Currents in Pharmacy Teaching and Learning最新文献

{"title":"Impact of a continuous glucose monitor-wearing experience on student counseling in a skills-based pharmacy laboratory.","authors":"Emily J Clemens, Katherine Carnett, Leticia A Shea","doi":"10.1016/j.cptl.2026.102649","DOIUrl":"https://doi.org/10.1016/j.cptl.2026.102649","url":null,"abstract":"<p><strong>Objective: </strong>Continuous glucose monitors (CGMs) are increasingly used in diabetes management, yet integration of CGM training into pharmacy education remains inconsistent, particularly within required skills-based laboratory courses and resource-limited settings. The study's primary objective was to evaluate whether participation in a CGM-wearing experience was associated with greater performance in CGM counseling compared with a control group. Secondary objectives were to evaluate changes in student confidence and document the feasibility of implementing a low-cost CGM-wearing experience within a required course.</p><p><strong>Methods: </strong>This prospective nonrandomized cohort study invited first-year pharmacy students to participate in a two-week CGM-wearing experience. Participants self-selected to the CGM (n = 30) or control (n = 9) groups. CGM sensors were obtained through a manufacturer grant. Counseling performance was assessed via objective structured clinical examination (OSCE). Pre/post surveys measured students' confidence with CGM utilization.</p><p><strong>Results: </strong>All students demonstrated competency in CGM counseling (≥70%). The CGM group achieved slightly higher overall OSCE scores than controls (99% vs 96%, p = 0.007, r = 0.40), and a greater proportion of perfect scores (90% vs 33%, p = 0.002; OR = 18, 95% CI: 3-112). CGM users more consistently completed all CGM-specific counseling tasks (100% vs. 33% p < 0.001; OR = 113, 95% CI: 5-2469), and when excluding non-CGM items, scored even higher overall (100% vs 93%, p = 0.001, r = 0.48). CGM participants showed significant improvements in confidence across multiple domains. Limitations included a small cohort and unequal group distribution.</p><p><strong>Conclusion: </strong>A low-cost CGM-wearing experience is feasible within a required laboratory course and associated with enhanced CGM-specific counseling performance and improved student confidence.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 8","pages":"102649"},"PeriodicalIF":1.4,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844190","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":"Outcomes, barriers and enablers of post-registration education for Australian registered pharmacists: A qualitative descriptive study.","authors":"Tiernan McDonough, Jo-Aine Hang, Amy Page, Lisa Kalisch Ellett, Christopher Etherton-Beer, Jacinta Johnson","doi":"10.1016/j.cptl.2026.102674","DOIUrl":"https://doi.org/10.1016/j.cptl.2026.102674","url":null,"abstract":"<p><strong>Introduction: </strong>The experiences of pharmacists undertaking post-registration education in Australia remain unclear. This paper aims to identify the perceived barriers, enablers, and outcomes of post-registration education for pharmacists in Australia to support future program development.</p><p><strong>Methods: </strong>A qualitative descriptive study design was employed. Australian pharmacists who have completed or nearly completed post-registration education programs were recruited using purposive and convenience sampling. We used semi-structured interviews to collect data that was subsequently analysed using reflexive thematic analysis. Themes were then interpreted using social cognitive theory as a sensitising framework.</p><p><strong>Results: </strong>Interviews were undertaken with 19 pharmacists and lasted a mean of 46 min (SD = 9). Four overarching themes regarding barriers and enablers to education predominated throughout the interviews: learners benefit from experiential education, through authentic examples and practical experience; learners are supported through mentorship and social supports; learners are intrinsically motivated but require extrinsic mechanisms, supports, and clarity of expectations; and learners require flexibility for their diverse needs. One overarching theme related to outcomes for learners, including clinical and non-clinical skills, an evolved professional confidence, and a holistic understanding of health systems and person-centred care.</p><p><strong>Conclusion: </strong>Findings indicate that education should be practical and relevant, and involve complex social interactions. Education programs should have clear expectations and structures with inbuilt flexibility for individual needs. This research reflects existing theories of adult learning, most notably social cognitive theory. Prioritising this theory in future programs may enable future education programs in ensuring that pharmacists become, and remain, lifelong learners.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 8","pages":"102674"},"PeriodicalIF":1.4,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844294","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 wellness activities in an experiential rotation to promote pharmacy student well-being.","authors":"Neeloufar Fakourfar, Brenda Kilzi, Reza Taheri, Richard Beuttler, Hindu Rao","doi":"10.1016/j.cptl.2026.102673","DOIUrl":"https://doi.org/10.1016/j.cptl.2026.102673","url":null,"abstract":"<p><strong>Background: </strong>During Advanced Pharmacy Practice Experiences (APPE), pharmacy students may face challenges as they balance clinical responsibilities, prepare for licensure exams, and transition into professionals. Despite high burnout rates for healthcare professionals, there are limited wellness initiatives for students during experiential education. To address this gap, a six-week wellness discussion series was implemented during an ambulatory care APPE rotation.</p><p><strong>Educational activity: </strong>Between August 2023 and May 2025, a total of 28 APPE students participated in 15-30-min preceptor-led, small-group discussions each week. Topics included happiness, meditation, gratitude, resilience, going with the flow of life, and how to build better habits. These wellness discussions were designed to provide practical self-care strategies that are beneficial as a student and during the transition into a professional career. Upon completion, students reflected on their experience and provided feedback through an anonymous survey.</p><p><strong>Evaluation findings: </strong>A total of 25 students answered the survey. All respondents agreed or strongly agreed that the discussions reduced stress, provided a positive outlook on career pathways, and should be incorporated throughout the APPE year. Twenty-one students felt sufficient time was dedicated to these discussions. Qualitative feedback also highlighted the value of reflection during a demanding clinical year.</p><p><strong>Analysis of educational activity: </strong>This project demonstrates that integrating wellness discussions into APPE rotations can be meaningful and feasible. With limited existing articles focused on APPE student well-being, this project is a stepping stone to learning more. The positive student feedback highlights the importance of prioritizing wellness.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 8","pages":"102673"},"PeriodicalIF":1.4,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844156","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":"Competencies needed for pharmacist prescribing: A qualitative study of competency frameworks to identify gaps in Dutch pharmacy education","authors":"Thomas G.H. Kempen ,&nbsp;Zohra Fayzi ,&nbsp;Josephine F. Mertens","doi":"10.1016/j.cptl.2026.102589","DOIUrl":"10.1016/j.cptl.2026.102589","url":null,"abstract":"<div><h3>Introduction</h3><div>Countries exploring potential non-medical prescribing by pharmacists, such as the Netherlands, face uncertainty about the additional competencies required. This study aimed to identify prescribing-related competency gaps in Dutch pharmacy competency frameworks to support the preparation of pharmacists for prescribing roles.</div></div><div><h3>Methods</h3><div>A qualitative content analysis compared competency frameworks for pharmacist prescribers in New Zealand and the United Kingdom with Dutch under- and postgraduate pharmacy education frameworks. Learning objectives were aligned to identify gaps. Semi-structured interviews with educational experts from Dutch pharmacy programs further explored required competencies. Interviews were audio-recorded, transcribed, and thematically analyzed.</div></div><div><h3>Results</h3><div>Twelve competencies that pharmacists should acquire or expand were initially identified through the content analysis and discussed with the experts in five interviews. Expert input indicated that Dutch pharmacists need to acquire or expand seven competencies, particularly those related to physical examinations and laboratory testing, assuming responsibility for prescribed treatments, monitoring and follow-up, and managing potential conflicts of interest. Making diagnoses was not considered necessary, as a diagnostic role was not foreseen, unlike in the United Kingdom. Other initially identified competencies were already addressed in Dutch pharmacy education. Experts favoured a collaborative prescribing model, similar to New Zealand's, and noted challenges for curriculum revision.</div></div><div><h3>Conclusion</h3><div>Preparing pharmacists for prescribing roles in the Netherlands requires integrating several new or expanded competencies into pharmacy education. Regardless of the prescribing model to be introduced, assuming responsibility for prescribing decisions and outcomes appears essential.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 5","pages":"Article 102589"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080924","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 of the use of chatbots as simulated patients in capstone clinical pharmacy education: A pilot study","authors":"Susan Hall ,&nbsp;Gary D. Grant ,&nbsp;Sarah Hussey ,&nbsp;Brooke Harwood ,&nbsp;Lisa Austin ,&nbsp;Ellen Gospos","doi":"10.1016/j.cptl.2026.102588","DOIUrl":"10.1016/j.cptl.2026.102588","url":null,"abstract":"<div><h3>Background</h3><div>With the expanding scopes of practice of pharmacists throughout the world, the focus on delivering high quality, authentic tertiary clinical pharmacy education is an area of priority. One way to deliver an authentic learning experience to students is to utilise technology. Technology-enhanced learning has been shown to be beneficial in tertiary health education when it is introduced in a considered manner. Therefore, the aim of the current study was to evaluate the use and useability of Microsoft Power Virtual Agents as virtual patient chatbots.</div></div><div><h3>Educational activity</h3><div>To achieve this, Microsoft Power Virtual Agents was used to create virtual simulated patients for students to practice undertaking a Best Possible Medication History (BPMH). A pilot study was undertaken utilising a short electronic questionnaire asking participants to rate their experience using the virtual patient chatbot and provide qualitative feedback.</div></div><div><h3>Evaluation findings</h3><div>Overall, the virtual patient chatbots were well received by participants. The questionnaire responses indicated that participants found this learning activity to increase their engagement with the course, provided an authentic learning experience, and were easy to use.</div></div><div><h3>Analysis of educational activity</h3><div>This pilot study demonstrates that virtual patient chatbots are a promising tool support clinical skill development and communication in capstone clinical pharmacy learning activities. Their use aligns with current trends in technology-enhanced learning and offers potential for broader application in health professional training.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 5","pages":"Article 102588"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039472","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":"Corrigendum to \"Empowering healthcare professionals in anti-doping: A train-the-trainer approach\" [Currents in Pharmacy Teaching and Learning volume 18 (2026) 102648].","authors":"Yujin Hong, Chaeyoon Kim, Young-Hee Lee, Kum-Pyoung Kim, Myoung-Soo Kim, Hong-Ah Kim, Sandy Jeong Rhie","doi":"10.1016/j.cptl.2026.102661","DOIUrl":"https://doi.org/10.1016/j.cptl.2026.102661","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":" ","pages":"102661"},"PeriodicalIF":1.4,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785625","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":"Optimizing curriculum and faculty structure: Diagnosing systemic barriers in Chinese hospital postgraduate pharmaceutical education","authors":"Zeyun Li,&nbsp;Yueqin Wang,&nbsp;Yue Du,&nbsp;Ji Zhang,&nbsp;Shuai Huang,&nbsp;Xin Tian","doi":"10.1016/j.cptl.2026.102569","DOIUrl":"10.1016/j.cptl.2026.102569","url":null,"abstract":"<div><h3>Background</h3><div>Hospital-based postgraduate training is vital for cultivating advanced pharmacy professionals in China, yet significant systemic issues persist, severely impacting training quality. This study aims to diagnose structural barriers in the curriculum design, instructional capacity, and collaborative teaching models of Chinese hospital postgraduate pharmaceutical education.</div></div><div><h3>Methods</h3><div>A structured questionnaire survey was administered to 78 hospitals across 25 provinces in China, representing all seven major geographic regions. The survey assessed four key educational domains: curriculum system rigor, faculty supervisory structures, research integration platforms, and university–hospital collaboration efficiency. Descriptive statistical analyses were used to identify institutional and regional disparities in teaching practices.</div></div><div><h3>Results</h3><div>The analysis revealed widespread deficiencies in standardized instruction and quality assurance. Curricular fragmentation was evident: only 53.06 % of institutions offered clinical pharmacy coursework, and 22.45 % lacked any internal teaching activities. Accountability for teaching was weak, with only 44.9 % of hospitals having formal evaluation mechanisms for supervisors. Furthermore, postgraduate research training often remained auxiliary in nature (low-level tasks), and effective university-led collaborative models were rare (22.45 %), contributing to the inefficient communication cited by nearly half (46.88 %) of respondents. Notably, the availability of Good Clinical Practice (GCP) centers demonstrated significant regional disparities (Adjusted FDR q ≈ 0.048).</div></div><div><h3>Conclusion</h3><div>Postgraduate pharmacy education in Chinese hospitals is critically hampered by fragmented, non-standardized curricula and weak institutionalized collaboration. Reform must prioritize the adoption of structured, competency-based curriculum development, implement robust faculty capacity building and evaluation systems, and establish institutionalized university–hospital partnerships to ensure the delivery of high-quality, research-integrated training.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102569"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145918816","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, skills, and attitudes of pharmacy students toward the care of people living with HIV: A scoping review","authors":"Maria Clara Silva dos Santos ,&nbsp;Paulo Vitor Ramos Vitori ,&nbsp;Vitor Santos de Sá Galina ,&nbsp;Genival Araujo dos Santos-Júnior ,&nbsp;Dyego Carlos Souza Anacleto de Araújo ,&nbsp;Kérilin Stancine Santos Rocha","doi":"10.1016/j.cptl.2025.102560","DOIUrl":"10.1016/j.cptl.2025.102560","url":null,"abstract":"<div><h3>Objective</h3><div>To map the literature on the development and evaluation of the knowledge, skills, and attitudes of pharmacy students concerning the care of people living with HIV (PLHIV).</div></div><div><h3>Method</h3><div>A scoping review was conducted in October 2025, following the methodology of the JBI Manual. Four databases and gray literature were searched using descriptors related to ‘HIV’ and ‘Pharmacy Students’. Two reviewers independently screened the titles, abstracts, and full-text articles according to the eligibility criteria and subsequently extracted the data. The findings were presented descriptively.</div></div><div><h3>Results</h3><div>The initial search yielded a total of 832 articles, of which 19 articles were included. Of these, only six studies described the development of pharmacy students' knowledge and/or attitudes toward the care of PLHIV, reporting a combination of teaching approaches. Active methodologies were the highlight, used alone in three studies and combined with traditional methodologies in two of them. All 19 included articles addressed the evaluation of pharmacy students' knowledge and/or attitudes toward the care of PLHIV. Of these, 12 studies assessed both knowledge and attitudes; three studies assessed knowledge only; and four studies assessed attitudes only. No study reported on the development or evaluation of students' skills. Most of the studies (<em>n</em> = 11) reported on the validity of the instruments used to evaluate knowledge and/or attitudes.</div></div><div><h3>Conclusion</h3><div>The development of pharmacy students' knowledge and/or attitudes is carried out through different pedagogical approaches, with an emphasis on active teaching methodologies, employed alone or in combination. The studies evaluated both knowledge and attitudes toward the care of PLHIV.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102560"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886343","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":"Mapping undergraduate pharmacy curricula in Saudi Arabia against a national competency framework: A case study of two PharmD programmes","authors":"Salihah Alfaifi ,&nbsp;Stephanie Bridges ,&nbsp;Naoko Arakawa","doi":"10.1016/j.cptl.2026.102570","DOIUrl":"10.1016/j.cptl.2026.102570","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy education in Saudi Arabia has expanded rapidly, with most colleges transitioning to the PharmD as the entry-level degree. A proposed national competency framework for foundation-level pharmacists was recently developed to support curricular reform and improve graduate preparedness. However, the extent to which current PharmD programmes align with this framework appears to be variable.</div></div><div><h3>Methods</h3><div>Curriculum mapping was employed to evaluate two undergraduate PharmD programmes as a case study. Intended curricular content, including course descriptions and learning outcomes, was analysed against behavioural statements from the proposed national competency framework using qualitative content analysis. Competency coverage, subject domain weighting, and curricular emphasis were visualised through heat maps, radar charts, and descriptive statistics.</div></div><div><h3>Results</h3><div>Both programmes incorporated most of the proposed competencies, with greater emphasis on technical areas such as medicines information, compounding, and communication skills, and less coverage of organisational management and public health competencies. One programme exhibited a physical science-focused orientation, while the other was more practice-oriented. Gaps were identified in leadership, continuing professional development, and patient consultation competencies. Although both programmes were PharmD degrees, the findings revealed differences in curricular structure and content, suggesting limited differentiation from traditional BPharm models.</div></div><div><h3>Conclusion</h3><div>This study presents a replicable method for assessing curriculum alignment with national competencies. The findings highlight the need for more balanced competency-based curricula to better prepare graduates for expanded professional roles aligned with national healthcare priorities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102570"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979033","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":"Embracing uncertainty in pharmacy student clinical reasoning: A simulation-based approach","authors":"Theresa L. Charrois ,&nbsp;Naomi Steenhof","doi":"10.1016/j.cptl.2026.102586","DOIUrl":"10.1016/j.cptl.2026.102586","url":null,"abstract":"<div><div>Objective: To explore whether simulation-based exposure to ambiguous patient simulations, combined with structured reflection, supports pharmacy students' clinical reasoning and ability to manage uncertainty.</div><div>Method: Third-year PharmD students at two Canadian universities completed a two simulations over two weeks. Week 1 involved shared decision making with a standardized patient presenting with depression; Week 2 introduced an unexpected adverse outcome. Students completed structured reflections using a modified Student-Generated Reasoning Tool (SGRT) after Simulation 1, and a guided reflection after Simulation 2. Data were analyzed descriptively and through inductive thematic analysis.</div><div>Results: A total of 259 students from two institutions engaged in the educational activity. After Simulation 1, most students reported being “more likely to change the medication” if they received new findings, making them less certain with their initial medication choice. After Simulation 2, with an unexpected outcome, students felt the most uncomfortable learning about the adverse reaction the patient experienced. The most common reason students felt comfortable after Simulation 2, was trusting in their clinical reasoning process.</div><div>Conclusion: Structured exposure to uncertainty reinforced that sound clinical reasoning can coexist with unpredictable outcomes. When discomfort arose, students were able to rationalize why their initial clinical reasoning and decision-making remained valid, reinforcing the concept that uncertainty and negative outcomes do not necessarily indicate flawed decision making.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102586"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020036","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}