Currents in Pharmacy Teaching and Learning最新文献

{"title":"Empowering students in curriculum design and pedagogy: Perceptions of pharmacy students as partners; A qualitative study","authors":"Mari Kannan Maharajan ,&nbsp;Subarna Sivapalan ,&nbsp;Kingston Rajiah","doi":"10.1016/j.cptl.2025.102280","DOIUrl":"10.1016/j.cptl.2025.102280","url":null,"abstract":"<div><h3>Introduction</h3><div>The concept of “Students as Partners” (SaP) in curriculum design and pedagogy marks a significant shift towards relational pedagogical approaches in higher education. This study explored pharmacy students' perceptions of the SaP approach, focusing on their involvement in curriculum design and the perceived benefits and challenges of such partnerships.</div></div><div><h3>Methods</h3><div>A qualitative research design was employed, utilising one-on-one interviews with pharmacy students at a university in Malaysia. Participants were selected through purposive and snowball sampling. Data were collected using a semi-structured interview guide and analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Thematic analysis revealed five core themes: student involvement in curriculum design, perceived benefits in students as partners, challenges in active learning environments, suggestions to improve relational pedagogy, and empowerment through student involvement in curriculum design. Students mentioned that the relationship as partners with educators will be beneficial and mentioned challenges, such as hierarchical barriers and communication issues. They suggested increased training and support, more frequent feedback mechanisms, and clearer communication channels to foster effective partnerships.</div></div><div><h3>Conclusion</h3><div>Students perceived that their engagement could lead to significant changes in their academic journeys. This participatory approach aligns with outcome-based educational goals and enhances the overall learning experience by making the content more relevant to students' needs and aspirations. The SaP approach has transformative potential in higher education.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102280"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014111","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":"A longitudinal curriculum to teach and assess empathy within the doctor of pharmacy curriculum","authors":"Luma Munjy,&nbsp;Kathleen Besinque,&nbsp;Richard Beuttler,&nbsp;Reza Taheri,&nbsp;Kimberly Won,&nbsp;Laressa Bethishou","doi":"10.1016/j.cptl.2024.102279","DOIUrl":"10.1016/j.cptl.2024.102279","url":null,"abstract":"<div><h3>Objective</h3><div>The purpose of this study is to assess changes in empathy throughout a Doctor of Pharmacy (PharmD) program using a self-assessment tool and assessment by standardized patients (SPs).</div></div><div><h3>Methods</h3><div>This study was conducted over the course of a three-year, accelerated PharmD curriculum. Students participated in a series of educational interventions focused on empathy development within the didactic curriculum. Within the experiential curriculum, students applied empathy skills and participated in interprofessional workshops during their experiential rotations. Self and SP assessed empathy was measured at baseline and upon conclusion of the study.</div></div><div><h3>Results</h3><div>PharmD students' self-rated empathy did not meaningfully change over the three-year period while SP-rated empathy increased.</div></div><div><h3>Conclusion</h3><div>Students were able to demonstrate empathetic behaviors as perceived by the SPs, even though they did not change their self-ratings from baseline. This difference may be due to students' ability to demonstrate empathetic behaviors without feeling higher levels of empathy or a decline in empathy due to burnout.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102279"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157772","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":"African American pharmacists in professional pharmacy associations","authors":"John E. Clark","doi":"10.1016/j.cptl.2024.102277","DOIUrl":"10.1016/j.cptl.2024.102277","url":null,"abstract":"<div><div>The early participation of African Americans in professional pharmacy associations between the 1870s and the 1970s is explored. The early participation African American pharmacists in the national pharmacy organizations was limited to the American Pharmaceuticals Association (APhA), a small number of the APhA state and local affiliates, and the pharmaceutical section of the national and state Black medical associations. Little to no participation of African American pharmacists as members in other national organizations (e.g., National Association of Retail Druggists (NARD), National Wholesale Druggists Association (NWDA), or the American College of the Apothecaries) occurred before the 1960s. Few African American pharmacists played a leadership role as officers before the 1960s except in the Black professional pharmacy organizations.</div><div>(This is the first of three papers dealing with key points of black professional pharmacy association)</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102277"},"PeriodicalIF":1.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014108","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":"Advancing cultural humility in pharmacy education: Insights from interprofessional experiences for varied learning modalities","authors":"Laura Leticia Salazar Preciado ,&nbsp;Inbal Mazar ,&nbsp;Sally Haack","doi":"10.1016/j.cptl.2024.102272","DOIUrl":"10.1016/j.cptl.2024.102272","url":null,"abstract":"<div><div>Effective pharmacy education requires incorporating interactive and engaging strategies that encourage collaboration among people from diverse backgrounds. Activities that forward cultural humility in combination with interprofessional education (IPE) are beneficial to achieve a comprehensive educational experience for enhanced patient centered care and effective teamwork between colleagues. Moving beyond travel seminars and Advanced Pharmacy Practice Experiences (APPEs), these goals can be met through numerous educational formats, which can be tailored to the needs of the course using institutional resources available.</div><div>Professors at Drake University in Des Moines, Iowa, United States, have developed and enhanced examples from two courses to advance cultural understanding and IPE. One of these courses was designed as a global classroom experience with professors from Tecnológico de Monterrey in Guadalajara, Mexico between 2016 and 2024. Both institutions value a focus on patient-centered awareness and address social determinants of health through cross-cultural experiences. This article underscores how diverse learning modalities, including in-person, hybrid, and virtual formats, can incorporate varied perspectives and foster interprofessional collaboration in pharmacy education.</div><div>Course initiatives have involved partnerships between academic institutions and placed an emphasis on engaging with community organizations both in-person and virtually during students' formative years, with the goal of strengthening cultural humility and awareness of health needs of at-risk populations in their communities and beyond.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102272"},"PeriodicalIF":1.3,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972671","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 about climate change, health, and pharmacy education among pharmacy faculty and administrators in the United States: A cross-sectional survey","authors":"Cecilia L. Speck ,&nbsp;Cole M. Newlove ,&nbsp;Natalie A. DiPietro Mager ,&nbsp;John N. Mager III","doi":"10.1016/j.cptl.2024.102251","DOIUrl":"10.1016/j.cptl.2024.102251","url":null,"abstract":"<div><h3>Background</h3><div>The pharmacy profession must address climate change and its impact on health. Student pharmacists should be made aware of roles in sustainability, education, patient care, and advocacy; yet, pharmacy educators’ perceptions of climate change and health may impact the extent and quality of education provided.</div></div><div><h3>Objective</h3><div>The primary objective was to assess pharmacy educators' beliefs regarding climate change and whether its effects on health should be included in Doctor of Pharmacy curricula. Secondary objectives were to identify potential barriers, helpful materials, and current and future tactics to provide this content.</div></div><div><h3>Methods</h3><div>An electronic survey was sent to faculty and administrators of U.S.-based, fully-accredited Doctor of Pharmacy programs (<em>n</em> = 139) in February 2024 collecting opinions and demographic information.</div></div><div><h3>Results</h3><div>A total of 764 usable surveys were completed, representing 135 programs. Nearly 87 % of respondents thought climate change is happening. More thought climate change harms human health (74.7 %) than thought climate change was relevant to pharmacists/pharmacy practice (51.6 %, <em>p</em> &lt; 0.001) or pharmaceutical scientists/pharmaceutical sciences (57.2 %, p &lt; 0.001). Perceived importance of including specific topics in pharmacy education ranged from 58 % (loss of biodiversity) to 80 % (disaster preparedness/response). Respondents indicated they would be most likely to use case studies (61.2 %) and active learning exercises (57.5 %) if they were available. Ninety-seven percent perceived at least one challenge to incorporating climate change and health in curricula.</div></div><div><h3>Conclusions</h3><div>There is a need to increase knowledge and awareness among pharmacy educators regarding the connection between climate change, health, and pharmacy practice to prepare student pharmacists to protect public health.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102251"},"PeriodicalIF":1.3,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956652","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":"Barry A. Bleidt","doi":"10.1016/j.cptl.2024.102265","DOIUrl":"10.1016/j.cptl.2024.102265","url":null,"abstract":"","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 1","pages":"Article 102265"},"PeriodicalIF":1.3,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792287","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":"Comparison of United States and Australian pharmacy student attitudes towards careers in geriatrics","authors":"Grace Monti ,&nbsp;Emma Williams ,&nbsp;Daniel T Malone ,&nbsp;Nadia Mouchaileh ,&nbsp;Scott A. Davis ,&nbsp;Mollie Ashe Scott ,&nbsp;Tasha Woodall","doi":"10.1016/j.cptl.2024.102208","DOIUrl":"10.1016/j.cptl.2024.102208","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;div&gt;The population of older adults is expanding globally, but there remains a lack of healthcare professionals trained to meet growing care needs. The primary objective of this study was to compare the top three to four factors driving interest vs. lack of interest in geriatrics among pharmacy students in the United States (US) vs. Australia.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;US pharmacy students were recruited from two different schools, one utilizing a dual campus model and the other being a single campus. A 23-item survey was distributed to 611 first- through fourth-year pharmacy students from February through September 2022. These surveys were distributed during class time or via email with a website link. Australian pharmacy students were recruited from a single school to complete a 25-item survey that was distributed to 285 third-year pharmacy students in September of 2022 and to 251 pharmacy interns in February of 2023 via learning management system announcement. In both countries, answers were anonymous, and participation was voluntary. Data analysis was conducted using Fisher's exact test, descriptive statistics, and &lt;em&gt;t&lt;/em&gt;-tests.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of 363 responses were collected, 210 from the US and 111 from Australia. Interest in geriatrics was higher in the Australian cohort versus the US cohort (75 % interested or extremely interested vs. 51 %, &lt;em&gt;p&lt;/em&gt; &lt; 0.001). Students in both countries identified interest in deprescribing (US 47 %, Australia 40 %) and increased need for clinicians trained in geriatrics (43 %, 36 %) as top factors encouraging interest. Both US and Australian students indicated that the emotional impact of death and end-of-life care was a top factor discouraging interest in geriatrics (49 %, 31 %). US pharmacy students ranked past positive experiences with older adults (50 %) as a top encouraging factor and identified disinterest in geriatric syndromes (45 %) and inadequate exposure to geriatrics (25 %) as top discouraging factors. Meanwhile, Australian students indicated concerns over excessively limiting their scope (21 %) and professional liability stemming from care of a frail/vulnerable population (20 %) as top discouraging factors. Australian students identified complexity/clinical acuity of older adults as both a top encouraging and top discouraging factor (35 % and 20 %, respectively). Australian students also registered a higher level of agreement that they are adequately exposed to geriatrics in the didactic curriculum vs. US students (57 % vs. 40 %, &lt;em&gt;p&lt;/em&gt; &lt; 0.001).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;US and Australian pharmacy students identified similar factors as encouraging vs. discouraging interest in a career in geriatrics, though differences between the two countries were noted. Australian students expressed greater interest in geriatrics. Further research investigating means and impact of addressing discouraging and emph","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102208"},"PeriodicalIF":1.3,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142915945","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":"Mental health indicators in pharmaceutical sciences students during the COVID-19 pandemic","authors":"Luana Alves Guimarães ,&nbsp;Lucas Arrais Campos ,&nbsp;Bianca Gonzalez Martins ,&nbsp;Bianca Nubia Souza Silva ,&nbsp;João Marôco ,&nbsp;Juliana Alvares Duarte Bonini Campos","doi":"10.1016/j.cptl.2024.102212","DOIUrl":"10.1016/j.cptl.2024.102212","url":null,"abstract":"<div><h3>Introduction</h3><div>The COVID-19 pandemic changed the daily lives of university students and affected their mental health. The aim of this study was to assess the feelings and perceptions regarding the pandemic and teaching, and to identify the mental health symptoms perceived by pharmaceutical sciences students at a Brazilian public university.</div></div><div><h3>Methods</h3><div>This is a cross-sectional study with data triangulation (mixed-methods approach), conducted online with semiannual data collection from May 2020 to May 2021. The Depression, Anxiety, and Stress Scale (DASS-21) and 4 open-ended questions (concerns and perceptions about education and feelings during the pandemic) were used. To identify key indicators of mental health symptoms a network analysis was conducted. The qualitative data were analyzed by similarity and collective subject discourses methods.</div></div><div><h3>Results</h3><div>There were 682 responses to the study (phase 1: <em>n</em> = 153; phase 2: <em>n</em> = 254; phase 3: <em>n</em> = 275). Most of them were female (67.0–77.8 %) and reported symptoms of anxiety (89.5–93.3 %), distress (72.5–76.3 %), fear (58.8–71.6 %), and insomnia (66.5–72.4 %). The DASS-21 indicators: “I found myself getting agitated,” “I felt downhearted and blue” and “I felt that life was meaningless” had greater strength for maintaining the network. Among self-reported symptoms, tachycardia was the network central node. The students raised topics about mental health, teaching, uncertainties, and health protocols and three concerns were health, college, and COVID-19.</div></div><div><h3>Conclusion</h3><div>There was a high prevalence of mental health symptoms among students. The disruption of the relationship system, instructional model, and future expectations may have influenced this prevalence.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102212"},"PeriodicalIF":1.3,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899235","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":"Pharmacist preceptor perceptions of diversity, equity, and inclusion in experiential learning experiences","authors":"Rachel Chiou ,&nbsp;Trisha A. Jordan ,&nbsp;Jennifer Seifert ,&nbsp;Jennifer Rodis","doi":"10.1016/j.cptl.2024.102219","DOIUrl":"10.1016/j.cptl.2024.102219","url":null,"abstract":"<div><h3>Introduction</h3><div>Societal inequities and public discourse have prompted healthcare organizations to focus on Diversity, Equity, and Inclusion (DEI). While DEI initiatives and strategic plans have been established within academia and applied to didactic curricula, literature is limited on preceptor perspectives in engagement with DEI. This study aimed to assess pharmacist preceptor perception of DEI in learning experiences and areas for improvement in the context of experiential teaching and learning within a large, multi-site pharmacy residency program to provide guidance for strategies to improve organizational approaches.</div></div><div><h3>Methods</h3><div>Pharmacist preceptors of residents or student pharmacists identified through residency preceptor directories and Office of Experiential Education records were invited to participate in a survey consisting of twelve Likert scale questions, four closed, binary questions, and two free-text responses. Quantitative data was analyzed in Microsoft Excel. Qualitative survey data was coded by three of the researchers on the study team. Researchers independently identified preliminary codes from the data, then collaboratively created a list of consensus-based codes. Researchers then independently assigned codes to individual responses. The codes were then finalized for each individual response through consensus.</div></div><div><h3>Results</h3><div>261 pharmacist preceptors were invited to participate, of which 80 participants responded to at least one question, with 69 participants completing the survey. Preceptors had more agreement in domains such as “equitable evaluation of learners” and less agreement in “readiness to provide diverse, equitable, and inclusive training and education” and “having access to ample preceptor development opportunities to stay updated on DEI topics”. Consensus and thematic analysis of the qualitative results revealed strengths in program incorporation of pharmacist education, diversity of patients served, and DEI education provided to learners prior to experiential education, but an overall lack of awareness of what initiatives surrounding DEI were in progress within the organization. Primary areas of opportunity focused on additional continuing education and preceptor development, as well as incorporation of DEI training into existing preceptor development or orientation.</div></div><div><h3>Conclusions</h3><div>This study offers some insight into pharmacist preceptors' perceptions of DEI within a large, multi-site pharmacy residency program. Continued evaluation and further iterative work are needed to address areas of opportunity and assess success of initiatives and training. Future collaboration in national pharmacy organizations to develop best practices or standards for inclusive experiential education may be warranted.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 4","pages":"Article 102219"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899260","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":"Currently practising regulatory affairs pharmacists-were they ready to practice at the time of graduation - An exploratory cross-section study","authors":"Abeer Khraim ,&nbsp;Ibrahim Alabbadi ,&nbsp;Saja A. Alnahar","doi":"10.1016/j.cptl.2024.102243","DOIUrl":"10.1016/j.cptl.2024.102243","url":null,"abstract":"<div><h3>Background</h3><div>The licensing or authorisation of medicines is an essential legal and regulatory procedure that permits the commercial distribution and availability of medical products and devices. Regulatory affairs pharmacists play a major role in licensing and regulating pharmaceutical products and medical devices. Therefore, it is necessary to ensure that regulatory affairs pharmacists are sufficiently competent to practise.</div></div><div><h3>Objectives</h3><div>This study aims to assess the readiness of currently practising regulatory affairs pharmacists at the time of graduation.</div></div><div><h3>Methods</h3><div>From January to April 2024, an online self-administered questionnaire was disseminated, utilising several participant recruitment approaches. The survey instrument targeted pharmacists practising regulatory affairs in the public and private sectors. It investigated competencies related to five main knowledge domains: drug discovery and development, dosage form development, ethical and legal considerations, pharmacovigilance and surveillance, and interpersonal and administrative skills. Descriptive statistical analysis was the primary approach to data analysis.</div></div><div><h3>Key findings</h3><div>The results revealed distinct variations in the five knowledge and skills domains, with topics within the drug discovery and development domain being the most frequently discussed topics on average. However, research participants demonstrated limited familiarity with medicines licensing ethical and legal considerations, highlighting the need for more knowledge in this crucial subject and motivating further learning in this area.</div></div><div><h3>Conclusions</h3><div>The study results highlighted the necessity for comprehensive training programmes that include the core competencies required for pharmacists involved in medicines licensing. Policy makers should consider listing pharmaceutical regulatory affairs as a mandatory course in formal undergraduate pharmacy academic programmes and curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 3","pages":"Article 102243"},"PeriodicalIF":1.3,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899201","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}