Advances in Medical Education and Practice最新文献

{"title":"Exploring Endoscopic Competence in Gastroenterology Training: A Simulation-Based Comparative Analysis of GAGES, DOPS, and ACE Assessment Tools","authors":"Faisal Wasim Ismail, Azam Afzal, Rafia Durrani, Rayyan Qureshi, Safia Awan, Michelle R Brown","doi":"10.2147/amep.s427076","DOIUrl":"https://doi.org/10.2147/amep.s427076","url":null,"abstract":"<strong>Purpose:</strong> Accurate and convenient evaluation tools are essential to document endoscopic competence in Gastroenterology training programs. The Direct Observation of Procedural Skills (DOPS), Global Assessment of Gastrointestinal Endoscopic Skills (GAGES), and Assessment of Endoscopic Competency (ACE) are widely used validated competency assessment tools for gastrointestinal endoscopy. However, studies comparing these 3 tools are lacking, leading to lack of standardization in this assessment. Through simulation, this study seeks to determine the most reliable, comprehensive, and user-friendly tool for standardizing endoscopy competency assessment.<br/><strong>Methods:</strong> A mixed-methods quantitative-qualitative approach was utilized with sequential deductive design. All nine trainees in a gastroenterology training program were assessed on endoscopic procedural competence using the Simbionix Gi-bronch-mentor high-fidelity simulator, with 2 faculty raters independently completing the 3 assessment forms of DOPS, GAGES, and ACE. Psychometric analysis was used to evaluate the tools’ reliability. Additionally, faculty trainers participated in a focused group discussion (FGD) to investigate their experience in using the tools.<br/><strong>Results:</strong> For upper GI endoscopy, Cronbach’s alpha values for internal consistency were 0.53, 0.8, and 0.87 for ACE, DOPS, and GAGES, respectively. Inter-rater reliability (IRR) scores were 0.79 (0.43– 0.92) for ACE, 0.75 (− 0.13– 0.82) for DOPS, and 0.59 (− 0.90– 0.84) for GAGES. For colonoscopy, Cronbach’s alpha values for internal consistency were 0.53, 0.82, and 0.85 for ACE, DOPS, and GAGES, respectively. IRR scores were 0.72 (0.39– 0.96) for ACE, 0.78 (− 0.12– 0.86) for DOPS, and 0.53 (− 0.91– 0.78) for GAGES. The FGD yielded three key themes: the ideal tool should be scientifically sound, comprehensive, and user-friendly.<br/><strong>Conclusion:</strong> The DOPS tool performed favourably in both the qualitative assessment and psychometric evaluation to be considered the most balanced amongst the three assessment tools. We propose that the DOPS tool be used for endoscopic skill assessment in gastroenterology training programs. However, gastroenterology training programs need to match their learning outcomes with the available assessment tools to determine the most appropriate one in their context.<br/><br/><strong>Keywords:</strong> simulation, training, competence, endoscopy, gastroenterology<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139646114","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 Role of Education in Nanomedicine as a Current Need for Academic Programs Related to the Healthcare Field: A Scoping Review","authors":"Juan-David Huertas, Yuli-Viviana Fuentes, Julio-Cesar Garcia, Rosa-Helena Bustos","doi":"10.2147/amep.s431359","DOIUrl":"https://doi.org/10.2147/amep.s431359","url":null,"abstract":"<strong>Introduction:</strong> Clinical research has recently focused on developing diagnostic and therapeutic alternatives through nanomedicine, and it has become essential for both current and coming healthcare professionals, especially medical residents, to know about it to face actual challenges in the setup of their professional practice.<br/><strong>Approach:</strong> This scoping review was conducted to show the relevance of nanomedicine in the formation of medical residents and to determine the educational strategies proposed worldwide for their teaching.<br/><strong>Results:</strong> 12 records met the inclusion and exclusion criteria, including information related to the importance of teaching nanotechnology, possible educational approaches, or the best action strategies for incorporating said teaching.<br/><strong>Discussion:</strong> Multiple studies showed the need for students in health-related programs to be trained and instructed in topics related to nanotechnology. Still, the students’ perceptions highlight how inadequate or non-existent such education in this field is. Although a few studies have proposed strategies and approaches for incorporating nanotechnology in academic programs in different areas, it is still necessary to establish educational standards so that the training of future professionals will be uniform and of high quality. The concerned educational institutions’ directives must try to ensure that their in-training staff receives an updated, full, and excellency education.<br/><br/><strong>Keywords:</strong> nanotechnology, nanomedicine, teaching medicine, medical education<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139586657","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":"Letter to the Editor regarding the Article ‘A Pilot Study of Symptoms of Major Depressive Disorder in Medical Students at an Osteopathic Medical School Before and After High-Stakes Examinations’ [Letter]","authors":"Mahdi Sadeghi, Fatima Wasti, Syeda Anum Zahra","doi":"10.2147/amep.s455683","DOIUrl":"https://doi.org/10.2147/amep.s455683","url":null,"abstract":"Letter for the article A Pilot Study of Symptoms of Major Depressive Disorder in Medical Students at an Osteopathic Medical School Before and After High-Stakes Examinations","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139553122","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":"Relationship Between Cognitive Load Theory, Intrinsic Motivation and Emotions in Healthcare Professions Education: A Perspective on the Missing Link","authors":"Dhruvita Patel, Abdullah Alismail","doi":"10.2147/amep.s441405","DOIUrl":"https://doi.org/10.2147/amep.s441405","url":null,"abstract":"<strong>Abstract:</strong> Cognitive Load Theory (CLT) is one of the key cognitive theories that have been used to assess learners’ information and working memory load. CLT has been applied to Simulation Based Education (SBE) and optimizing instructional design. However, a challenge that occurs is that these high-fidelity simulations and mannequins of critically ill patients can elicit negative emotions in learners which can unfavorably impact the learning process. There is also a potential for cognitive overload if the simulation is more authentic and requires more dynamic interactions and lead to high levels of anxiety due to a novel learning environment, which can also have detrimental effects on learning process. Hence, it is critical for health professional educators (HPE) to know how to minimize cognitive load to improve learning as a professional in a workplace setting. The literature on the role of emotions, intrinsic motivation, cognitive load is scarce in HPE literature. Specifically when not being studied together at once since they move dynamically together and affect the learning for the learner. Therefore, the purpose of this perspective paper is to cover the gap in the literature and propose a framework and recommendation for future HPE research.<br/><br/><strong>Keywords:</strong> motivation, simulation-based education, cognitive load, emotions, situational motivation<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139518661","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":"Family Medicine Resident Experience Toward Workplace-Based Assessment Form in Improving Clinical Teaching: An Exploratory Qualitative Study","authors":"Ibrahim Alruqi, Sami Al-Nasser, Sajida Agha","doi":"10.2147/amep.s431497","DOIUrl":"https://doi.org/10.2147/amep.s431497","url":null,"abstract":"<strong>Background:</strong> Workplace-Based Assessment (WPBA) has been widely utilized for assessing performance in training sites for both formative and summative purposes. Currently, with the recently updated duration of the family medicine (FM) training program in Saudi Arabia from four years to three years, the possible impact of such a change on assessment would need to be investigated. This objective was to explore the experiences of FM residents regarding the usage of WPBA as an assessment tool for improving clinical teaching at King Abdulaziz Hospital (KAH), Al Ahsa, Saudi Arabia.<br/><strong>Methods:</strong> The study involves an exploratory qualitative phenomenological approach targeting family medicine resident in KAH was used. Purposive sampling techniques were used. In this descriptive study, data was collected through the utilization of 1:1 semi-structured interviews guided by directive prompts. All recorded interviews were transcribed verbatim. An inductive analytical approach was applied for thematic analysis of transcripts.<br/><strong>Results:</strong> Fifteen participants were individually interviewed until data saturation was reached. The themes that emerged were organized into the categories of underlying principles of WPBA, the impact of the learning environment, associated opportunities and challenges, and making WPBA more effective. Participants expressed that the orientation provided by the program was insufficient, although the core principles were clear to them. They valued the senior peers’ support and encouragement for the creation of a positive learning environment. However, time limit, workload, and a lack of optimum ideal implementation reduced the educational value and effectiveness of WPBA among senior residents.<br/><strong>Conclusion:</strong> The study examined residents’ experiences with WPBA and concluded that low levels of satisfaction were attributed to implementation-related problems. Improvements should be made primarily in two areas: better use of available resources and more systematic prior planning. Revision and assignment of the selection process were suggested, in addition to the implementation of the new curriculum. The research will assist stakeholders in selecting and carrying out evaluation techniques that will enhance residents’ abilities.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139398448","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":"Knowledge and Attitudes of Graduating Medical, Pharmacy, and Nursing Students Toward Geriatric Care at the College of Medicine and Health Sciences, University of Gondar, North West Ethiopia","authors":"Faisel Dula Sema, Abdisa Gemedi Jara, Admasu Teshome Demessie, Tsegagabriel Shawel Lemma, Saron Naji Gebremariam, Gizework Alemnew Mekonnen, Wudneh Simegn, Asmamaw Emagn Kasahun, Masho Tigabe Tekle","doi":"10.2147/amep.s438627","DOIUrl":"https://doi.org/10.2147/amep.s438627","url":null,"abstract":"<strong>Background:</strong> The education and training of health professions students in geriatric care is critical to their future clinical practice. However, the knowledge and attitude of health science students toward geriatric care are barely studied in Ethiopia.<br/><strong>Objective:</strong> This study aimed to assess the knowledge and attitude of graduating medical, pharmacy, and nursing (MPN) students towards geriatric care at the College of Medicine and Health Sciences, University of Gondar, North West Ethiopia.<br/><strong>Methods:</strong> A cross-sectional study was conducted among 301 graduating MPN students using stratified random sampling from June 30, 2022, to July 30, 2022. The data was collected by using previously validated self-administered structured questionnaires and analyzed using SPSS version 26. Both descriptive and inferential statistics were done. A statistical significance was declared at a p-value &lt; 0.05.<br/><strong>Results:</strong> The majority of graduating MPN students had either neutral (70.76%) or positive (16.28%) attitudes towards older people; however, a greater amount (88%) of them had poor knowledge of geriatric care. The knowledge of female students was significantly less favorable than the knowledge of male students (p-value &lt; 0.001). The knowledge and attitudes of pharmacy and nursing students were significantly lower than medical students (p-value &lt; 0.001). The attitude mean rank score of students aged ≤ 25 years was significantly lower than students aged &gt; 25 years (p-value &lt; 0.001).<br/><strong>Conclusion:</strong> The majority of graduating MPN students had poor knowledge despite having either a neutral or positive attitude toward geriatric care. Female students had lower knowledge scores than male students. Similarly, pharmacy and nursing students had lower knowledge and attitude scores than medical students, and the attitude score of students aged ≤ 25 years was lower than students aged &gt; 25 years. Their respective departments should implement a strategy to improve the knowledge of MNP students.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139408390","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":"Assessing the Proficiency in Basic and Advanced Life Support Among Physicians in Ecuador: A Cross-Sectional Study","authors":"Juan S Izquierdo-Condoy, Patricio Naranjo-Lara, Fabián D Arias Rodríguez, Alexander Gilberto Puglla-Mendoza, Jackson Jima-Sanmartín, Dayana Andrade Casanova, Erick Patricio Duque-Sánchez, Nicolás Alegría N, Marlon Guillermo Rojas Cadena, Esteban Ortiz-Prado","doi":"10.2147/amep.s440437","DOIUrl":"https://doi.org/10.2147/amep.s440437","url":null,"abstract":"<strong>Purpose:</strong> Cardiorespiratory arrest’s unpredictability poses a global health challenge, with gaps in physicians’ life support knowledge potentially leading to poor patient outcomes, a factor yet unstudied among Ecuadorian physicians. This study aims to elucidate the state of physicians’ theoretical knowledge in Ecuador based on Basic Life Support (BLS) and Advanced Life Support (ALS) guidelines.<br/><strong>Patients and methods:</strong> A national cross-sectional online 35-questions survey was conducted between February and March 2023 using a self-administered, expert-validated questionnaire. Participants’ responses were obtained through official social media groups (WhatsApp and Facebook). The survey evaluated the theoretical knowledge of BLS and ALS, with scores based on the number of correct answers out of a maximum of 10.0 points. For descriptive analysis, frequencies, percentages, means, and standard deviations (SD) were used. The <em>T</em>-test and one-way ANOVA were utilized to analyze the associations between knowledge levels and demographic and academic training variables of Ecuadorian doctors. Values of p &lt; 0.05 were considered statistically significant for all analyses.<br/><strong>Results:</strong> The survey garnered responses from 385 physicians, with a majority being female (56.6%) and possessing less than 3 years of work experience (75.1%). Of these, 71.7% and 51.9% held BLS and ALS certifications, respectively. Knowledge scores for BLS (5.8/10 ± 1.6) surpassed those for ALS (4.7/10 ± 1.8) (p &lt; 0.001). Physicians with less than 3 years of work experience exhibited higher knowledge scores in both BLS and ALS tests (p &lt; 0.05).<br/><strong>Conclusion:</strong> This study revealed a notable deficiency in the theoretical knowledge of BLS and ALS among surveyed Ecuadorian physicians. Factors such as prior certification and years of work experience appeared to influence knowledge levels. Continual training and updates in life support protocols at universities and healthcare institutions are key to enhancing physicians’ skills and patient outcomes.<br/><br/><strong>Keywords:</strong> cardiopulmonary resuscitation, knowledge, education, medical, physicians<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374167","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":"Stakeholder Recommendations for Sports-Focused Undergraduate Nursing Curriculum: A Qualitative Study","authors":"Ah Yusuf, Ronal Surya Aditya, Anita Sulistyorini, Qory Tifani Rahmatika, Eri Yanuar Akhmad Budi Sunaryo, Achmad Masfi, Nurma Afiani, Yhenti Widjayanti, Muhammad Putra Ramadhan, Nurul Evi, Reem Iafi AlMutairi, Daifallah M Al Razeeni","doi":"10.2147/AMEP.S418529","DOIUrl":"https://doi.org/10.2147/AMEP.S418529","url":null,"abstract":"Background Growing demand for nurses in the sports medicine field has raised awareness in preparing prospective nurses with the basic concepts of sports nursing. Recognizing this need, nursing study program need to continue to evolve and the first step begin with the analysis of the major concepts related to various domains involved in the curriculum. Stakeholders are the most important people to get involved in the curriculum development process. Objective The purpose of this paper is to explore stakeholders’ recommendation for establishing a strategy that would best enable the development of sports-focused undergraduate nursing curriculum. Methods We conducted a focus group discussion using a a series of open-ended questions. Nineteen stakeholders participated in this study. Data was analyzed using a thematic analysis. Results The results of this study found three themes consisting of sports nursing, advanced sports nursing, and sports in the discipline of nursing. On the theme of sports nursing, several sub-themes were obtained, the concept of sports nursing, the basics of sports physiology, adaptation of physiology to sports, psychology and sports injuries, problems in sports, education in sports, pathology in sports, and assistance in sports injuries. Conclusion Identifying, understanding, and managing Stakeholder involvement in curriculum development is the main driver for creating nursing study programs that focus on sports nursing. Nursing can contribute to sports and create more specific areas of expertise. Sports nursing.","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387833","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":"Teaching Style Preferences and Online Teaching Practices of Optometry Teachers During COVID-19: A Preliminary Study","authors":"N. Rampersad, Nonkululeko Gcabashe, Darshan Chetty, Fanelesibonge Sinamile Dubazane, Catherine Lafitte, Zothile Ndwandwe, Faatima Rauff, Phumzile Sibiya, Andile Tembe","doi":"10.2147/AMEP.S436118","DOIUrl":"https://doi.org/10.2147/AMEP.S436118","url":null,"abstract":"Purpose Although research on teaching style preferences is available in the literature, there is limited information on the preferences of optometry teachers. The Coronavirus disease 2019 pandemic has impacted educational practices in all sectors. This study focuses on the teaching style preferences and online teaching practices of optometry teachers during the COVID-19 pandemic. Patients and Methods The study used a case study research design and a self-administered online questionnaire and follow-up semi-structured interview for data collection. The Grasha-Riechmann teaching style inventory was used to explore the teaching style preferences (Expert, Formal Authority, Demonstrator, Facilitator and Delegator). Quantitative and qualitative data were analyzed using descriptive statistics and thematic content analysis respectively. Results The optometry teachers were aged between 29 and 51 years (median = 45 years) and had between 3 and 25 years of teaching experience (median = 5 years). All teachers scored high in the Expert teaching style and most had scores categorized as high for the Delegator, Facilitator and Formal Authority teaching styles. The teachers reported that the initial adaptation to online teaching was difficult and challenging as they were not prepared for the rapid transition to online learning. They used various resources and materials but felt that student participation and engagement was lower in online teaching. Teachers noted that more time was needed to prepare materials for online teaching than for face-to-face teaching. Conclusion Optometry teachers adopted a multidimensional approach preferring the different teaching styles to varying degrees. Teachers noted challenges with the initial transition and adaptation to online teaching and used a combination of resources to support student learning.","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139395030","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":"Problem Based Learning in Medical Education: Handling Objections and Sustainable Implementation","authors":"William K Lim","doi":"10.2147/amep.s444566","DOIUrl":"https://doi.org/10.2147/amep.s444566","url":null,"abstract":"<strong>Abstract:</strong> The introduction of problem-based learning (PBL) in 1969 is considered the greatest innovation in medical education of the past 50 years. Since then, PBL has been implemented in different educational settings across virtually all health professions. However, some PBL schools gradually faced resistance from academic staff who were more familiar with traditional teacher-centred curricula. At times this has resulted in reversion to tradition or compromise whereby PBL is implemented within a lecture-based curriculum. Resistance can also emerge in a traditional school when a PBL curriculum is being considered for implementation. One of the first signs of this erosion is doubts about PBL raised in the form of objections or criticisms. This perspective review describes eight objections raised to assert why PBL is inferior or untenable. The background to each objection is provided together with evidence-informed rebuttals derived from professional practice and the published literature. Best practices are discussed for sustainable management of a PBL-based curriculum. A well-implemented PBL curriculum with appropriate and cost-effective infrastructure, training, teaching-learning activities, and assessment will position schools to harness the full benefit of PBL in training medical and health professionals.<br/><br/><strong>Keywords:</strong> problem-based learning, lecture-based curriculum, educational philosophy, facilitator, traditional lectures<br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139052830","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}