Currents in Pharmacy Teaching and Learning最新文献

{"title":"Implementation of a mandatory immunization certification course with co-curricular components within a Pharm.D. curriculum","authors":"Emily G. Eddy ,&nbsp;Erica Dominguez ,&nbsp;Lindsay A. Courtney ,&nbsp;Mary S. Klein ,&nbsp;Ronald Hall II","doi":"10.1016/j.cptl.2025.102459","DOIUrl":"10.1016/j.cptl.2025.102459","url":null,"abstract":"<div><h3>Objective</h3><div>To develop a semester long immunization course for pharmacy learners that expands training in immunization related concepts, patient interviewing and techniques beyond intramuscular and subcutaneous administration.</div></div><div><h3>Methods</h3><div>A team of pharmacy faculty reviewed OSCE rubric data for screening interviews and intramuscular injection technique for P1 and P2 students following the completion of an immunization course prior to 2013. The team compared this data to 2024 OSCE rubric data for screening interviews, intramuscular and subcutaneous injection technique following completion of the updated immunization lab course.</div></div><div><h3>Results</h3><div>In 2012, P1 students scored 7.5 of 11 on patient interview and screening criteria (68 %), 18.1 of 21 on injection criteria (86 %), and 25.6 of 32 total scoring (80 %). P2 students scored 8.3 of 11 for the interviewing and screening component (75 %), 18.5 of 21 criteria on injection techniques (88 %), and 26.8 of 32 total scoring (83 %). The 2024 P2 OSCE, P2 students scored 12.4 of 13 on interview criteria (95 %), 23.5 of 24 on intramuscular injection technique (98 %), and 20.6 of 21 on subcutaneous injection technique (98 %).</div></div><div><h3>Conclusion</h3><div>Developing an independent and expanded immunization certification course for pharmacy curriculum has shown to be beneficial for pharmacy student immunizer performance and retention of patient interviewing and administration technique skills.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102459"},"PeriodicalIF":1.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739203","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":"Opinions of pharmacy educators regarding declining North American Pharmacist Licensure Examination (NAPLEX) first-time pass rates","authors":"Hope Brandon ,&nbsp;Jennifer A. Scarduzio ,&nbsp;Laurie Fogleman ,&nbsp;Sara Stallworth ,&nbsp;Clark Kebodeaux ,&nbsp;Frank Romanelli","doi":"10.1016/j.cptl.2025.102435","DOIUrl":"10.1016/j.cptl.2025.102435","url":null,"abstract":"<div><h3>Objective</h3><div>Identify factors perceived by pharmacy educators to be associated with declining North American Pharmacist Licensure Examination (NAPLEX) first-time pass rates to highlight potential focused areas of further research or consideration.</div></div><div><h3>Methods</h3><div>Qualitative responses from a single open-ended question, “What other factors not addressed in this survey do you believe are influencing the decline in NAPLEX first-time pass rates?”, were analyzed using thematic analysis. This question was part of a 43-item Qualtrics™ questionnaire developed to gather insight from pharmacy educators regarding the impact of various factors on the declining NAPLEX first-time pass rates. Due to the large number of responses, qualitative data was analyzed separately from quantitative data.</div></div><div><h3>Results</h3><div>Two hundred and seventy-one qualitative responses were recorded. The analysis revealed five second-level, or higher-order categories, and sixteen first-level, descriptive codes which were used for analysis. The categories included external factors, student factors, faculty characteristics, pharmacy program challenges, and NAPLEX challenges. The first level codes included a variety of themes such as financial insecurity, increased student diversity, faculty accountability, and accreditation pressure.</div></div><div><h3>Conclusions</h3><div>Pharmacy educators perceive that many factors could be influencing declining first-time NAPLEX pass rates. Based on the data included in this manuscript, items to consider include providing additional financial support to aid student's ability to focus on their studies during pharmacy school, working to identify early flags that a student may need extra support to succeed, focusing on aligning what is taught in the classroom with what is being tested on the examination, and promotion of remediation strategies to ensure mastery of material.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102435"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653471","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 workplace factors that influence staff burnout and identifying recommendations to support staff well-being","authors":"Jacqueline M. Zeeman ,&nbsp;Isabel C. Matt ,&nbsp;Emili B. Anderson ,&nbsp;Sarah L. Dyson ,&nbsp;Suzanne C. Harris","doi":"10.1016/j.cptl.2025.102448","DOIUrl":"10.1016/j.cptl.2025.102448","url":null,"abstract":"<div><h3>Introduction</h3><div>Burnout and well-being have been previously studied in pharmacists, faculty, and students; yet, studies focused on staff are lacking. Research indicates most higher education staff experience burnout; however, workplace factors contributing to this are not well understood. This study aimed to identify factors influencing staff burnout and identify recommendations to improve staff well-being in pharmacy education.</div></div><div><h3>Methods</h3><div>Full-time staff were invited to participate in this exploratory study. Focus groups were divided by position type (ie, Administrative Staff, Support Staff, Research Staff) and used a semi-structured interview format. Participants were prompted to discuss workplace factors contributing to their burnout and well-being as well as strategies to improve staff well-being.</div></div><div><h3>Results</h3><div>Twenty-seven staff participated in five focus groups: 11 Administrative Staff in two focus groups, 13 Support Staff in two focus groups, and three Research Staff in one focus group. Themes identified as influencing staff burnout included feeling valued, workplace relationships, elements of the working environment (eg, autonomy/trust, flexibility), and resources. Administrative and Support Staff emphasized hybrid work and student interaction as factors influencing their well-being, while Research Staff highlighted supervisor and coworker relationships. Factors influencing staff burnout included higher education culture (eg, hierarchies) and unrealistic expectations. Recommendations to foster staff well-being were unique for each group.</div></div><div><h3>Conclusions</h3><div>Participants identified several workplace factors that contribute to staff burnout and well-being in pharmacy education. These findings advance national and international initiatives focused on prioritizing wellness and reducing burnout, informing the academy of specific areas and strategies to support staff well-being.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102448"},"PeriodicalIF":1.4,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722056","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":"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":"Machine learning–driven analysis of student evaluation comments: Advancing beyond manual coding through a combined approach","authors":"Mohammed A. Islam ,&nbsp;Suhui Yang ,&nbsp;Alamdar Hussain ,&nbsp;Tanvirul Hye","doi":"10.1016/j.cptl.2025.102446","DOIUrl":"10.1016/j.cptl.2025.102446","url":null,"abstract":"<div><h3>Introduction</h3><div>This study examines pharmacy students' qualitative faculty and course evaluation (FCE) feedback through an integrated machine learning and human coding approach to uncover insights on faculty teaching, course quality, and areas for improvements, informing instructional enhancement.</div></div><div><h3>Methods</h3><div>Between 2019 and 2023, text data from 1267 FCEs were compiled and analyzed using WordStat, a text mining software. The content analysis primarily relied on machine learning techniques, including word clustering, word co-occurrence mapping, phrase extraction, and topic modeling, to uncover patterns in the student feedback data. To enhance interpretive depth and ensure contextual accuracy, a supplemental manual thematic analysis was conducted using both deductive and inductive coding approaches. Descriptive statistics were applied to quantify and interpret the frequency of identified codes and themes.</div></div><div><h3>Results</h3><div>Word cluster analysis identified commonly cited words and their co-occurrences, including <em>professor, class, students, teaching, great, materials</em>, and <em>lectures.</em> The frequently occurring phrases included <em>excellent professor, great professor, excellent teaching style, knowledgeable professors, caring professors, flexible with students, and goes extra miles</em>. The topics with high coherence values included <em>understanding the materials</em>, <em>great professors, real-life experience</em>, <em>knowledgeable professor, excellent content</em>, w<em>aste of time</em>, and <em>reading the slides</em>. The manual coding analysis identified 1088 codes grouped under 38 subthemes constituting three major themes including faculty personal attributes (45.86 % of codes), faculty teaching effectiveness (28.92 %), and course quality (23.24 %).</div></div><div><h3>Conclusions</h3><div>This study highlights the value of analyzing open-ended FCE comments by utilizing machine learning to gain meaningful insights that deepen understanding of the student learning experience. Educators and curriculum planners in health professions education can make data-informed decisions, improve curriculum design, and enhance teaching effectiveness by thoughtfully integrating student feedback into program-level reviews.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102446"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662202","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":"Bridging theory and practice: Enhancing pharmacology education through simulation-based learning and statistical analysis training","authors":"Mohammed F. Salahuddin","doi":"10.1016/j.cptl.2025.102440","DOIUrl":"10.1016/j.cptl.2025.102440","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the impact of simulation-based education (SBE) combined with statistical analysis training on student pharmacists learning, engagement, and competency development in areas such as hypothesis testing, data analysis, and pharmacological understanding.</div></div><div><h3>Methods</h3><div>A mixed-methods approach was employed, combining pre- and post-surveys, thematic analysis of student pharmacists' reflections, and capstone presentations in the Simulation-Based Experimental Pharmacology course across two semesters (Spring and Fall 2024). Participants included five students in Spring and fifteen in Fall, all enrolled in a Doctor of Pharmacy program. Surveys assessed interest, confidence, and pharmacological understanding, while qualitative reflections explored critical thinking, research skills, and real-world application of pharmacological principles.</div></div><div><h3>Results</h3><div>Survey results indicated marked improvements in students' <em>pharmacological knowledge</em>, <em>confidence using simulation tools</em>, and <em>ability to identify pharmacological agents</em>. Students also reported increased comfort with interpreting and analyzing pharmacological data. Qualitative reflections reinforced these findings, revealing enhanced skills in hypothesis formulation, data interpretation, and linking theory to practice. Dominant themes included real-world application of pharmacology, growth in scientific communication, and resilience in research.</div></div><div><h3>Conclusion</h3><div>Integrating SBE with statistical tools enhances student pharmacists' engagement, critical thinking, and confidence, particularly in drug identification and data analysis. This approach addresses limitations of traditional pharmacology education by offering ethical, interactive, and competency-driven learning experiences. Future research should explore long-term impacts on professional performance and clinical decision-making. This model may offer a competency-based alternative to traditional pharmacology education and warrants further evaluation of long-term impacts on clinical decision-making.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 11","pages":"Article 102440"},"PeriodicalIF":1.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653472","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":"Editor's Note","authors":"","doi":"10.1016/S1877-1297(25)00174-1","DOIUrl":"10.1016/S1877-1297(25)00174-1","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102453"},"PeriodicalIF":1.4,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779698","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":"Undergraduate pharmacy placements in the primary care clinical environment: An exploration of students' experiences of a pilot placement","authors":"Jessica Hardisty ,&nbsp;Carlie Robertshaw ,&nbsp;Charlotte Collins ,&nbsp;Rob Goring ,&nbsp;Sarah Cope","doi":"10.1016/j.cptl.2025.102415","DOIUrl":"10.1016/j.cptl.2025.102415","url":null,"abstract":"<div><h3>Objectives</h3><div>To explore the experiences of undergraduate pharmacy students, undertaking a pilot placement in a primary healthcare setting.</div></div><div><h3>Methods</h3><div>A longitudinal placement for undergraduate pharmacy students in primary healthcare was designed in collaboration with practice management staff, doctors, nursing staff, pharmacists and academics. The placement was designed to facilitate the application of students' clinical skills and provide them with an opportunity to collect evidence of their professional development. A primary healthcare centre was identified to host the pilot longitudinal placement and pharmacy students in their third year of undergraduate study were recruited to take part. Following completion of the longitudinal placement a focus group was conducted with the students who completed the pilot to determine their experiences.</div></div><div><h3>Key findings</h3><div>Students reported that the longitudinal placement allowed them to become integrated into the primary healthcare team, apply knowledge they had gained during their academic studies and develop their clinical and decision-making skills. Students also valued the authentic interactions they had during the placement with other members of the multidisciplinary team and the opportunity to develop their professional identity.</div></div><div><h3>Conclusions</h3><div>The evaluation of this pilot suggest that placements in primary healthcare could support pharmacy students to develop their physical assessment skills, clinical decision making and apply the knowledge they have gained at university in a live clinical environment.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102415"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241593","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":"An interprofessional simulation to develop communication skills in health professional students","authors":"Amanda Brown ,&nbsp;Laressa Bethishou ,&nbsp;Richard Beuttler ,&nbsp;Mugdha Joshi ,&nbsp;Anthony Nguyen ,&nbsp;Reza Taheri","doi":"10.1016/j.cptl.2025.102421","DOIUrl":"10.1016/j.cptl.2025.102421","url":null,"abstract":"<div><h3>Introduction</h3><div>Communication is a foundational skill which can improve patient care, yet opportunities to develop and practice are sparse in healthcare education. Chapman University School of Pharmacy conducted a study to simulate such learning opportunities to develop communication and teamwork skills in challenging situations.</div></div><div><h3>Objective</h3><div>The objective of this study was to evaluate the impact of this simulation activity in increasing awareness and self-reported competence in communication and collaboration strategies.</div></div><div><h3>Methods</h3><div>Student pharmacists and medical residents and fellows participated in a virtual simulation in which student pharmacists were instructed to provide discharge recommendations to a physician. Through this activity, the students practiced navigating a challenging conversation with respectful communication, incorporated evidence to support recommendations, and demonstrated understanding of the health system and policies that affect patient care. Students completed pre and post surveys rating themselves on level of agreement on their ability to perform four Interprofessional Education Collaborative (IPEC) sub-competencies, two related to communication and two related to teams and teamwork. Qualitative comments were collated and thematic analysis of the students' takeaways was performed using the constant comparison method.</div></div><div><h3>Results</h3><div>A total of 67 students completed the pre and post surveys. Student self-perception in their level of agreement on their ability to perform the four IPEC sub-competencies increased across all four items. Additionally, 97 % of the post survey respondents recommended this experience to future students. The thematic analysis of the students' takeaways identified four themes of communication and teamwork strategies gained from the experience.</div></div><div><h3>Conclusion</h3><div>This simulation experience shares a beneficial opportunity to teach students in an engaging method about collaborative communication skills and teamwork when navigating challenging conversations. Participation in the simulation demonstrated an increase in two communication sub-competencies and two teams and teamwork sub-competencies. Thematic analysis of the students' takeaway identified communication and teamwork strategies learned from the experience.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102421"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514248","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 generic skills through the PROG test in Japanese pharmacy education: A pilot study","authors":"Hiroshi Ohara ,&nbsp;Keita Odanaka ,&nbsp;Toshinori Ito ,&nbsp;Shigeki Kisara ,&nbsp;Kitae Ito ,&nbsp;Naoto Nakagawa","doi":"10.1016/j.cptl.2025.102414","DOIUrl":"10.1016/j.cptl.2025.102414","url":null,"abstract":"<div><h3>Objective</h3><div>The Progress Report On Generic Skills (PROG) test has been used to assess generic skills in a variety of educational programs in Japan. It categorizes generic skills as either literacy or competency. Literacy involves applying previously acquired knowledge, while competency includes proper interaction with the environment. We aimed to examine student progression using the PROG test through a pharmacy program from the first year through the fifth year.</div></div><div><h3>Methods</h3><div>Undergraduate student pharmacists undertook the PROG test three times: in their first year (July 2019), before their on-site clinical internship in the fifth year (May 2023), and after the five-month clinical internship (December 2023). The scores of the three tests were compared to assess the outcomes of the on-campus didactic education and those of the clinical internship.</div></div><div><h3>Results</h3><div>During the on-campus didactic education from the first year to the fifth year, both literacy and competency scores decreased (5.0 to 4.7, <em>p</em> = 0.468, <em>r</em> = 0.257; 2.4 to 1.9; <em>p</em> = 0.042, <em>r</em> = 0.693; respectively). During the clinical internship, on the other hand, the literacy improved (4.9 to 5.7; <em>p</em> = 0.009, <em>r</em> = 0.679) while the competency reduced (2.0 to 1.9; <em>p</em> = 0.773, r = not calculated).</div></div><div><h3>Conclusion</h3><div>The PROG test scores may reflect changes in students' generic skills through their education program, suggesting that it holds potential for evaluating educational outcomes and providing educators with feedback to improve the efficacy of their educational programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 10","pages":"Article 102414"},"PeriodicalIF":1.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231241","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}