Currents in Pharmacy Teaching and Learning最新文献

{"title":"Perceptions of human factors and patient safety in undergraduate healthcare education: A multidisciplinary perspective.","authors":"Patricia Sheehan, Aoife Fleming, Suzanne McCarthy, Aislinn Joy","doi":"10.1016/j.cptl.2025.102445","DOIUrl":"10.1016/j.cptl.2025.102445","url":null,"abstract":"<p><strong>Background: </strong>Adoption of Human Factors (HF) principles to healthcare can help to jointly optimise work systems performance and human wellbeing. A recent systematic review identified a lack of formal patient safety (PS) and HF education in undergraduate healthcare curricula. To address this gap, qualitative research is needed to explore faculty and student perspectives, offering a deeper understanding of current educational practices and potential areas for development.</p><p><strong>Aim: </strong>To gain an understanding of faculty and student perceptions relating to PS and HF education in undergraduate medical and pharmacy programmes at an Irish university.</p><p><strong>Methods: </strong>Sampling was purposive and included faculty and undergraduate senior cycle students from the disciplines of medicine and pharmacy. Eleven semi-structured interviews were conducted with faculty and five uni-professional focus groups were conducted with students. Data were analysed using reflexive thematic analysis.</p><p><strong>Results: </strong>Five overarching themes were identified: DISCUSSION: Participants considered HF to be important for PS education but there was a lack of shared understanding around its meaning. There was a lack of robust competency frameworks underpinning existing PS/HF content. Findings indicate that much PS learning was implicit and occurring while students are on clinical placement. A perceived disconnect between the academic and clinical environments was a recurring theme.</p><p><strong>Conclusion: </strong>This study identifies faculty and student perceptions of gaps relating to HF/PS teaching in undergraduate medicine and pharmacy education in an Irish context. Increased synergy between the academic and clinical environments may help optimise PS/HF learning.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"102445"},"PeriodicalIF":1.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800609","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":"Development and evaluation of AI chatbot tool for written communication training in self-care: Experiences of pharmacy students and faculty.","authors":"S Bakhaya, E C Lehnbom, M A de Carvalho Filho, K Y Ma, K Svensberg","doi":"10.1016/j.cptl.2025.102503","DOIUrl":"https://doi.org/10.1016/j.cptl.2025.102503","url":null,"abstract":"<p><strong>Background: </strong>Effective communication is crucial in pharmacy practice, particularly in self-care counseling. As online pharmacies and chat-based consultations expand, training in digital written communication is increasingly important. Artificial intelligence (AI) systems based on large language models (LLMs) offer a structured and engaging environment to support skill development through conversational agents. This study explored the use of LLM-based chatbots to train pharmacy students in written synchronous communication for self-care consultations.</p><p><strong>Methods: </strong>Three chatbot-simulated patients and an LLM-based feedback system were developed to reflect common self-care scenarios and provide communication-focused feedback. Fourteen pharmacy students and faculty interacted with the chatbots and shared their experiences through semi-structured interviews. Thematic analysis was used to identify patterns in the data.</p><p><strong>Results: </strong>The analysis identified five main themes. Participants emphasized the authenticity of the simulated patient interactions, particularly their emotional realism. The AI-generated feedback was described as structured, detailed, and fair especially valued for its focus on communication skills. Faculty appreciated the consistency of the feedback and highlighted its added value to complement human assessment. Students discussed the cognitive and emotional demands of the experience, suggesting potential to tailor chatbot complexity to learners' needs.</p><p><strong>Conclusion: </strong>LLM-based chatbots represent a pedagogically grounded and scalable tool for developing pharmacy students' written communication skills in self-care consultations. This approach offers a foundation for building shared virtual patient infrastructures and integrating communication theory into digital education. It holds promise for broad implementation across pharmacy programs adapting to the demands of online and hybrid care.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"102503"},"PeriodicalIF":1.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253389","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 student pharmacist's comfort level with harm reduction strategies via clinical exposure.","authors":"Joshua Knebel, Stephanie Chapa","doi":"10.1016/j.cptl.2025.102505","DOIUrl":"https://doi.org/10.1016/j.cptl.2025.102505","url":null,"abstract":"<p><strong>Introduction: </strong>Complications surrounding illicit and prescription drug abuse continue to be a public health epidemic. Needle exchange programs have a documented history of directly reducing overdose deaths and infectious complications while increasing referrals to drug-abuse treatment and mental health counseling. Due to the limited number of programs and a lack of standardized assessments in pharmacy curricula, many pharmacy learners are not offered opportunities to assess their comfort level in serving these underserved patients.</p><p><strong>Methods: </strong>This prospective field study investigates the perceptions of pharmacy students towards harm reduction strategies via an experiential experience at a local day center that offers harm reduction services. This study seeks to capture pharmacy learner beliefs/attitudes before and after to quantify their outlook and comfort level on providing health care to vulnerable patient populations. Learners rotated through direct patient care stations (wound clinic, needle exchange clinic, Pharmacy Loteria, and social services).</p><p><strong>Results: </strong>Twenty-four pharmacy learners completed the experience and 79 % of the learners reported no previous harm reduction exposure. Comfort level improved across six skills involving counseling on core harm reduction practices. Students report that pharmacists could play a major role in harm reduction programs and want opportunities working with marginalized patients.</p><p><strong>Conclusions: </strong>Pharmacy learner exposure to harm reduction strategies was limited prior to the experience. Pharmacy learner comfort level in counseling those that utilize harm reduction strategies improved. This study highlights the continued need to expand services for pharmacy involvement in harm reduction strategies and investigate harm reduction's place within the pharmacy curriculum.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"102505"},"PeriodicalIF":1.4,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245442","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":"From proposal to podcast: Starting a student-driven pharmacy podcast in the classroom.","authors":"Jarett Worden, Jennifer Duck","doi":"10.1016/j.cptl.2025.102506","DOIUrl":"https://doi.org/10.1016/j.cptl.2025.102506","url":null,"abstract":"<p><strong>Background: </strong>Podcasts are a widely available and popular educational medium for healthcare providers, residents, students, and patients. Podcasts are convenient, accessible, and may be effective education tools for listeners. While some studies have attempted to measure the effectiveness of podcasting to enhance knowledge, there are few studies evaluating podcasts in pharmacy education. The purpose of this project was to provide students with the opportunity to create a podcast episode through an in-class, semester-long assignment and to evaluate student perceptions of knowledge, confidence, and professional identity.</p><p><strong>Educational activity: </strong>Over the course of a semester-long elective class, students worked in groups to develop a 10-min podcast episode on an infectious diseases topic. Students were tasked with creating, recording, and editing content for individual episodes. The podcast episodes were evaluated on accuracy, summary and impact of clinical studies, and production quality. At the end of the semester, a podcast was launched on publicly available platforms and the student podcast episodes were made available for listening.</p><p><strong>Evaluation findings: </strong>At the conclusion of the semester, students were surveyed on perceived anxiety, confidence, knowledge, and support surrounding the podcast project. Students indicated a notable increase in confidence and knowledge after completing the podcast project. All students were proud of the podcast episode they created and most indicated plans to listen to and share these podcast episodes with others.</p><p><strong>Analysis of educational activity: </strong>The creation of a semester-long, student-driven class podcast project is feasible and promotes learning and engagement. Students reported increased confidence, knowledge, and professional pride after completing their podcast episodes.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"102506"},"PeriodicalIF":1.4,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253351","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":"Improve with improv: Developing interprofessional communication skills in health professions students","authors":"Ora A. Olsommer ,&nbsp;Ryan S. Gibbard ,&nbsp;Brian J. Wilkinson","doi":"10.1016/j.cptl.2025.102504","DOIUrl":"10.1016/j.cptl.2025.102504","url":null,"abstract":"<div><h3>Introduction</h3><div>Communication is a core element of the Interprofessional Education Collaborative (IPEC) competencies. Despite that, there is insufficient guidance on how to instruct aspiring healthcare providers with essential knowledge for effective communication. Medical improv techniques offer a promising experiential framework to promote flexible, patient-centered communication that is vital for interprofessional collaboration in various healthcare settings.</div></div><div><h3>Methods</h3><div>114 health professions students from 11 disciplines participated in a 60-min interprofessional case conference. Students were randomly assigned to mixed groups of 8–10 peers, ensuring that multiple professions were represented in each group. Students completed improv exercises after faculty facilitators provided guidance for each improv principle being applied. After the seminar, participants were asked to complete a standardized evaluation of the activity and invited to participate in a supplemental survey to gauge their overall perceptions of the learning experience, which included 10 questions rated on a 5-point Likert scale and one open-ended question.</div></div><div><h3>Results</h3><div>The standardized evaluation was completed by 63 students, while 16 students representing seven unique healthcare disciplines completed the supplemental survey. Participants reported strong agreement that the activities fostered a sense of community and supported skill development, though fewer agreed that the session enhanced their understanding of other professions' roles. Free-text responses were generally positive in nature.</div></div><div><h3>Discussion</h3><div>Medical improv offers a framework to promote communication among healthcare providers in training, and may be underutilized in healthcare training pedagogy despite its established benefits. Although the outcomes of this study did seem to yield positive benefits for members of seven distinct disciplines, future investigations should examine medical improv against other communication frameworks and utilize a larger sample size to generate more definitive recommendations.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102504"},"PeriodicalIF":1.4,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145207774","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":"Implementation of a peer review process with faculty development in a pre-clinical didactic doctor of pharmacy curriculum to improve exam item quality: Lessons learned","authors":"Jerril Jacob ,&nbsp;Katherine Gruenberg ,&nbsp;Jaekyu Shin","doi":"10.1016/j.cptl.2025.102499","DOIUrl":"10.1016/j.cptl.2025.102499","url":null,"abstract":"<div><h3>Background</h3><div>Exam items can contain unintended flaws that affect validity. Employing faculty development with an exam review panel may help address flaws and improve item quality. We evaluated item quality and perceptions after implementing a peer review process with faculty development in a Doctor of Pharmacy (PharmD) program.</div></div><div><h3>Methods</h3><div>In this pre-post study, lectures and online modules were developed and shared with faculty to enhance knowledge of best practice for item writing. Course directors recruited peers to review and improve items on summative assessments throughout the didactic curriculum in a PharmD program between academic years 2022–2024. Item quality on summative assessments before and after implementation was evaluated with the National Board of Medical Examination Item-Writing Guide and published checklist. In 2024, item writers, assessors, and course directors were surveyed to evaluate the effectiveness and challenges with the peer review process.</div></div><div><h3>Results</h3><div>A total of 488 items were evaluated (238 and 250 items before and after the implementation, respectively). The percentage of items with a flaw or an issue was lower by 6 % after the implementation (88.2 % vs. 82.2 %). Twenty-seven out of 32 participants (84 %) completed the survey. Seventy-six percent participated in the training and 64 % recruited peers. Challenges included buy-in, quality reviews, lack of accountability, and time management issues.</div></div><div><h3>Conclusions</h3><div>When implementing peer review with faculty development across the didactic curriculum in a PharmD program, pharmacy schools may need to develop strategies for faculty buy-in, recruitment and training of quality item assessors and timeline.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102499"},"PeriodicalIF":1.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159631","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":"Evaluation and assessment of imposter phenomenon in third year pharmacy students in a personal and professional development course","authors":"Charles E. Wight ,&nbsp;Samantha Axtell ,&nbsp;Mariette Sourial ,&nbsp;Jeremy C. Hagler","doi":"10.1016/j.cptl.2025.102484","DOIUrl":"10.1016/j.cptl.2025.102484","url":null,"abstract":"<div><h3>Background</h3><div>Imposter phenomenon (IP) is common among pharmacy students and may negatively affect self-confidence, academic engagement, and professional identity formation. Although awareness of IP is increasing, few structured classroom-based interventions have been described within pharmacy curricula.</div></div><div><h3>Educational activity</h3><div>A one-time, 30-min session addressing IP was implemented in a third-year Personal and Professional Development course at a private, faith-based pharmacy school. Students completed the Clance Impostor Phenomenon Scale (CIPS) prior to the session. The session included lecture content, instructor storytelling, peer quotes, coping strategies, journaling, discussion, and spiritual encouragement. A voluntary post-session survey evaluated student perceptions.</div></div><div><h3>Evaluation findings</h3><div>Thirty-six students (90 % response rate) completed the post-session survey. Most (84 %) scored in the moderate to intense IP range on the CIPS. After the session, 94 % reported increased awareness, 97 % could recognize symptoms, and 86 % identified practical coping strategies. However, only 64 % felt more confident managing IP. Higher CIPS scores were associated with lower perceived confidence, support, and strategy usefulness. Open-ended responses highlighted emotional insight, the value of storytelling, and a desire for additional support.</div></div><div><h3>Analysis of educational activity</h3><div>The session promoted reflection and increased perceived awareness and coping strategies, consistent with Level 1 (reaction) and Level 2 (perceived learning) of the Kirkpatrick evaluation model. However, students with higher IP scores reported less perceived benefit, suggesting a need for longitudinal and individualized approaches. This low-resource session can be adapted across pharmacy programs to support student wellness and identity formation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102484"},"PeriodicalIF":1.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160221","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":"Advocating for action: Recognizing experiential education educators across academia","authors":"Sara N. Trovinger ,&nbsp;Andrea Murzello ,&nbsp;Jessica Lendoiro ,&nbsp;Keith DelMonte ,&nbsp;Samantha Champion","doi":"10.1016/j.cptl.2025.102486","DOIUrl":"10.1016/j.cptl.2025.102486","url":null,"abstract":"<div><h3>Introduction</h3><div>The 2024 American Association of Colleges of Pharmacy (AACP) Profile of Pharmacy Faculty survey highlights potential rank disparities for directors and coordinators of experiential education (EE) compared to traditional faculty.(American Association of Colleges of Pharmacy, 2024<span><span>¹</span></span>⁾ Challenges stem from promotion guidelines favoring research and teaching, despite the critical contributions of EE professionals, which deserve equal recognition in academic pharmacy.</div></div><div><h3>Perspective</h3><div>The Doctor of Pharmacy's experiential education expansion has increased faculty roles for EE directors and coordinators, yet promotion disparities persist. EE directors face challenges due to administrative duties, traditional metrics favoring research, and undervalued teaching roles.</div></div><div><h3>Implications</h3><div>Institutions should revise promotion guidelines, if appropriate, to include non-traditional faculty roles. Education sessions aimed at stakeholders outside of the specialty would bring awareness to the issue and offer actionable solutions that would benefit all members of the pharmacy education community. Involving EE professionals ensures parity, celebrates faculty strengths, and promotes diverse contributions to enrich and advance the academic and professional community.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102486"},"PeriodicalIF":1.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160220","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":"Pharmacy students' perceptions and experience using AI tools to complete a drug information assignment: A thematic analysis","authors":"Kaitlin M. Alexander,&nbsp;Chris Egan,&nbsp;Carinda Feild","doi":"10.1016/j.cptl.2025.102491","DOIUrl":"10.1016/j.cptl.2025.102491","url":null,"abstract":"<div><h3>Background</h3><div>Faculty redesigned a drug information (DI) assignment to incorporate generative artificial intelligence (AI), encouraging the responsible use of AI to craft DI responses. The purpose of this study was to explore pharmacy students' perceptions of using AI tools in DI assignments and the value of AI-enabled assignments in health professions education.</div></div><div><h3>Educational activity</h3><div>A qualitative thematic analysis was conducted of third-year pharmacy students' narrative reflections after completing an AI-enabled team DI assignment in a Spring 2024 critical care elective. The steps to complete the DI assignment were: 1) create an AI-generated response to a DI question, 2) critique the AI output, 3) complete an individual literature search, 4) synthesize a final team DI submission, 5) reflect. Student AI use at baseline and anticipated use following the assignment were collected via a pre−/post- course survey.</div></div><div><h3>Evaluation findings</h3><div>Twenty-one students were enrolled in the course and submitted narrative reflections on the DI assignment. Most students stated that prior to the assignment they had never employed the use of AI for professional or academic reasons (<em>n</em> = 14/20; 70 %). Two themes, describing benefits and challenges, and six sub-themes were identified from the reflective statements: user benefits, awareness of AI and its capabilities, quality of the AI response, skepticism, user responsibility, and limitations of AI.</div></div><div><h3>Analysis of educational activity</h3><div>Through narrative reflection, students identified benefits and challenges of integrating AI into a DI assignment. While AI enhanced efficiency, students emphasized the importance of ensuring the validity and detail of the AI-generated DI question response.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102491"},"PeriodicalIF":1.4,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145160219","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":"Incorporation of formalized literature evaluation assignments into PharmD curriculum and the impact on readiness for advanced pharmacy practice experiences and course outcomes","authors":"Laurie W. Fleming ,&nbsp;Alex R. Mills ,&nbsp;Joshua W. Fleming ,&nbsp;Ha K. Phan ,&nbsp;Spencer E. Harpe ,&nbsp;Kayla R. Stover","doi":"10.1016/j.cptl.2025.102488","DOIUrl":"10.1016/j.cptl.2025.102488","url":null,"abstract":"<div><h3>Introduction</h3><div>Literature evaluation and the ability to present journal clubs must be introduced and utilized in professional education prior to Advanced Pharmacy Practice Experiences (APPEs) to build upon critical thinking. The primary objective of this study was to evaluate the impact of formalized literature evaluation assignments on student perceptions of their readiness for APPEs.</div></div><div><h3>Methods</h3><div>A series of six literature evaluation assignments were implemented in the third professional year. This single group, pretest, multiple posttest study used an anonymous survey to ask students questions pertaining to self-perceived knowledge, confidence, and preparedness in literature evaluation skills prior to APPE rotations. Aggregate scores for the combined assignments were compared between the fall and spring semesters.</div></div><div><h3>Results</h3><div>In total, 93 students were enrolled pre-activity, and 90 students were enrolled post-activity. Twenty-five students completed surveys at both time points and were able to be matched for comparison. Students' self-perceived knowledge and confidence in literature retrieval and evaluation from baseline to time point two increased (2.8 to 4.2) on a scale of 1 to 5. Self-perceived abilities in communication also increased. Average assignment scores increased between semesters (87.5 % vs. 95.3 %), and there were fewer scores less than 80 % (13 vs. 2) during the second semester.</div></div><div><h3>Conclusion</h3><div>The formalized literature evaluation assignments in this course series improved student performance on these assignments over the year-long course and increased perceptions of APPE readiness. Experiences such as these can continue to be implemented and investigated further to increase critical thinking within the curriculum at schools and colleges of pharmacy.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102488"},"PeriodicalIF":1.4,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120485","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}