Currents in Pharmacy Teaching and Learning最新文献

{"title":"Exploring the perceptions and experiences of pharmacy students about formative and summative OSCE incorporating AI in preparatory process: A mixed-methods study","authors":"Sara Rehman ,&nbsp;Majid Ali ,&nbsp;Ejaz Cheema ,&nbsp;Asra Shanzeh","doi":"10.1016/j.cptl.2025.102348","DOIUrl":"10.1016/j.cptl.2025.102348","url":null,"abstract":"<div><div>This study, using a mixed-methods approach, explored pharmacy students' perceptions and experiences of formative and summative OSCEs and their use of AI tools in OSCE preparation. Formative and summative OSCE marks were compared. Further quantitative data were collected from 82 students (89.13 %) via a post-OSCE questionnaire. Qualitative data were collected from 20 face-to-face semi-structured interviews that were audio-recorded, transcribed verbatim and thematically analyzed. Results showed improvement in marks from formative to summative OSCE, with mean marks increasing from 44.2 % to 56.0 %. Students generally perceived the OSCE process positively, with the majority rating their overall experience as excellent (65 %). The formative OSCE was viewed as particularly helpful in preparing for the summative. The integration of AI tools in OSCE preparation was well-received, with 58.5 % of students finding them helpful. However, challenges such as “lack of humanization” and occasional inaccuracies were noted. Themes generated from qualitative data endorsed the quantitative findings and were categorized into facilitators (briefing session, formative OSCE, feedback from role players and evaluators, AI tools) and barriers (challenges with the use of AI tools, anxiety, time management). The study highlights the importance of formative assessments prior to summative and the potential of AI tools in enhancing OSCE preparation, but emphasizes the need for structured training and guidance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102348"},"PeriodicalIF":1.3,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143759881","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":"Design, implementation, and validation of an OSCE to assess clinical competencies in pharmacy students in Iran; A cross-sectional study","authors":"Narges Afzali Aram ,&nbsp;Saeed Mohammad Soleymani ,&nbsp;Samaneh Jahanabadi ,&nbsp;Hadi Esmaily","doi":"10.1016/j.cptl.2025.102324","DOIUrl":"10.1016/j.cptl.2025.102324","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to develop and evaluate professional performance tools, specifically the Objective Structured Clinical Examination (OSCE), for pharmacy students at Shahid Beheshti University of Medical Sciences.</div></div><div><h3>Methods</h3><div>In this cross-sectional study, data were collected from 92 final-year pharmacy students through a 9-station OSCE. Each station was designed based on validated checklists and scenarios developed by a panel of pharmacy education experts. Trained examiners and standardized patients assessed the students' performance, and data were recorded using structured evaluation forms during the two-day OSCE. Statistical analyses included regression analysis, correlation coefficients, and reliability testing to evaluate the OSCE results.</div></div><div><h3>Results</h3><div>A total of 92 pharmacy students participated in the OSCE, achieving passing rates ranging from 70.5 % to 100 % across stations. Acceptance quorum scores for each station were determined using border regression analysis, with values ranging from 79.76 to 140.77. The overall Pearson correlation coefficient between OSCE total scores and written test scores was 0.301. Internal consistency across the 9 stations was confirmed, with Cronbach's alpha exceeding 0.7 in most stations.</div></div><div><h3>Conclusion</h3><div>The design, implementation, and validation of the OSCE exam as a professional performance tool for pharmacy students in Iran demonstrated its effectiveness in assessing key clinical competencies. The OSCE showed strong reliability and validity, particularly in measuring the clinical and communication skills required for pharmacy practice. The findings underscore the importance of adapting standardized assessment methods, such as the OSCE, in resource-limited settings to enhance the quality of pharmacy education and better prepare students for the evolving demands of professional practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102324"},"PeriodicalIF":1.3,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687338","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 faculty and students perceptions of artificial intelligence: A National Survey","authors":"Kyle A. Gustafson ,&nbsp;Sarah Berman ,&nbsp;Paul Gavaza ,&nbsp;Islam Mohamed ,&nbsp;Radhika Devraj ,&nbsp;May H. Abdel Aziz ,&nbsp;Divita Singh ,&nbsp;Robin Southwood ,&nbsp;Motolani E. Ogunsanya ,&nbsp;Angela Chu ,&nbsp;Vivek Dave ,&nbsp;Jarred Prudencio ,&nbsp;Faria Munir ,&nbsp;Trager D. Hintze ,&nbsp;Casey Rowe ,&nbsp;Allison Bernknopf ,&nbsp;Damianne Brand-Eubanks ,&nbsp;Alexander Hoffman ,&nbsp;Ellen Jones ,&nbsp;Victoria Miller ,&nbsp;Leanne Showman","doi":"10.1016/j.cptl.2025.102344","DOIUrl":"10.1016/j.cptl.2025.102344","url":null,"abstract":"<div><h3>Introduction</h3><div>This study explores the perceptions, familiarity, and utilization of artificial intelligence (AI) among pharmacy faculty and students across the United States. By identifying key gaps in AI education and training, it highlights the need for structured curricular integration to prepare future pharmacists for an evolving digital healthcare landscape.</div></div><div><h3>Methods</h3><div>A 19-item Qualtrics™ survey was created to assess perceptions of AI use among pharmacy faculty and students and distributed utilizing publicly available contacts at schools of pharmacy and intern lists. The electronic survey was open from September 5th to November 22nd 2023. Responses were analyzed for trends and compared between faculty and student responses across four sub-domains.</div></div><div><h3>Results</h3><div>A total of 235 pharmacy faculty and 405 pharmacy students completed the survey. Responses indicated high familiarity with AI in both groups but found differences in training. Both groups identified ethical considerations and training as major barriers to AI integration. Faculty were less likely to trust AI responses than students despite reporting similar rates of incorrect information. Students were more concerned than faculty about AI reducing pharmacy jobs, particularly in community and health-system settings.</div></div><div><h3>Discussion</h3><div>This study highlights the need for intentional AI training tailored to pharmacy students, aiming to bridge the knowledge gap and equip them with the skills to navigate an AI-driven future. The inconsistency in how AI is addressed within the curriculum and the lack of established ethical guidelines display the need for clear and consistent institutional policies and professional guidance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102344"},"PeriodicalIF":1.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional identity, pivotal moments, and influences: Implications for preceptor development","authors":"Janet Cooley ,&nbsp;Natalie Kennie-Kaulbach ,&nbsp;Katie Crespo ,&nbsp;Heidi Anksorus ,&nbsp;Brittany Riley ,&nbsp;Charlene Williams ,&nbsp;Teresa A. O'Sullivan","doi":"10.1016/j.cptl.2025.102345","DOIUrl":"10.1016/j.cptl.2025.102345","url":null,"abstract":"<div><h3>Introduction</h3><div>Preceptors are critical in training learners and supporting learner professional identity formation (PIF). This manuscript describes pharmacist preceptors' professional identities (PI), pivotal moments and influences that shaped those PIs, and how this impacts their precepting to inform future preceptor development.</div></div><div><h3>Methods</h3><div>Semi-structured interviews with experienced preceptors from five experiential education programs were transcribed and analyzed. An abductive approach was used for coding, followed by thematic analysis.</div></div><div><h3>Results</h3><div>Twenty-two participants from various settings described their PI as a medication specialist, care provider, safeguard, educator, and/or manager. Six themes were recognized across the interview question data as critical to forming professional identity. These included: common elements among pharmacists' PIs such as being a medication-related problem solver (theme 1) and helping/serving others (theme 2); a connection between preceptor identity and participant precepting practices (theme 3); and the importance of role models (theme 4), practicing autonomy (theme 5) and being treated as a pharmacist (theme 6) in developing the participants' PI.</div></div><div><h3>Discussion</h3><div>These findings suggest that preceptor development could focus on introducing the concept of PIF, build an understanding of the importance of role models and pivotal moments in supporting PIF, and support the development of preceptor identity as a clinician, educator, or teacher.</div></div><div><h3>Conclusion</h3><div>Critically, the findings from this analysis suggest that a preceptor's PI can influence how they precept, the types of experiences they facilitate for learners, and the norms and values they model. These findings will inform future preceptor development programs about their learner's PIF.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102345"},"PeriodicalIF":1.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrigendum to “Global research progress in pharmacy education” [Currents in Pharmacy Teaching and Learning volume 17 (2025) Start page–End page/102157]","authors":"Wei Zhang ,&nbsp;Shu-Rui Li ,&nbsp;Shan-Shan Cao ,&nbsp;Meng Tang ,&nbsp;Bo Ji ,&nbsp;Fei Mu ,&nbsp;Jie Ge ,&nbsp;Meng-Ying Li ,&nbsp;Bo-Yuan Fan ,&nbsp;Yue Guan ,&nbsp;Jing-Wen Wang","doi":"10.1016/j.cptl.2025.102341","DOIUrl":"10.1016/j.cptl.2025.102341","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 5","pages":"Article 102341"},"PeriodicalIF":1.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143679662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty and student perceptions of a co-curriculum within a doctor of pharmacy program","authors":"Elizabeth G. Schlosser,&nbsp;Amber Lloyd,&nbsp;Michael Doherty,&nbsp;Ana L. Hincapie,&nbsp;Karissa Kim,&nbsp;Brad Hein","doi":"10.1016/j.cptl.2025.102338","DOIUrl":"10.1016/j.cptl.2025.102338","url":null,"abstract":"<div><h3>Background</h3><div>Colleges and schools of pharmacy have implemented co-curricular programs that complement didactic and experiential learning within Doctor of Pharmacy programs. These programs are varied but all are directed at achieving educational outcomes, which may change based on accreditation standards.</div></div><div><h3>Objective</h3><div>The objective of this project was to describe student and faculty perceptions of the co-curricular program in one doctor of pharmacy program.</div></div><div><h3>Methods</h3><div>Two surveys were developed to assess the co-curricular program, one for faculty and one for students. Both surveys consisted of quantitative and qualitative elements, and both were comprised of three sections: overall program satisfaction, activities and reflections, and program logistics. Surveys were distributed via email to all Doctor of Pharmacy students and faculty and remained open for two weeks.</div></div><div><h3>Results</h3><div>Response rate for the faculty and student surveys was 59.3 % (19 of 32) and 48.2 % (131 of 272), respectively. Overall satisfaction with the co-curricular program was rated as a median of 7 (interquartile range [IQR], 6–8) for faculty and a median of 6 (IQR, 5–8) for students on a 10-point scale with 10 being the most highly satisfied and one being not satisfied at all. Qualitative results revealed that faculty and students supported the program and its intent but find room for improvements. Suggested improvements included: ensuring consistent offerings of co-curricular activities in both quantity and quality, decreasing the number of required reflections, and encouraging timeliness and quality in student submissions and in faculty reviews.</div></div><div><h3>Conclusion</h3><div>Faculty and students expressed general support for the co-curricular program and offered several ways to enhance the program. These insights will be important to improve the program in this college of pharmacy and beyond, especially with new accreditation standards and educational outcomes.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102338"},"PeriodicalIF":1.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics and outcomes of practice experiences in community pharmacies: A scoping review","authors":"Luciana Flavia de Almeida Romani ,&nbsp;Ursula Carolina de Morais Martins ,&nbsp;Marina Guimaraes Lima","doi":"10.1016/j.cptl.2025.102339","DOIUrl":"10.1016/j.cptl.2025.102339","url":null,"abstract":"<div><h3>Background</h3><div>Pharmaceutical education includes practice experiences to develop in students the competencies required to perform in community pharmacies. However, evidence on practice experiences in community pharmacies was not synthesized in a review.</div></div><div><h3>Objective</h3><div>This scoping review aims to map, identify, characterize, and summarize the characteristics and outcomes of pharmacy practice experience programs in community pharmacy settings.</div></div><div><h3>Methods</h3><div>A scoping review was conducted. MEDLINE (PubMed), Web of Science, Scopus, and Google Scholar were searched to identify relevant literature. Studies describing characteristics of pharmacy practice experience programs in community pharmacy settings or evaluating their outcomes were included. Studies were limited to those published from 1990 to 2024.</div></div><div><h3>Results</h3><div>Fifty-one studies were included in the review. The papers were carried out in 19 different countries of the five continents. Most of the studies (56.9 %) included were published in the period 2016-2023. The most frequent design in the studies included was the quantitative (43.1 %), followed by mixed methods (27.5 %), and qualitative (25.5 %). There was heterogeneity across the globe in denominations of practice experiences. The findings suggested that these experiences impacted students' and preceptors' satisfaction, student's development of knowledge, skills, and attitudes, and improvements in community pharmacy.</div></div><div><h3>Conclusions</h3><div>These findings can inform the design and performance of practice experience programs by faculty members and preceptors, guiding them in the selection of characteristics more suitable to the context of their educational institutions and practice sites.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102339"},"PeriodicalIF":1.3,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671586","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":"Establishing an advanced diabetes rotation for ambulatory care pharmacy residents","authors":"Lindsay Zink ,&nbsp;Sarah Weddle ,&nbsp;Anne M. Komé","doi":"10.1016/j.cptl.2025.102342","DOIUrl":"10.1016/j.cptl.2025.102342","url":null,"abstract":"<div><h3>Introduction</h3><div>As the landscape of diabetes management continues to transform with the emergence of novel therapies and technological advances, pharmacy training programs must evolve accordingly. At the University of North Carolina (UNC), an advanced diabetes rotation for pharmacy residents that builds upon fundamental clinical experiences in endocrinology and family medicine clinics has not been established.</div></div><div><h3>Objective</h3><div>The primary goal was to develop a replicable, advanced diabetes rotation for pharmacy residents to enhance their clinical knowledge, confidence, and skillset beyond standard diabetes management by clinical pharmacist practitioners at UNC.</div></div><div><h3>Methods</h3><div>A one-month curriculum was developed, involving hands-on device trainings, inpatient and outpatient diabetes management, topic discussions, formal presentations, and experience at a pediatric diabetes summer camp. Rotation coordinators recruited over 15 stakeholders for this experience. Rotation objectives and evaluations were aligned with residency accreditation standards. Proficiency in diabetes-related competencies were assessed through pre- and post- self-assessment surveys.</div></div><div><h3>Results</h3><div>Two second-year ambulatory care pharmacy residents completed the inaugural rotation. The experience included six training sessions covering 15 diabetes devices, four unique clinical experiences, six expert-led presentations, five resident-led topic discussions, and seven days as a counselor at a pediatric diabetes summer camp. Self-assessment survey results demonstrated improved clinical knowledge, understanding, and comfort with diabetes-related competencies by the end of the rotation. The learning experience was perceived as valuable, successful, and replicable by participating residents, stakeholders, and coordinators.</div></div><div><h3>Conclusion</h3><div>Partaking in an advanced diabetes rotation increased knowledge, confidence, and skillset beyond core learning experiences for pharmacy residents preparing for clinical practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102342"},"PeriodicalIF":1.3,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of a training program to support depression screening for older adults in community pharmacies","authors":"Duha N. Gide ,&nbsp;Sarira El-Den ,&nbsp;Lisa Kouladjian O'Donnell ,&nbsp;Kevin Ou ,&nbsp;Simone Diamandis ,&nbsp;Natasa Gisev ,&nbsp;Claire L. O'Reilly","doi":"10.1016/j.cptl.2025.102340","DOIUrl":"10.1016/j.cptl.2025.102340","url":null,"abstract":"<div><h3>Introduction</h3><div>This study aimed to evaluate the impact of a training program on community pharmacists' and pharmacy staff's perceived knowledge and attitudes regarding depression, as well as community pharmacists' confidence and acceptability, regarding late-life depression (LLD) screening.</div></div><div><h3>Methods</h3><div>A training program was developed and delivered to participants in the EMPATHISE pilot study, whereby pharmacists delivered LLD screening and provided referrals when warranted. The study took place in community pharmacies across New South Wales, Australia. Training consisted of Mental Health First Aid training, and training on the identification of LLD. A 68-item survey was developed using validated questionnaires exploring participants' stigma, attitudes, knowledge and acceptability of such services. Participants were invited to complete the survey at baseline (T1), immediately post-training (T2), and 3-months post-training (T3). Changes in responses were analysed descriptively and using the Friedman test.</div></div><div><h3>Results</h3><div>Twenty-seven of the 78 participants at baseline completed the survey across all timepoints, including 21 community pharmacists (78 %). Across the three timepoints, some improvements in participants' attitudes towards depression were observed. From T1-T2 and T1-T3, participants demonstrated some improvements in their acceptability and confidence regarding LLD screening, and increased knowledge regarding use of the Geriatric Depression Scale-15.</div></div><div><h3>Conclusion</h3><div>This training program improved aspects of participants' knowledge and attitudes towards LLD, as well as their confidence and acceptability regarding LLD screening, suggesting a need for training prior to pharmacist-delivered LLD screening. This training program may be incorporated into future studies focusing on service delivery models to help support pharmacists' early identification of LLD.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102340"},"PeriodicalIF":1.3,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting PharmD graduates after unsuccessful licensing examination attempts","authors":"Paul Fina ,&nbsp;Daniel Kerner ,&nbsp;Edward Ofori ,&nbsp;Darilyn McClain ,&nbsp;Jeremy Hughes","doi":"10.1016/j.cptl.2025.102327","DOIUrl":"10.1016/j.cptl.2025.102327","url":null,"abstract":"<div><div>Not passing the North American Pharmacy Licensure Examination (NAPLEX) is the reality for a significant number of PharmD graduates. The average first time pass rates for the NAPLEX have experienced significant drops since 2017, hitting an all-time low (76.6 %) for the Class of 2023. While most candidates eventually pass the NAPLEX, a staggering 3228 PharmD graduates remain unlicensed due to unsuccessful licensure examinations from cycle years 2022 to 2024. Further decline is anticipated with impending changes to the structure of the NAPLEX in 2025. Unfortunately, unlicensed graduates are unable to practice and earn pharmacist salaries, leaving them with significant student debt. This commentary, examines the key drivers of this problem and suggests pragmatic measures to support the success of graduates who have not yet passed NAPLEX.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102327"},"PeriodicalIF":1.3,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654723","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}