Currents in Pharmacy Teaching and Learning最新文献

{"title":"Development and implementation of a competency-based pharmaceutical compounding unit using pass/fail grading for Australian pre-registration pharmacy students","authors":"Jessica Pace,&nbsp;Andrew Bartlett","doi":"10.1016/j.cptl.2025.102556","DOIUrl":"10.1016/j.cptl.2025.102556","url":null,"abstract":"<div><h3>Background</h3><div>To describe the design, implementation, and evaluation of the conversion of two pharmaceutical compounding units in pre-registration pharmacy programs to competency-based, grade-only units. The aim was to ensure the competence of graduates in pharmaceutical compounding and increase student and teacher satisfaction.</div></div><div><h3>Educational activity and setting</h3><div>Relevant competencies were identified and learning and assessment activities designed to develop and assess these. The principles of constructive alignment and thoughtful use of formative and summative assessment underpinned the educational design.</div></div><div><h3>Evaluation</h3><div>243 undergraduate and 68 postgraduate students completed the revised units in 2023. Fail rates for both cohorts were consistent with previous years, while student satisfaction was slightly increased for the undergraduate and, decreased for the postgraduate cohort. Reflection and constructive feedback from students and the teaching team lead to changes to assessment design and content in 2024 to ensure essential knowledge and skills, provide students with early diagnostic feedback, focus on skill development, and reduce redundancy in assessment.</div></div><div><h3>Analysis</h3><div>When appropriately designed, the change to grade-only, competency-based units of study provided a more holistic assessment of students' pharmaceutical compounding skills and increased both student and teacher satisfaction. The educational and assessment design principles described here address key challenges in contemporary higher education. Adequate resources to allow students multiple opportunities to develop skills and demonstrate competence, and ongoing reflection and adjustment of the educational design in response to staff and student feedback are keys to successful implementation.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102556"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726182","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":"Artificial intelligence in pharmacy education: A scoping review of current integration & global perceptions","authors":"Lana Kattan ,&nbsp;Shareefa Moideen ,&nbsp;Abrar Abdelrahman ,&nbsp;Sabah Khabbaz ,&nbsp;Asmaa Ibrahim ,&nbsp;Fatima Mraiche","doi":"10.1016/j.cptl.2025.102534","DOIUrl":"10.1016/j.cptl.2025.102534","url":null,"abstract":"<div><h3>Background</h3><div>The rapid evolution of artificial intelligence (AI) is reshaping healthcare, including pharmacy, requiring AI-proficient pharmacy graduates. This necessitates an understanding of how AI is utilized in pharmacy education. This scoping review aims to summarize current literature on AI in pharmacy education, including its implementation and perceptions among students and faculty, and examine the alignment of these applications with accreditation standards to inform future curriculum development.</div></div><div><h3>Methods</h3><div>A literature search was performed across PubMed, Scopus, Embase, CINAHL, and Google Scholar, for studies on AI in pharmacy education. Articles were categorized as innovation or perception studies. Innovation studies underwent thematic analysis to identify practical applications, while perception studies captured AI familiarity and willingness for curricular integration. AI applications were mapped to the Accreditation Council for Pharmacy Education (ACPE) and Canadian Council for Accreditation of Pharmacy Programs (CCAPP) standards.</div></div><div><h3>Results</h3><div>Twenty articles (10 innovation, 10 perception) were included. Faculty utilized AI for evaluation, assessment, and reflective writing analysis. Students used AI for personalized learning, enhancing communication, and problem-based learning. Some studies reported high AI familiarity; others showed limited knowledge. Nevertheless, a strong willingness to integrate AI into pharmacy education was observed, with students desiring more AI-focused curricula. Mapping AI applications to accreditation standards demonstrated that AI integration can support educational outcomes and competency requirements.</div></div><div><h3>Conclusions</h3><div>The findings highlight potential AI applications in pharmacy education, underscoring the need to incorporate AI into pharmacy curricula. Alignment with accreditation standards suggests that AI integration addresses evolving professional needs and maintains quality standards for pharmacy programs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102534"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679069","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":"Teaching reform of pharmaceutical engineering design courses via AI-driven CDMO model","authors":"Shi-Ming Zhang ,&nbsp;Yong-Zheng Chen","doi":"10.1016/j.cptl.2025.102535","DOIUrl":"10.1016/j.cptl.2025.102535","url":null,"abstract":"<div><div>This study innovates pharmaceutical engineering education with an AI-driven CDMO framework, addressing traditional curricular gaps via targeted solutions. CDMO-oriented teaching cases enhance students' domain expertise, practical skills, and STEM competition competitiveness—evidenced by higher-tier awards and recognized pedagogical effectiveness. This work provides a replicable paradigm for nurturing interdisciplinary talents meeting modern pharmaceutical industry needs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102535"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679063","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 short-term study abroad programs with self-reported growth and objective testing","authors":"Yukie Kondo ,&nbsp;Hideki Goto ,&nbsp;Mikio Kakumoto ,&nbsp;Tsukasa Yamanaka ,&nbsp;Miho Yamashita ,&nbsp;Syuhei Kimura ,&nbsp;Benjamin William Listen ,&nbsp;Keisuke Yoshii ,&nbsp;Yoichi Yamada","doi":"10.1016/j.cptl.2025.102542","DOIUrl":"10.1016/j.cptl.2025.102542","url":null,"abstract":"<div><h3>Objective</h3><div>Short-term study abroad programs can serve as valuable opportunities for students' personal and professional growth. This study explored how pharmacy and life sciences students at Japanese universities experienced changes in motivation, self-perceived growth, and future aspirations through three distinct programs.</div></div><div><h3>Methods</h3><div>Pre- and post-program surveys, including open-ended responses, and English proficiency tests were conducted in AY2022 and AY2023. Qualitative data were analyzed using KH Coder to perform co-occurrence network analysis and correspondence analysis, examining patterns in students' motivations, perceived growth, and future aspirations. The English tests were employed to evaluate improvements in four skills: Listening, Reading, Speaking, and Writing.</div></div><div><h3>Results</h3><div>Text-mining analysis revealed that while students shared common motivations such as seeking challenge and personal development, their learning outcomes varied according to the program context. Some emphasized cultural awareness and intercultural communication, while others highlighted proactivity and self-expression, with some linking their experience to future professional roles in healthcare. The English test results showed improvements in Listening across all programs, along with improvements in Speaking and Writing in one program. Reading, however, remained unchanged or declined slightly.</div></div><div><h3>Conclusion</h3><div>Short-term study abroad programs can meaningfully foster student growth shaped by program objectives and individual motivation. Self-reported growth demonstrated important aspects of communicative confidence and intercultural adaptability, whereas limited changes in English test scores highlighted a gap between perceived and measured growth. These findings emphasize the need for evaluation approaches that capture both measurable language skills and broader intercultural and professional competencies.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102542"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679125","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":"Curriculum-wide integration initiatives for diversity, equity, inclusion, and accessibility","authors":"L'Aurelle Johnson ,&nbsp;Reena V. Kartha ,&nbsp;Diana Langworthy ,&nbsp;Meg M. Little ,&nbsp;Tess Mickle ,&nbsp;Elise Moore ,&nbsp;Lindsay A. Sorge ,&nbsp;Jared Van Hooser","doi":"10.1016/j.cptl.2025.102532","DOIUrl":"10.1016/j.cptl.2025.102532","url":null,"abstract":"<div><h3>Purpose</h3><div>Healthcare disparities persist in marginalized communities, with pharmacists often lacking the cultural competency required to serve diverse populations effectively. Professional organizations have mandated cultural competency development, yet pharmacy curricula remain inconsistent in their approach to diversity, equity, inclusion, and accessibility (DEIA) integration. This paper describes the procedures, challenges, and lessons learned from launching a DEIA Consultant Team to embed DEIA within a newly designed pharmacy curriculum.</div></div><div><h3>Description</h3><div>The DEIA Consultant Team was formed to support the holistic integration of DEIA across the new curriculum. Their work aligned with DEIA principles – intentionality, transparency, and accountability - and was embedded into the new Whole Task Learning curricular structure.</div></div><div><h3>Analysis/Interpretation</h3><div>The DEIA Consultant Team reached four core milestones in their work: 1) summary assessment design, 2) systematic DEIA alignment of syllabi and learning cases, 3) instructor professional development, and 4) support for DEIA curriculum trajectory development. Key themes emerged, including the need for an iterative implementation, intentional championing across newly developed semesters, and targeted faculty development.</div></div><div><h3>Conclusions</h3><div>Systematic DEIA integration requires dedicated expertise, sustained institutional commitment, and comprehensive frameworks extending beyond individual course modifications. Meaningful transformation requires persistent advocacy, fundamental educational shifts, iterative implementation approaches, differentiated faculty development, and robust accountability structures.</div></div><div><h3>Implications</h3><div>This consultant team model provides pharmacy educators with a practical framework for moving beyond piecemeal DEIA additions toward comprehensive curriculum transformation, offering replicable strategies for health professions schools seeking to systematically embed DEIA across their curricula and graduate culturally responsive healthcare providers equipped to address healthcare disparities.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102532"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679151","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":"Decolonising pharmacy education: Broadening epistemic perspectives and advancing curricular inclusion","authors":"Kingston Rajiah ,&nbsp;Clare Murray","doi":"10.1016/j.cptl.2025.102553","DOIUrl":"10.1016/j.cptl.2025.102553","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy education curricula remain predominantly influenced by Western biomedical paradigms, often marginalising diverse cultural and Indigenous health perspectives, which limits culturally responsive patient care.</div></div><div><h3>Perspective</h3><div>Integrating epistemic pluralism, critical consciousness, and cultural safety frameworks from broader healthcare education can foster curricula reflective of diverse healing traditions. Curricular co-creation with marginalised communities further supports inclusive pharmacy education.</div></div><div><h3>Implications</h3><div>Effective decolonisation requires comprehensive curriculum audits, targeted faculty training in inclusive pedagogies, authentic community engagement, and alignment with regulatory standards. Interdisciplinary collaboration enriches pharmacy curricula, preparing culturally competent pharmacists to address health disparities and provide patient-centred care in diverse communities.</div><div>This paper offers a conceptual and advocacy-oriented perspective that outlines why and how pharmacy education should be reoriented through decolonising principles.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102553"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670109","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":"Is there a magic formula? Impact of team size and composition on students' interprofessional socialization and team performance","authors":"Aline Saad ,&nbsp;Anna Azuz ,&nbsp;Christine Kivlen ,&nbsp;Diane Levine ,&nbsp;Melanie Mayberry ,&nbsp;Caitlin E. Rukat ,&nbsp;Martha Schiller ,&nbsp;Maria Sobhie ,&nbsp;Brittany Stewart ,&nbsp;Brian J. Barnes","doi":"10.1016/j.cptl.2025.102527","DOIUrl":"10.1016/j.cptl.2025.102527","url":null,"abstract":"<div><h3>Introduction</h3><div>Team size and composition may influence learning during interprofessional education events. This cohort study investigated the impact of these factors on changes in student interprofessional values, as well as standardized patients' (SPs) and students' perceptions of team performance.</div></div><div><h3>Methods</h3><div>Students from seven health professions participated in an interprofessional telehealth team visit (IPTTV) to develop a unified care plan. Pre-post changes in Interprofessional Socialization and Valuing Scale (ISVS) scores, and post-IPTTV assessments using the Modified McMaster Ottawa tool, Gap Kalamazoo tool, and the Blau heterogeneity index were analyzed. Wilcoxon signed-rank test compared within discipline changes. Kruskal-Wallis or Mann-Whitney <em>U</em> tests compared data between groups.</div></div><div><h3>Results</h3><div>Among 828 participating students, 447 had matched pre-post ISVS data and 661 completed evaluations of their team's performance. Team size ranged from 3 to 7 students involving 3–5 disciplines. Students demonstrated improvement in ISVS scores (+0.59, <em>p</em> &lt; 0.0001). Team size (<em>p</em> = 0.93), the number of disciplines (<em>p</em> = 0.44), or the Blau heterogeneity index (<em>p</em> = 0.43) did not influence ISVS scores. Team size (<em>p</em> = 0.0003) and number of disciplines (p = 0.0003) were found to influence students' perceptions of their own team's performance. SPs' perceptions of team performance were not influenced by team size (<em>p</em> = 0.40) or the number of disciplines on the team (<em>p</em> = 0.65).</div></div><div><h3>Conclusion</h3><div>Across the observed ranges of team sizes and compositions, students showed improvement in interprofessional values. Neither team size nor the number of disciplines on a team impacted the magnitude of ISVS change or SPs' perceptions of team performance, but these factors did influence students' perceptions of their own teams' performance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102527"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145537058","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":"Artificial intelligence (AI) usage on advanced pharmacy practice experiences","authors":"Heather A. Kehr ,&nbsp;Courtney Selby ,&nbsp;Rahul Nohria ,&nbsp;Natalie Gordon ,&nbsp;Edward T. Chiyaka ,&nbsp;Dawn M. Battise ,&nbsp;Krista L. Donohoe","doi":"10.1016/j.cptl.2025.102562","DOIUrl":"10.1016/j.cptl.2025.102562","url":null,"abstract":"<div><h3>Objective</h3><div>To determine if pharmacy students are utilizing generative artificial intelligence (AI) on advanced pharmacy practice experiences (APPEs). A secondary objective is to assess what AI tools students are utilizing for APPE activities.</div></div><div><h3>Methods</h3><div>Students at five schools/colleges of pharmacy were emailed an anonymous survey during their APPE year in May 2025. The survey included questions about whether respondents utilized generative AI, and if so, which platforms and for what types of activities. Descriptive statistics were utilized to summarize AI use.</div></div><div><h3>Results</h3><div>Fifty-eight APPE students responded to the survey from the five schools/colleges of pharmacy. A total of 42 students (72.4%) reported using AI during APPE rotations, while 16 students (27.6%) did not. The most commonly used AI platform was ChatGPT (n = 24; 57.1%), followed by Gemini (n = 9; 21.4%). The most common uses of AI were to develop presentations/journal clubs, to simplify a complex topic, and to look up information for providers/preceptors.</div></div><div><h3>Conclusion</h3><div>Students are utilizing AI on APPEs. Schools/colleges of pharmacy should be aware of educating students on best practices and ethical considerations before students go on APPEs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102562"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789852","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":"A medicines information department simulation for final year MPharm undergraduates","authors":"Jeremy Sokhi,&nbsp;Gemma Keetch,&nbsp;Dawn Whitbourn","doi":"10.1016/j.cptl.2025.102557","DOIUrl":"10.1016/j.cptl.2025.102557","url":null,"abstract":"<div><h3>Background</h3><div>Final year pharmacy students in the UK need to demonstrate competence in a range of learning outcomes including working in partnership, communication skills, working collaboratively, appraising the evidence base, critically evaluating guidelines, effective leadership, and responding to complaints. Medicines Information (MI) departments in the UK provide support for all aspects of medication related queries and working in MI requires these skills to ensure the safe and effective use of medicines.</div></div><div><h3>Educational activity</h3><div>An MI themed simulation was developed for final year MPharm students at the University of East Anglia as an opportunity for them to develop in a range of skills and utilise previously taught clinical knowledge. Students were divided into two teams of five students, each tasked with managing their own MI department. During the four-hour simulation each team received a total of 12 telephone enquiries from a variety of simulated health professionals and simulated patients.</div></div><div><h3>Evaluation findings</h3><div>All 10 students participated in a focus group exploring their experience of the simulation. A thematic analysis identified three themes; realism, management and teamwork, and preparation for practice.</div></div><div><h3>Analysis of educational activity</h3><div>Students felt the simulation was realistic and challenging. They did not see management skills as integral to the task at the outset, however there was evidence of a change in approach as the simulation progressed. The session supported development of research and communication skills and was an opportunity for students to apply clinical knowledge. As such, an MI department simulation activity may be a useful addition to pharmacy curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102557"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726655","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":"Calculations skills and patient safety: Motivational design for an undergraduate health sciences calculations course","authors":"Camille E. Beauduy,&nbsp;Anna S. Milone,&nbsp;Angie T. Vollbrecht,&nbsp;Jody L. Lounsbery","doi":"10.1016/j.cptl.2025.102544","DOIUrl":"10.1016/j.cptl.2025.102544","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacists and other healthcare professionals must perform accurate calculations to prevent medication errors; however, studies have identified deficiency in PharmD student calculations skills, and data from the North American Pharmacist Licensure Examination (NAPLEX) show a consistent decline in calculations performance.</div></div><div><h3>Methods</h3><div>To address this, an undergraduate-level, asynchronous online health sciences calculations course was developed, integrating patient safety concepts with foundational math skills. The course was designed using the ARCS motivation model, which includes the following components: attention, relevance, confidence, and satisfaction. These elements informed the course design, which intended to overcome challenges with student engagement in online learning environments. This study evaluated the motivational impact of the course using the validated Instructional Materials Motivation Survey (IMMS) and open-ended questions.</div></div><div><h3>Results</h3><div>Of the 32 students enrolled, 81 % completed the IMMS and 78 % answered the open-ended questions. Quantitative results showed high levels of student motivation, with an average IMMS score of 155.7 (out of 180) and all individual ARCS components scoring above the successful motivation threshold of 3.5. Qualitative analysis revealed several themes which positively influenced the ARCS components, including use of real-life examples, an organized and predictable course structure, scaffolded learning activities, and formative feedback.</div></div><div><h3>Discussion</h3><div>The findings suggest that incorporating motivational design principles can be an effective strategy for developing engaging online courses that build calculations skills and enhance confidence in undergraduate students. This approach may better prepare students to apply knowledge in a PharmD curriculum and other professional programs for students pursuing health-related careers.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102544"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670103","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}