Currents in Pharmacy Teaching and Learning最新文献

{"title":"Integrating a digital health educational activity into a required didactic course: Reflections and lessons learned","authors":"Anna Nogid,&nbsp;Anna Dushenkov,&nbsp;Lindsey Ryan,&nbsp;Annarose M. Sorvillo","doi":"10.1016/j.cptl.2025.102533","DOIUrl":"10.1016/j.cptl.2025.102533","url":null,"abstract":"<div><h3>Background</h3><div>Evidence on how to best build competency in digital health technologies (DHTs) within pharmacy education is scarce. This manuscript aims to describe and reflect on the development and implementation of a self-directed learning digital health activity into the required pharmacy course.</div></div><div><h3>Educational activity</h3><div>Eighteen DHTs topics were assigned to teams of students. Teams researched the technology, delivered an oral presentation to peers, engaged peers in interactive activities, and participated in a faculty-led large group debrief. Faculty utilized a rubric to assess student performance. Students completed a peer evaluation using the same rubric in addition to a teamwork assessment. Student learning was captured through responses to an open-ended question on a student evaluation form.</div></div><div><h3>Evaluation findings</h3><div>Sixty students participated in the digital health self-directed learning activity. The mean grade on the activity was 91.5. All students addressed presentation objectives, provided balanced presentation material with appropriate critique of the literature and utilized appropriate resources. The lowest performing areas were communication skills (73.33 %) and audience engagement (68.33 %). Thematic analysis of free text responses demonstrated that this activity increased student awareness of DHTs availability, functionality, potential for student engagement, and potential impact of DHTs on health and patient care.</div></div><div><h3>Conclusion</h3><div>Topic presentations utilizing self-directed pedagogy provides one strategy to introduce students to a variety of DHTs within a required pharmacy course.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102533"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565721","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":"Reconciliation through remote engagement: Evaluation of an online model for indigenous health education in pharmacy","authors":"Katherine Huerne,&nbsp;Jason Min,&nbsp;Emma Young,&nbsp;Brandon Whitmore,&nbsp;Larry Leung","doi":"10.1016/j.cptl.2025.102541","DOIUrl":"10.1016/j.cptl.2025.102541","url":null,"abstract":"<div><h3>Background</h3><div>In response to the Truth and Reconciliation Commission of Canada's Calls to Action, pharmacy programs have expanded Indigenous health and cultural safety training. Community-engaged learning is recognized as an effective approach to support this goal, yet such initiatives can be difficult to sustain due to limited faculty and community resources.</div></div><div><h3>Educational activity</h3><div>This report outlines the outcomes of a third-year elective pharmacy course on Indigenous cultural safety which developed online community-engaged projects with three remote Indigenous communities. All communication and project activities were conducted remotely via video-conferencing, email, and phone. A community-based participatory action research (CB-PAR) framework was co-developed with Indigenous partners to guide the development of the course, which included project scoping, student onboarding, delivery, and evaluation.</div></div><div><h3>Evaluation of findings</h3><div>Student performance and project impact were assessed using pre/post surveys and semi-structured interviews, with qualitative data analyzed inductively. Seventeen students and six community partners participated in the course evaluation. Two main impacts for students were identified as: (1) a shift in understanding the value of Indigenous perspectives, and (2) enhanced application of cultural safety. Community partners reported positive experiences and emphasized the importance of participating in student assessment and project planning.</div></div><div><h3>Analysis of educational activity</h3><div>This model of Indigenous pharmacy education demonstrates that impactful, culturally meaningful learning can be achieved via remote learning. It offers a sustainable, scalable approach to engage with geographically remote communities while supporting meaningful Indigenous reconciliation in healthcare education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102541"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726524","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":"Team-based learning in health professions education: A bibliometric analysis","authors":"Elissa Izumi ,&nbsp;Violet Kulo ,&nbsp;Christina Cestone ,&nbsp;Zachary R. Noel","doi":"10.1016/j.cptl.2025.102536","DOIUrl":"10.1016/j.cptl.2025.102536","url":null,"abstract":"<div><h3>Background</h3><div>Team-based learning (TBL) has become a widely adopted pedagogical strategy in health professions education (HPE) in the last 25 years. This bibliometric analysis aimed to characterize the most influential publications involving TBL in HPE.</div></div><div><h3>Methods</h3><div>We performed a bibliometric analysis of the 50 most cited English-language articles on TBL in HPE, retrieved from Scopus in 2024 and updated in March 2025. Inclusion criteria focused on articles aligned with core TBL principles and phases. Metadata were extracted and analyzed using Microsoft Excel, SPSS, and VOSviewer to assess citation metrics, author collaboration, keyword co-occurrence, and bibliographic coupling. Normalized citation scores were calculated to account for publication year.</div></div><div><h3>Results</h3><div>The 50 articles with the highest normalized citations accrued 6295 citations (range: 58–402). The highest normalized citation score was 2.2. Only a small correlation was observed between article age and normalized citations (Spearman's ρ = 0.137, <em>p</em> = 0.342). Most articles were original research (66 %), with academic performance and student perception as common outcomes. Authors from 11 countries contributed, with the USA accounting for 70 % of publications. Keyword analysis revealed clusters centered on active learning and medical education. The journals publishing the most TBL articles were <em>American Journal of Pharmaceutical Education</em> (<em>n</em> = 10), <em>Medical Teacher</em> (<em>n</em> = 9), and <em>Academic Medicine</em> (<em>n</em> = 6).</div></div><div><h3>Conclusions</h3><div>This is the first bibliometric analysis of TBL in HPE, identifying key contributors, trends, and gaps. Findings highlight the dominance of medical and pharmacy education in TBL research and suggest opportunities for expansion into other health disciplines.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102536"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571156","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":"Pharmacy and gen-Z: Understanding the interests and motivations of high school students exploring health professions","authors":"Elizabeth Hageman,&nbsp;Sarah E. Lynch","doi":"10.1016/j.cptl.2025.102561","DOIUrl":"10.1016/j.cptl.2025.102561","url":null,"abstract":"<div><h3>Introduction</h3><div>Pharmacy school enrollment has declined in recent years potentially due to generational changes. Understanding the values and interests of Gen-Z, those born between 1997 and 2012, may help refine recruitment strategies. This study surveyed high school seniors enrolled in a year-long healthcare exploration program in New York to assess their knowledge of healthcare careers, career motivations, and values before and after the program.</div></div><div><h3>Methods</h3><div>An electronic survey was administered before and after a year long job shadowing program offered during the participants senior year of high school. The survey gathered students' career interests, familiarity with healthcare roles, education goals, and desired job characteristics.</div></div><div><h3>Results</h3><div>Twenty-five of twenty-seven eligible high school seniors completed both surveys. Most respondents identified as white (76 %), female sex (68 %), and from college-educated families (84 %). While 84 % planned to pursue a professional degree before the program, this dropped to 64 % post-program. Still, 84 % remained aligned with one of their original top three career interests or programs that supported their post-graduate plans. Initially, five students listed pharmacy as a top-three interest, but none reported it as their intended major post-program. Desired workplace skills included working with patients, problem-solving, and teamwork. There were slight increases in preferences for flexibility, direct patient care, and job security post-program-.</div></div><div><h3>Conclusion</h3><div>Students' interests and values remained stable, suggesting career decisions and core values may be formed before senior year. Despite pharmacy aligning with many preferred job traits, interest in the field was low, indicating a need for improved messaging by pharmacy schools.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 3","pages":"Article 102561"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789851","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":"Utilizing guided reflection to promote continuing professional development and professional identity for Doctor of Pharmacy students","authors":"Minakshi Lahiri,&nbsp;Christine Ann Parikh,&nbsp;Kristin Reinaker,&nbsp;Mary Barna Bridgeman","doi":"10.1016/j.cptl.2025.102511","DOIUrl":"10.1016/j.cptl.2025.102511","url":null,"abstract":"<div><h3>Purpose</h3><div>In this exploratory article, authors narrate the use of longitudinal guided reflection as a strategy to promote professional identity and continuing professional development (CPD) among Doctor of Pharmacy (PharmD) students.</div></div><div><h3>Description</h3><div>The review highlights the importance of fostering a strong professional identity in pharmacy education and examines how one institution has developed a CPD process for students to serve as a structured framework to cultivate lifelong learning habits and develop professional identity early in a pharmacist's career.</div></div><div><h3>Analysis</h3><div>Professional identity formation (PIF) is recognized as a critical outcome of pharmacy education, supporting students' transition from learners to patient-centered professionals. Guided reflection, particularly when structured within a longitudinal process, can nurture students' self-awareness, strengthen their sense of purpose, and enhance ability to integrate personal and professional values. CPD, with its cyclical process of reflection, planning, learning, evaluation and application aligns naturally with identity development by encouraging intentional growth and self-directed learning. Our school implemented a four-year CPD process embedded in the curriculum, requiring students to engage in semi-annual self-reflection guided by faculty feedback. Students used the assignment to document experiences, set goals, and revisit progress longitudinally. An evaluation rubric, faculty development, and structured prompts for learner reflection were key elements that supported consistency and depth in student reflections.</div></div><div><h3>Conclusions and implications</h3><div>Longitudinal guided reflection through a CPD framework provides a meaningful opportunity to support professional identity formation in PharmD students. By embedding these practices longitudinally across the PharmD curriculum, pharmacy programs can better prepare graduates for lifelong learning and evolving professional roles within the healthcare team.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102511"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565767","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":"Early career pharmacists' perspectives on belonging in classroom and research settings while pursuing a doctor of pharmacy degree: A mixed methods study","authors":"Kelly Ann Schmidtke ,&nbsp;Victoria McDougall ,&nbsp;Stephanie Lukas ,&nbsp;Vian Nguyen ,&nbsp;Kebede Beyene ,&nbsp;Scott K. Griggs ,&nbsp;Joel Arackal ,&nbsp;Paul Juang ,&nbsp;Sylvester Orimaye ,&nbsp;Scott Micek","doi":"10.1016/j.cptl.2025.102521","DOIUrl":"10.1016/j.cptl.2025.102521","url":null,"abstract":"<div><h3>Objectives</h3><div>While much research supports undergraduate research experiences, how these experiences contribute to pharmacy students' belonging is less clear. The current study describes early career pharmacists' sense of belonging across the classroom and research settings.</div></div><div><h3>Methods</h3><div>An explanatory mixed-methods (quant+QUAL) study was conducted involving early-career pharmacists who conducted research while pursuing their PharmD. Participants completed Likert-scale surveys assessing their sense of belonging across classroom and research settings, followed by interviews. The Wilcoxon signed-rank test was used to compare responses across settings. A framework analysis was used to inductively identify qualitative themes explaining their assessments, which were mapped onto four components of an integrated belonging framework, including: competencies, opportunities, motivations, and perceptions.</div></div><div><h3>Results</h3><div>Of our 30 participants (21 female), 15 felt closer in the research settings, 6 felt closer in the classroom setting, and the remaining 9 felt equally close across settings. Participants' quantitative assessments of belonging did not strongly differ across settings. The inductive qualitative themes mapped onto motivation largely reflected experiences in the research setting, while those mapped onto perceptions largely reflected the classroom. For the competencies component, participants believed their competencies grew more in the research setting. For opportunities, participants positively reflected on the relationships they formed across both settings.</div></div><div><h3>Conclusions</h3><div>Research experiences can influence belonging. The degree of influence, however, depends on socially negotiated factors. To meet diverse student needs, the present study encourages colleges of pharmacy to create opportunities for students to engage in research to help them feel more connected to their education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102521"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526354","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":"Next generation of well-rounded pharmacists: The role of experiential advocacy in pharmacy education","authors":"Bella Blankenship ,&nbsp;E. Michael Murphy ,&nbsp;Jennifer L. Rodis","doi":"10.1016/j.cptl.2025.102528","DOIUrl":"10.1016/j.cptl.2025.102528","url":null,"abstract":"<div><h3>Purpose</h3><div>As investment grows in the passage of pharmacy-related legislation, the American Association of Colleges of Pharmacy (AACP) is calling for advocacy skill-building to be included in PharmD programs. This article provides reflections on one method of doing so.</div></div><div><h3>Description</h3><div>One way to incorporate advocacy skill-building is through the creation of a program that guides student pharmacists through the process of hosting a legislator visit at a pharmacy practice setting. An APPE program of this nature was established in 2019 at The Ohio State University College of Pharmacy with the goals of exposing student pharmacists to advocacy initiatives and the legislative process, increasing student pharmacist comfort and knowledge in advocacy initiatives and legislator interactions, and instilling in pharmacist preceptors the perception of importance in participating in advocacy initiatives following a legislator visit at a pharmacist practice setting.</div></div><div><h3>Interpretation</h3><div>There are several challenges in implementing an experiential advocacy program as observed over the last five years. Programs focused on final-year pharmacy students can create challenges as there is limited time within schedules to accommodate additional responsibilities. Further curricular overload as observed in the first three years of PharmD programs could be prevented by integrating these experiences into already-established rotations.</div></div><div><h3>Conclusions</h3><div>A program that empowers student pharmacists to host an elected leader at an IPPE or APPE rotation site gives students and preceptors real-world experience to advocate while establishing a relationship with the legislator.</div></div><div><h3>Implications</h3><div>As academic institutions consider integration of legislative advocacy into their didactic and co-curricula, they should consider expansions in experiential opportunities that integrate legislative advocacy into already-established experiential curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102528"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514676","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":"Textbook reading habits and perceptions among PharmD students in an integrated curriculum: A mixed-methods analysis","authors":"Joydip Das ,&nbsp;Rudi Safarudin ,&nbsp;J. Douglas Thornton ,&nbsp;Louis Williams","doi":"10.1016/j.cptl.2025.102489","DOIUrl":"10.1016/j.cptl.2025.102489","url":null,"abstract":"<div><h3>Objective</h3><div>To examine the prevalence of textbook reading among PharmD students and to identify the factors associated with it.</div></div><div><h3>Method</h3><div>An IRB-approved survey was distributed among the second and third-year PharmD students to examine their reading habits, primarily focusing on the prevalence of textbook reading related to therapeutics, pharmacology, medicinal chemistry, and medical physiology topics. Students' perception on whether textbook reading improved their academic performance was also examined. Descriptive, bivariate, and multivariate analyses were conducted to identify factors associated with textbook reading habits.</div></div><div><h3>Results</h3><div>An estimated 83–87 % of the students reported either not or rarely reading the textbooks, even when books were available to them for free as an online resource. Approximately 81–97 % of the students reported not purchasing the textbooks that were not available online. It was determined that only 5 % of the students reported that textbook reading improved their academic performance. The majority of the students indicated they did not have the time to read the textbooks because the course modules were intense, fast paced and time-consuming, and lecture slides and handout materials offered more helpful insights into important concepts than textbooks.</div></div><div><h3>Conclusion</h3><div>The vast number of students either did not or rarely read textbooks and relied primarily on the material presented during class by instructors. We conclude that the delivery of comprehensive subject matter during lectures, combined with the limited time students had, hindered their use of the textbook. We recommend including reading assignments in the form of flipped lectures to cultivate a more holistic learning experience for the students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102489"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402273","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":"Identification of risk factors for impostor phenomenon among healthcare professional students","authors":"Hanna Rowell ,&nbsp;Michelle N. Schroeder,&nbsp;Mitchell S. Howard,&nbsp;Julie A. Murphy","doi":"10.1016/j.cptl.2025.102524","DOIUrl":"10.1016/j.cptl.2025.102524","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the presence of impostor phenomenon among professional healthcare students at the University of Toledo and explore associated factors.</div></div><div><h3>Methods</h3><div>In this cross-sectional study, eligible students completed a 39-question Qualtrics survey incorporating the Clance Impostor Phenomenon Scale (CIPS), Patient Health Questionnaire-2 (PHQ-2), Generalized Anxiety Disorder-2 (GAD-2) Screening Tool, and demographic items. A CIPS score of ≥61 indicated frequent or intense impostor phenomenon. Data were analyzed using IBM SPSS Statistics 29.0 (IBM Corp., Armonk, NY). Descriptive statistics summarized participant characteristics, and multivariable logistic regression identified independent predictors of impostor phenomenon, adjusting for age, program, year, gender identity, sexual orientation, and PHQ-2 and GAD-2 results. A sensitivity analysis treated total CIPS score as a continuous variable.</div></div><div><h3>Results</h3><div>Of 147 healthcare professional students who initiated the survey, 139 completed the CIPS instrument. Impostor phenomenon was identified in 74.1 % (103/139) of respondents. Although bivariate analyses showed associations with anxiety, depression, and LGBTQIA identity, the adjusted logistic regression model revealed no independent predictors after controlling for confounders. The sensitivity analysis similarly found small associations. Most respondents (88.5 %) were familiar with impostor phenomenon, yet 67.6 % felt the topic was not adequately addressed within their curriculum.</div></div><div><h3>Conclusion</h3><div>Impostor phenomenon was highly prevalent among professional healthcare students, affecting individuals regardless of demographic or psychological characteristics. Findings support incorporating curricular strategies that normalize impostor experiences and promote confidence and belonging.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102524"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514663","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":"Spaced repetition and active recall improves academic performance among pharmacy students","authors":"Saravanan Jayaram","doi":"10.1016/j.cptl.2025.102510","DOIUrl":"10.1016/j.cptl.2025.102510","url":null,"abstract":"<div><div>Pharmacy students rely heavily on traditional learning methods like passive review of learned material and rote memorization that eventually leads to rapid forgetting and poor long-term retention. This is a serious problem in pharmacy field because students must retain a plethora of information like drug names, adverse effects, drug interactions, indications, and contraindications etc. Passive review of the study material by simply re-reading lecture notes or highlighting textbooks, creates a false sense of familiarity rather than true understanding. In recent times, learning techniques like spaced repetition and active recall have been widely reported in the literature to improve learning outcome among the students from various fields. By applying these evidence-based strategies, pharmacy educators and students can address the shortcomings of conventional learning and develop more efficient and durable learning habits.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102510"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145340463","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}