Currents in Pharmacy Teaching and Learning最新文献

{"title":"Assessing the impact of a peer-led vaping prevention program","authors":"Jamie L. McConaha ,&nbsp;Jane E. Cavanaugh ,&nbsp;Holly Lassila ,&nbsp;Jennifer Baird ,&nbsp;Phillip Lunney","doi":"10.1016/j.cptl.2025.102337","DOIUrl":"10.1016/j.cptl.2025.102337","url":null,"abstract":"<div><h3>Background</h3><div>The study examines the effectiveness of Drugs of Abuse (DOA) presentations conducted by student pharmacists in high schools across Pittsburgh, PA. The goal is to assess students' understanding and perceptions of addiction and the impact of educational interventions.</div></div><div><h3>Methods</h3><div>Student pharmacists specially trained as Tobacco Treatment Specialists (TTS) presented the DOA presentation at five local high schools. Data was collected through pre- and post-assessment surveys. The surveys evaluated students' perceptions of addiction using a ten-question format. Statistical analysis was performed using One-Way Analysis of Variance (ANOVA) and paired comparison techniques. Qualitative data was collected from the student pharmacist presenters to assess the impact of the presentation on their own views of addiction.</div></div><div><h3>Results</h3><div>The post-assessment of 32 matched student responses showed little global shift in scores; however, specific questions showed improvements, indicating the training's impact on understanding addiction's lifelong nature and treatment benefits.</div><div>Differences were observed between schools (<em>P</em> = 0.004), with one school scoring higher on knowledge of addiction due to socioeconomic factors. Gender analysis showed females scored higher than males (<em>P</em> = 0.010).</div></div><div><h3>Conclusions</h3><div>The DOA presentations were well-received, achieving high participation and diverse representation. The educational intervention improved students' understanding of addiction on specific measures. The success of the program suggests potential for expansion and continued implementation to further enhance student awareness and education on addiction.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102337"},"PeriodicalIF":1.3,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928770","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 impact of an intravenous admixture course on student pharmacists' confidence and comfort levels in compounding sterile preparations","authors":"Heeseung J. Mueller ,&nbsp;Holli Temple ,&nbsp;Yihua Lee ,&nbsp;Lakshya Sakthisivabalan ,&nbsp;Leticia R. Moczygemba","doi":"10.1016/j.cptl.2025.102325","DOIUrl":"10.1016/j.cptl.2025.102325","url":null,"abstract":"<div><h3>Introduction</h3><div>Ensuring the safety and accuracy of compounded sterile preparations (CSPs) is a crucial part of a pharmacist's role. The purpose of this study was to determine if intravenous (IV) admixture lab course activities improved students' confidence and comfort levels in compounding sterile preparations across campuses and terms.</div></div><div><h3>Methods</h3><div>This study examined pre- and post-survey results collected from third-year pharmacy students (P3s) who enrolled in the 2022 Basic IV Admixtures Lab course, delivered on two campuses, during the 5-week summer term or 10-week fall term. Confidence and comfort levels were measured using a 5-point Likert scale (1 = not confident/comfortable at all to 5 = completely confident/comfortable) with seven questions in each category. Helpfulness of required and optional course activities was measured with eleven questions using a 5-point Likert scale (1 = unhelpful to 5 = helpful). Descriptive statistics, paired <em>t</em>-tests, and ANOVA were used for data analysis.</div></div><div><h3>Results</h3><div>Ninety-eight students completed both pre- and post-surveys (94.2 % response rate). Student confidence and comfort level improved (<em>p</em> &lt; 0.001) on all measured items after taking the course, with improvement in confidence ranging from 0.62 to 2.35 points and comfort level ranging from 0.62 to 2.18 points. No differences were found in mean improvement scores between terms or between campuses. The majority of required and optional activities had a high mean score of 4 and above on the helpfulness scale.</div></div><div><h3>Conclusion</h3><div>The IV admixture lab course improved confidence and comfort levels in the preparation of CSPs regardless of which term and on which campus students took the course.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102325"},"PeriodicalIF":1.3,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906311","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 relationship between sleep and academic performance among multiple health care training programs","authors":"Henry Hua ,&nbsp;Tawnya Kargupta ,&nbsp;Kim Vo ,&nbsp;Karen Chang ,&nbsp;Joy Takahashi","doi":"10.1016/j.cptl.2025.102371","DOIUrl":"10.1016/j.cptl.2025.102371","url":null,"abstract":"<div><h3>Background</h3><div>Sleep is linked with better academic performance in pharmacy and optometry students. No study was found that compared sleep and academic performance among students of different health care professions, nor any studies evaluating physician assistant students.</div></div><div><h3>Objective</h3><div>To evaluate the relationship between sleep quality and quantity on memory retention and academic performance among students in health care professions.</div></div><div><h3>Methods</h3><div>Marshall B. Ketchum University (MBKU) offers programs for Doctor of Pharmacy (PharmD), Doctor of Optometry (OD), and Master's in Physician Assistant Studies (PA). Students filled out a cross-sectional survey about quality of sleep, quantity of sleep, and quantity of caffeine consumed, which were compared with GPA and memory retention. GPA was self-reported. Memory retention was assessed using quiz-style questions drawn from mandatory first-year coursework in ethics and public health.</div></div><div><h3>Results</h3><div>The sample (<em>N</em> = 108) consisted of 50 OD students, 46 PharmD students, and 12 PA students. Memory retention negatively correlated with caffeine consumption during a typical weekday and during a typical weekend. Students who slept more the night before participating in this study earned higher scores on the memory retention task, regardless of how many years ago they took these classes. Drinking more caffeine during the weekends was correlated with lower GPA.</div><div><strong>Conclusion:</strong> Because students who slept more on the night before taking the study demonstrated superior memory retention, we recommend that students obtain adequate sleep before an examination. Weaknesses of the study include possible bias or inaccuracy in self-reported data, and the retrospective design cannot demonstrate causation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102371"},"PeriodicalIF":1.3,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143908253","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":"Taking the plunge together: A student-led faculty learning seminar series on artificial intelligence","authors":"Faria Munir,&nbsp;Elma Abdulbaki,&nbsp;Zeba Saiyad,&nbsp;Heather Ipema","doi":"10.1016/j.cptl.2025.102370","DOIUrl":"10.1016/j.cptl.2025.102370","url":null,"abstract":"<div><h3>Objective</h3><div>This pilot study explored the effectiveness of a student-led faculty development series by evaluating two key outcomes: the capacity of students to deliver meaningful professional development sessions to faculty and the impact of these sessions on faculty perceptions of generative artificial intelligence (AI).</div></div><div><h3>Methods</h3><div>In a flipped classroom model, two pharmacy students and 12 faculty members engaged in a semester-long learning series on AI. Each week, students presented on a selected topic followed by discussions that facilitated self-directed learning, including decision-making and project management. Faculty perceptions of AI were evaluated before and after the series using an anonymous survey tool (Technology Acceptance Model Edited to Assess ChatGPT Adoption, TAME-ChatGPT). Respondents created a self-chosen code to link their responses. Additionally, students completed a questionnaire to gauge their reflective thinking after the series.</div></div><div><h3>Results</h3><div>Faculty participation averaged 7 members per session. Twelve faculty completed the pre-survey, while 8 faculty completed the post-survey. Among those who had used ChatGPT (<em>n</em> = 4 pre [33 %], <em>n</em> = 2 post [25 %]), scores for usefulness increased, while concerns about risks decreased. In contrast, faculty who had not used ChatGPT (<em>n</em> = 8 pre [67 %], <em>n</em> = 6 post [75 %]) reported unchanged or improved scores for ease of use and reduced anxiety. Both students responded positively to the reflective thinking questionnaire.</div></div><div><h3>Conclusion</h3><div>This pilot study demonstrated that a student-led faculty learning series effectively fostered mutual collaborative learning, benefiting both faculty and students. Pharmacy students, often an underutilized resource, can play a valuable role in faculty development. Colleges of pharmacy may enhance faculty engagement by integrating student-led initiatives into their programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102370"},"PeriodicalIF":1.3,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899500","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 attitude of pharmacists about Alzheimer's disease: A systematic review","authors":"Marcela Forgerini ,&nbsp;Daniel Alves Cabral ,&nbsp;Marília Aparecida Batista dos Santos ,&nbsp;Patricia de Carvalho Mastroianni ,&nbsp;Tácio de Mendonça Lima","doi":"10.1016/j.cptl.2025.102366","DOIUrl":"10.1016/j.cptl.2025.102366","url":null,"abstract":"<div><h3>Background</h3><div>To identify studies that explored pharmacists' knowledge and attitudes regarding Alzheimer's Disease (AD).</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted in Scopus, Medline (via Pubmed), Latin American and Caribbean Literature in Health Sciences (LILACS), and PsycINFO databases until July 2024. Cross-sectional studies that measured pharmacists' knowledge and attitudes toward AD using structure instruments were included. Two reviewers independently performed the selection of studies, data extraction, and methodological assessment.</div></div><div><h3>Results</h3><div>Ten studies published between 2016 and 2024, involving 7810 participants, were included. Most studies were conducted in Asia (<em>n</em> = 5), in community pharmacies (<em>n</em> = 8), and used the Alzheimer's Disease Knowledge Scale (n = 8). The response rate varied from 8 % to 100 %, while the percentage of correct responses about AD ranged from 50.1 % to 85.3 %. A knowledge gap was identified in areas such as recognizing symptoms, understanding risk factors for AD development, and providing effective patient care. Pharmacists demonstrated greater expertise in the pharmacological management of AD.</div></div><div><h3>Implications</h3><div>The findings suggest the need for training programs and interventions targeting pharmacists working in services that care for patients with AD.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102366"},"PeriodicalIF":1.3,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899501","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 knowledge and beliefs in harm reduction strategies among student pharmacists: A pilot study","authors":"Stephen Hill II ,&nbsp;Taylor Hurst ,&nbsp;Meg Hamilton ,&nbsp;Maggie Brian ,&nbsp;Jameshia Below ,&nbsp;Aaron Brown ,&nbsp;Oscar Garza ,&nbsp;Alexis Horace","doi":"10.1016/j.cptl.2025.102364","DOIUrl":"10.1016/j.cptl.2025.102364","url":null,"abstract":"<div><h3>Objective</h3><div>In 2022 Louisiana ranked 4th in opioid overdose deaths and ranked above the national average in opioid prescription rates. To help combat the opioid epidemic in Louisiana faculty members received a grant for harm reduction education. The purpose of this study is to assess an adaptable education program developed to train student pharmacists on harm reduction and substance use disorders.</div></div><div><h3>Methods</h3><div>In this IRB approved observational pilot study, student pharmacists were recruited through e-mail to participate in two offerings of an education session. An informed consent was completed at the start of the education session. Pre-survey questions included demographic data, and the pre-survey and post survey included the validated Opioid Overdose Knowledge Scale (OOKS) and Opioid Overdose Attitude Scale (OOAS). A paired two-sided <em>t</em>-test was used to evaluate any changes. The program consisted of an introduction to common opioids, medical facts, stigma, issues with administering opioid reversal medications, Louisiana legislation, fentanyl test strip demonstration, overdose risk factors, and a simulated opioid overdose scenario. At the program's end, each participant received a certificate and a harm reduction kit.</div></div><div><h3>Results</h3><div>110 participants completed the training with most of the participants identifying as white/Caucasian and female (72 % and 79 % respectively). The OOKS showed a positive 3.83 (<em>p</em> &lt; .001) increase and the OOAS had an increase of 19.90 (p &lt; .001). The competency of managing an overdose subscale showed the largest increase.</div></div><div><h3>Conclusion</h3><div>Overall participants' opioid overdose knowledge and attitudes increased; therefore, the findings of our study indicate the education program can be used successfully in student pharmacists.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102364"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892041","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":"Maximizing learning value through cost-effective image and video compounding verification training for pharmacy students","authors":"Jeanne E. Frenzel,&nbsp;Morgan Windhurst","doi":"10.1016/j.cptl.2025.102381","DOIUrl":"10.1016/j.cptl.2025.102381","url":null,"abstract":"<div><h3>Background and purpose</h3><div>This study aimed to assess the effectiveness of image and video compounding verification in developing pharmacy students' sterile compounding skills through self- and peer-assessments of compounded sterile preparation (CSP) final products and aseptic technique. The purpose was to improve adherence to compounding principles and establish a foundation for students in continuous quality improvement practices.</div></div><div><h3>Educational activity and setting</h3><div>Image and video compounding verification was supported by a tablet-computer mounted in a laminar airflow workbench and used to capture photos of CSP final products and videos of aseptic technique for self- and peer-assessment. Fifty-five second-year pharmacy students engaged in hands-on practice of sterile compounding skills. Students' perceptions of the image and video compounding verification training were collected through a post-survey.</div></div><div><h3>Findings</h3><div>The study found high accuracy in students' self-assessments: 100 % identified the correct medication, 96 % the diluent, and 100 % the IV bag solution and volume. Self-assessment showed 66.7 % would dispense their CSP final product, while 33.3 % would re-compound it. Most students viewed the image and video compounding verification training positively, with 88.8 % finding it easy to use, 86.7 % seeing it as useful for understanding CSPs, and 88.9 % and 91.1 % finding it valuable for self- and peer-assessment, respectively. Additionally, 86.7 % felt it encouraged critical thinking about aseptic technique.</div></div><div><h3>Summary</h3><div>These findings suggest that integrating image and video compounding verification into a skills laboratory sterile compounding curriculum can enhance students' compounding skills, improve accuracy in compounding practices, and promote a culture of continuous quality improvement.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102381"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892042","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":"Navigating the challenges of teaching nanotechnology to pharmacy students in a developing country","authors":"Danielle Teixeira Freire ,&nbsp;Lízia Alves Martins ,&nbsp;Júlio Abreu Miranda ,&nbsp;Luiz Fernando Polizelli Pereira ,&nbsp;Vitória de Almeida Pereira ,&nbsp;David Pereira Freire ,&nbsp;Éverton do Nascimento Alencar","doi":"10.1016/j.cptl.2025.102372","DOIUrl":"10.1016/j.cptl.2025.102372","url":null,"abstract":"<div><h3>Purpose</h3><div>This opinion paper highlights the importance of embedding nanotechnology education within pharmacy programs, focusing on its potential to equip future pharmacists with the skills necessary to navigate an evolving healthcare landscape.</div></div><div><h3>Description</h3><div>Nanotechnology and nanomedicine have become pivotal fields in recent years, driving advancements in health promotion, targeted therapies, and innovative nanostructured systems.</div></div><div><h3>Interpretation</h3><div>Despite its growing relevance, integrating nanotechnology into pharmacy curricula still needs to be improved, particularly in developing regions like Latin America. In the context of Brazil, a significant contributor to nanotechnology-related scientific publications in the region, this integration is especially vital.</div></div><div><h3>Conclusions and implications</h3><div>By fostering expertise in nanotechnology, pharmacy students can enhance their ability to develop cutting-edge products and deliver high-quality, patient-centered care. This approach not only advances professional competence but also strengthens the role of pharmacists in bridging scientific innovation and public health.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102372"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894590","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 need to develop a clinical competency framework for hospital pharmacist education and training programmes in Irish hospital pharmacy","authors":"Darren J. Walsh ,&nbsp;Cliona Hayden","doi":"10.1016/j.cptl.2025.102368","DOIUrl":"10.1016/j.cptl.2025.102368","url":null,"abstract":"<div><h3>Introduction</h3><div>Hospital pharmacists in Ireland have a core competency framework to guide their early career professional development but lack a competency framework to guide their development of clinical skills.</div></div><div><h3>Perspective</h3><div>A clinical core competency framework is needed to ensure that pharmacists who begin their careers in hospital pharmacy in Ireland are prepared to progress in the rapidly evolving hospital pharmacist role in Ireland.</div></div><div><h3>Implications</h3><div>A core clinical competency framework would serve as a foundation for hospital pharmacists. Completion of a training and development plan derived from such a framework would ensure pharmacists and pharmacy departments that clinical pharmacists reach a point where they are professionally ready for credentialing as advanced pharmacy practitioners. Pharmacists could achieve these competencies through institutional training, or formal postgraduate education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102368"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894589","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":"Investigating the correlation between student pharmacist admissions data and pharmacy course grades at a college of pharmacy in the United States","authors":"Jeannie K. Lee ,&nbsp;Nancy A. Alvarez ,&nbsp;Michael Katz ,&nbsp;Cyndi Fraser ,&nbsp;Bernadette Cornelison ,&nbsp;Tyler Gallo ,&nbsp;David R. Axon","doi":"10.1016/j.cptl.2025.102369","DOIUrl":"10.1016/j.cptl.2025.102369","url":null,"abstract":"<div><h3>Introduction</h3><div>There is an interest in examining how well admissions data including demographics and course grades correlate with academic success for student pharmacists. This project aimed to determine the correlation between Doctor of Pharmacy (PharmD) admissions data and academic performance at the University of Arizona R. Ken Coit College of Pharmacy (UA RKCCOP).</div></div><div><h3>Methods</h3><div>This retrospective quality improvement project included all PharmD students admitted in the last five cycles (2018–19, 2019–20, 2020–21, 2021–22, 2022–23) to the UA RKCCOP. The PharmCAS application system data and course grades from the three years of the pharmacy didactic curriculum at the UA RKCCOP were utilized. Descriptive statistics were calculated to describe the characteristics, grade point average (GPA) scores, and course grades. Spearman Rho correlations were calculated for the association between pre-pharmacy GPA scores and each PharmD course grade and the association between select prerequisite courses and their corresponding pharmacy courses.</div></div><div><h3>Results</h3><div>A total of 665 students were admitted to the UA RKCCOP PharmD program in the past five cohorts. Correlations between prerequisite course grades and select PharmD course grades were either weak or very weak, as were most correlations between pre-pharmacy GPAs and PharmD grades. There were nine moderate correlations – three basic science courses and two pharmacy practice courses were typically correlated with overall and/or science pre-pharmacy GPAs.</div></div><div><h3>Conclusions</h3><div>This project demonstrated a lack of strong correlations between prerequisite course grades with PharmD course grades and pre-pharmacy GPAs with PharmD grades. Although there were a few moderate correlations, most were weak or very weak.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 8","pages":"Article 102369"},"PeriodicalIF":1.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894321","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}