"607-613"},"PeriodicalIF":1.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12009032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054135","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":"Multiple Mini Interviews vs Traditional Interviews: Assessing Reliability and Equity in Medical School Admissions [Response to Letter].","authors":"Pierre W Banks, John C Hagedorn Ii, Alexandria Soybel, Delayne Michelle Coleman, Gabriel Rivera, Namita Bhardwaj","doi":"10.2147/AMEP.S533347","DOIUrl":"https://doi.org/10.2147/AMEP.S533347","url":null,"abstract":"","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"605-606"},"PeriodicalIF":1.8,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12007151/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144064958","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":"A Simulated Interprofessional Team Conference Using Cross-Training for Junior Healthcare Students in Interprofessional Education: a Qualitative Content Analysis.","authors":"Etsuko Tomisaki, Junji Haruta, Takashi Horiguchi, Tomoko Arahata, Rika Fukui, Shunsuke Uno, Takayuki Ando, Tetsuhiro Yoshino, Satoko Ishikawa, Sayo Suzuki, Katsunori Yamaura, Toshiaki Monkawa","doi":"10.2147/AMEP.S494541","DOIUrl":"https://doi.org/10.2147/AMEP.S494541","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Purpose: &lt;/strong&gt;In 2021, we introduced a new simulation-based learning program focusing on a roleplay conference before patient discharge. This study aimed to evaluate the program's effectiveness and highlight the significance of cross-training in interprofessional education (IPE).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;In September 2023, the program included 346 students (98 medical, 110 nursing, and 138 pharmacy students). The students' reflective writing was analyzed using inductive content analysis to describe their learning and perspectives. The original items, subcategories, and main categories were extracted. The simulation involved the students role-playing various healthcare professionals during a discharge-planning conference for a stroke patient. This allowed them to experience the challenges and dynamics of interprofessional collaboration.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Student feedback emphasized the importance of understanding what constitutes a good healthcare team. A total of 203 items were grouped into eight main categories and 17 subcategories, including patient-centered care (related to the importance of patient-centered care, supporting patient decision-making, communicating with patients during conferences, and facilitating decision-making processes), contrasts in patient and interprofessional communication, conference communication (challenge of building consensus, the way to proceed conferences, importance of conference preparation, and process of information aggregation and realization of outcomes), mutual recognition and role contribution, building relationships (importance of daily interprofessional communication), understanding one's profession (reflection on one's own profession, understanding the roles of different professions, and communication within one's own professional context), recursion into learning (motivation for continuous learning and improvement), and understanding other professions (understanding the role and perspectives of other professions and recognizing professional differences). Specific feedback highlighted improved empathy and communication skills. Students recognized the value of each profession's contribution to patient care. Moreover, students reported a deeper appreciation of patient-centered approaches and the complexities of coordinating care across different healthcare roles.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;Simulated interprofessional team conferences using cross-training effectively taught junior students to understand the essence of a good healthcare team and the importance of a patient-centered approach. Cross-training significantly enhanced students' interprofessional competencies, communication skills, and empathy toward other professions. This case underscores the necessity of incorporating cross-training into IPE to prepare healthcare professionals for collaborative practice and improve patient outcomes. Future research should consider expanding the scope to include more ","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"583-594"},"PeriodicalIF":1.8,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11998945/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020149","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":"Anonymous versus Open Evaluative Feedback in US Academic Medical Institutions: Pros and Cons.","authors":"Anish Bhardwaj, Thomas A Blackwell","doi":"10.2147/AMEP.S518085","DOIUrl":"https://doi.org/10.2147/AMEP.S518085","url":null,"abstract":"<p><p>Evaluative feedback and associated processes are critical for a US Academic Medical Institution (AMI) in fulfilling its vital missions of clinical service, teaching, training, mentoring, research, scholarship, community engagement, and innovation. AMIs utilize myriad anonymous (evaluator, receiver, or both) and non-anonymous (\"open\") evaluative methodologies in these domains in a journey of continuous learning and improvement. Such appraisals enhance systems and processes and provide determinative data in alignment with organizational mission, vision, values, and strategic goals. This literature-based descriptive treatise explores the nuances, benefits, and disadvantages of anonymous versus open feedback in AMIs in the context of augmenting the overall performance of systems and its stakeholders. It further explicates the critical role of the organizational cultural milieu, and its foundational core embedded in trust, meritocracy, transparency, fairness, empathetic and dialogic communication, shared responsibility, and collaborative goal setting. These core elements are critical in nurturing a collective problem-solving mindset in conjunction with key facets of professionalism with resolute support of the AMI's administrative leadership toward embracing open feedback systems.</p>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":"16 ","pages":"595-603"},"PeriodicalIF":1.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11997698/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041040","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}