Currents in Pharmacy Teaching and Learning最新文献

{"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":"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}

{"title":"Evaluating undergraduate student perceptions towards pharmaceutical science laboratory content delivery: a comparison between paper-based and online laboratory manuals","authors":"Sachin Sunil Thakur,&nbsp;Darren Michael Svirskis,&nbsp;Louise Elizabeth Curley","doi":"10.1016/j.cptl.2025.102567","DOIUrl":"10.1016/j.cptl.2025.102567","url":null,"abstract":"<div><h3>Introduction</h3><div>Online resource delivery can offer an alternative to paper-based teaching materials. It is currently unclear how such resources could be integrated into pharmaceutical science laboratory sessions. In this study, we reviewed pharmacy student perspectives towards utilising an online platform in place of a physical manual for pharmaceutical science laboratory instruction.</div></div><div><h3>Objectives</h3><div>To understand the differences in students' perceptions towards using paper-based versus online manuals in pharmaceutical science laboratory sessions.</div></div><div><h3>Methods</h3><div>Invitations were sent to all second-year Bachelor of Pharmacy students at the University of Auckland to complete questionnaires at two discrete times. Participants were asked questions to understand their perceptions towards the laboratory manual being paper-based at collection point one versus online at collection point two. Likert-scale data was analysed using a Mann-Whitney <em>U</em> test while open-ended comments were analysed thematically.</div></div><div><h3>Results</h3><div>80 students completed the questionnaires at each data collection point. Whilst there was apprehension prior to the implementation of the online pharmaceutical manual, positive perceptions were evident after implementation. Notably, online manuals were perceived as easier to navigate and allowed more independent work by students than paper-based manuals. The open-ended responses fit into four major themes: practicality, sustainability, resource and learning. These themes noted advantages and challenges to both ways in which the manual was delivered as well as suggestions for future improvements.</div></div><div><h3>Conclusion</h3><div>Despite the greater interactivity and independent learning offered by the online manual, there remains some apprehension towards a move away from traditional paper-based manuals. Student priming towards new resources is essential to maximise their benefit.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102567"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928511","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":"Effectiveness of continuous self-assessments and reflections on communication skills using a rubric for pharmacy students","authors":"Sena Shirakawa ,&nbsp;Yuma Shimizu ,&nbsp;Hiroyuki Kamei ,&nbsp;Manako Hanya","doi":"10.1016/j.cptl.2026.102581","DOIUrl":"10.1016/j.cptl.2026.102581","url":null,"abstract":"<div><h3>Introduction</h3><div>We developed a Communication Rubric (CR) that enables pharmacy students to selfassess their communication skills throughout their university education. This study aimed to clarify the abilities cultivated and behavioral changes achieved through continuous reflection using the CR.</div></div><div><h3>Methods</h3><div>A total of 148 pharmacy students completed self-assessments and written reflections using the CR twice in both their first and third academic years. The CR consisted of seven items assessing basic communication skills and four items assessing professional interpersonal skills. Written reflections covered 3 categories. The content of reflections was evaluated using a four-level framework based on a Significant Event Analysis. Students were divided into high- and low-level reflection groups, and the relationship between reflection levels and CR scores was analyzed.</div></div><div><h3>Results</h3><div>CR scores significantly improved in all tertiary categories. CR scores were significantly higher in both third-year assessments than in the first first-year assessment, and also in the second third-year assessment than in the second first-year assessment.</div><div>Reflection levels were significantly higher in the second third-year assessment than in both first-year assessments and the first third-year assessment. Moreover, in the third year, students with higher reflection levels had significantly higher CR scores.</div></div><div><h3>Discussion</h3><div>The CR served as a useful tool for pharmacy students to identify both their current communication skills and areas for improvement. It also appears to promote metacognitive and non-cognitive abilities, contributing to behavioral change in students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102581"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979509","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":"Debate activities in U.S. pharmacy education: A scoping review","authors":"Berkley R. Freund ,&nbsp;Charlotte Farris ,&nbsp;Nephy Samuel ,&nbsp;Trager D. Hintze","doi":"10.1016/j.cptl.2025.102563","DOIUrl":"10.1016/j.cptl.2025.102563","url":null,"abstract":"<div><h3>Background</h3><div>Debates have emerged as an active learning strategy in pharmacy education, aiming to enhance critical thinking, communication, engagement, and knowledge acquisition. This review aims to broadly identify and describe debate activities implemented in U.S. Doctor of Pharmacy programs, characterize their design and assessment methods, summarize reported effectiveness on learning and skill development, and identify themes and gaps to inform best practices.</div></div><div><h3>Methods</h3><div>A scoping review identified 13 studies conducted in U.S. pharmacy programs that integrated debate activities. Most were implemented in third- and fourth-year coursework, frequently using Lincoln-Douglas or modified formats. Outcomes evaluated included student confidence, skill development, engagement, and knowledge retention, assessed through subjective and objective measures.</div></div><div><h3>Results</h3><div>Students consistently reported that debates strengthened confidence in critical thinking, analytical reasoning, and oral communication. Several studies demonstrated significant knowledge gains from pre- to post-debate; however, when compared with alternative methods such as lectures or Journal Clubs, debates were generally non-inferior for knowledge retention. Students valued debates for their engaging format and perceived skill-building benefits. Reported challenges included time demands, logistical complexity, and variability in assessment methods. The lack of standardized evaluation tools limited the ability to draw definitive conclusions about effectiveness.</div></div><div><h3>Implications</h3><div>Debates represent a flexible and engaging pedagogical approach with potential to foster higher-order skills and enhance student engagement in pharmacy curricula. Current evidence, however, relies heavily on self-reported outcomes and limited objective measures. Future research should emphasize standardized implementation, development of reliable assessment instruments, and rigorous comparisons with other instructional strategies to clarify the educational impact of debates in pharmacy education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 4","pages":"Article 102563"},"PeriodicalIF":1.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145928562","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}