Medical Education Online最新文献

{"title":"The family medicine accelerated track at Texas Tech University Health Sciences Center: results from a 10-year program to bend the primary care curve.","authors":"Betsy Goebel Jones, Ronald C Cook, Felix Morales, Keeley Hobart, Steven L Berk","doi":"10.1080/10872981.2025.2457783","DOIUrl":"10.1080/10872981.2025.2457783","url":null,"abstract":"<p><strong>Background: </strong>Texas is one of the states with the lowest access to usual sources of primary care; most critically, family medicine (FM) has been projected to have the greatest physician shortage increase between 2018 and 2032. Texas Tech University Health Sciences Center (TTUHSC) School of Medicine developed the Family Medicine Accelerated Track (FMAT), a 3-year curriculum that culminates in the MD degree and links medical students to FM residency programs at TTUHSC campuses in Lubbock, Amarillo or the Permian Basin. This article reflects on 10 years of experience with the program, and particularly its impact on the primary care physician workforce in Texas.</p><p><strong>Curriculum design: </strong>TTUHSC medical students in the traditional curriculum complete the Phase 1 pre-clinical curriculum in Lubbock and are distributed for Phases 2 and 3 (MS3/MS4 years) among campuses in Lubbock, Amarillo and the Permian Basin. Similarly, FMAT students complete Phase 1 in Lubbock. For Phase 2 clinical clerkships, their curriculum is delivered on the campus (which may include Lubbock) where they will typically complete 3 years of FM residency training.</p><p><strong>Program outcomes: </strong>In the 2 years prior to the graduation of the first FMAT class, just over 11% of the graduating class matched into FM. In the decade since, the numbers have varied from year to year (often as high as 17-19% of the class matching into FM) but have always exceeded the pre-FMAT numbers. For the classes 2013 through 2023, 115 students began FMAT training; 90 of them (78%) graduated in 3 years with the MD degree and began FM residency training. Of those 90, 56 have now graduated from residency and taken positions in the primary care physician workforce. Of that group, 86% are practicing in Texas, 64% are in West Texas, and 69% are in rural or underserved communities.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2457783"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11770852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovation and entrepreneurship education for medical students: a global bibliometric analysis (2000-2024).","authors":"Xinyang Wu, Fang Zhan, Xiaoran Zhang, Ting Wang","doi":"10.1080/10872981.2025.2515385","DOIUrl":"10.1080/10872981.2025.2515385","url":null,"abstract":"<p><p>College students are important contributors to global innovation and entrepreneurship, making it increasingly important to improve related education, especially in medical schools. However, challenges remain due to the specific nature of medical training, economic differences across countries, and the lack of a well-developed system. In some regions, limited understanding has led to ineffective efforts and poor results, which has hindered progress, underscoring the need for a strategic, context-aware approach to innovation and entrepreneurship education in medical schools. This study employs bibliometric methods including Microsoft Excel, CiteSpace, VOSviewer and R language package of Bibliometricx software to analyze global publications published on Web of Science database from 2000 to 4 December 2024.The findings indicate that innovation and entrepreneurship education for medical students began later than in other fields and has faced implementation challenges. Publication trends align with national policies and significant events, such as the COVID-19 pandemic. Developed countries dominate this field, while international collaboration has exacerbated regional disparities. Higher medical schools remain the primary contributors, reflecting the limited scope of this research area. Current studies emphasize the learning aspects of medical education but insufficiently address students' innovation and entrepreneurship abilities. The results also highlight critical gaps in current education models and suggest that integrating innovation and entrepreneurship more comprehensively into medical curricula is crucial for preparing students for the evolving healthcare landscape.Medical education must adopt an interdisciplinary approach, as global public health developments have shaped its trajectory. This study informs health policy by showing that innovation and entrepreneurship education strengthens medical students' ability to address global health challenges. It provides guidance for curriculum integration through interdisciplinary and context-driven approaches, underscoring the need to cultivate a culture of innovation to advance medical education and global health outcomes.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2515385"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12138941/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring approaches to teaching Indigenous health curricula from the perspectives of faculty and residents.","authors":"Marghalara Rashid, Wayne Clark, Jessica L Foulds, Julie Nguyen, Ida John, Sarah E Forgie","doi":"10.1080/10872981.2025.2516673","DOIUrl":"10.1080/10872981.2025.2516673","url":null,"abstract":"<p><strong>Method: </strong>We employed a thematic analysis approach, utilizing purposeful sampling to recruit 21 faculty members and 19 residents engaged in Indigenous education from three Canadian universities. Data collection involved semi-structured 60-minute interviews, which were subsequently analyzed by the research team.</p><p><strong>Results: </strong>We found three main themes: (1) Critical components of Indigenous curricula; (2) Curricular pedagogy; (3) Critical reflection of ongoing harms. Key findings emphasized the importance of continuous exposure to Indigenous curriculum content, starting with community engagement and cultural events, and progressing to collaboration with experienced healthcare professionals and training in cultural humility, anti-racism, and awareness of colonialism's legacy and biases.</p><p><strong>Conclusions: </strong>By incorporating the insights and experiences of faculty and residents engaged in Indigenous education, the curriculum can become more effective and better tailored to address the health needs of Indigenous patients and communities.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2516673"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12147494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring medical student perceptions of a video-modified Peyton's 4-step technique for teaching spinal and neurological examinations.","authors":"Ramy Sherif, Ewan John, Michael John Haydon McCarthy","doi":"10.1080/10872981.2025.2519391","DOIUrl":"10.1080/10872981.2025.2519391","url":null,"abstract":"<p><strong>Background: </strong>Peyton's 4-step technique is a highly recognized framework for teaching practical procedures. This study introduces a unique video-modified adaptation of the technique for teaching clinical examination and evaluates medical students' perceptions, identifying key areas for enhancement.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with 606 second-year medical students, utilizing an online questionnaire to assess their perceptions of the modified teaching method. Responses were measured using a 5-point Likert scale, with 354 students providing feedback.</p><p><strong>Results: </strong>Findings revealed significant improvements in student confidence following the video-modified examination session (p-value <0.05). The method was widely accepted by participants, who also provided constructive feedback for refining the teaching approach.</p><p><strong>Conclusions: </strong>The video-modified Peyton's 4-step technique was perceived by students as a well-structured and engaging method for learning spinal and neurological examinations. Its adaptability to small group settings and integration of video-based instruction were well received and considered beneficial for understanding the procedural steps. While students reported increased confidence, this finding should be interpreted with caution given the cross-sectional design of the study. Incorporating this framework into medical curricula may enhance the delivery of clinical skills training, and future research should explore its impact through longitudinal and comparative studies.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2519391"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12172078/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internal medicine clerks' motivation in an online course: a mixed-methods study.","authors":"Esther C Hamoen, Floris M van Blankenstein, Peter G M de Jong, Kirsten Langeveld, Marlies E J Reinders","doi":"10.1080/10872981.2024.2445915","DOIUrl":"https://doi.org/10.1080/10872981.2024.2445915","url":null,"abstract":"<p><strong>Purpose: </strong>At LUMC, a Small Private Online Course (SPOC) was developed complementary to the clinical learning environment of the internal medicine clerkship. The developers used the self-determination theory in the design of the SPOC's assignments aiming to improve learners' intrinsic motivation. This study investigates the impact of the SPOC and its specific assignments on student motivation.</p><p><strong>Methods: </strong>The study uses a mixed-methods approach. The authors describe a quantitative analysis of students' responses on an intrinsic motivation inventory (IMI), and a qualitative thematic analysis of semi-structured group interviews, respectively.</p><p><strong>Results: </strong>Seventy-eight students (response rate 42%) filled out the IMI. Their scores were (7-point Likert scale): interest/enjoyment 3.76, competence 4.02, choice 3.53, value/usefulness 4.20, relatedness 3.85. Thematic analysis of the interviews (14 students) revealed seven themes: collaboration with peers, usefulness, SPOC-related factors, workload, motivation, and performance.</p><p><strong>Conclusions: </strong>Motivation could be optimized creating useful, authentic cases that train skills that are directly transferrable to clinical practice. Challenging, interesting and student-generated assignments positively influenced students' autonomy and motivation. Lack of awareness of online performance negatively affected the feeling of competence. Perceptions of online collaboration were suboptimal. The study can be helpful for other teachers to enhance motivation while developing online courses.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2445915"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142915970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reliability and validity of simulation-based Electrocardiogram assessment rubrics for cardiac life support skills among medical students using generalizability theory.","authors":"Sethapong Lertsakulbunlue, Kaophiphat Thammasoon, Anupong Kantiwong","doi":"10.1080/10872981.2025.2479962","DOIUrl":"10.1080/10872981.2025.2479962","url":null,"abstract":"<p><p>Simulation-based learning (SBL) is effective for EKG interpretation training in the advanced cardiac life support (ACLS) context, enhancing motivation, confidence, and learning outcomes. However, research on the psychometrics of assessment rubrics for ACLS skills among pre-clinical students is limited. This study investigates the validity and reliability of assessment rubrics for ACLS skills, including EKG interpretation, scenario and pharmacological management, and teamwork. An SBL course that integrates basic EKG interpretation into ACLS Stations was conducted at Phramongkutklao College of Medicine, utilizing high-fidelity mannequins to simulate realistic scenarios, enrolling 96 medical students. The course consisted of five independent stations, and each student was assessed once by two raters using ten-item assessment rubrics. The rubrics included three domains: (1) EKG and ACLS algorithm skills, (2) management and mechanisms of action, and (3) affective domains. Validity evidence on the content was gathered, and construct validity was confirmed with confirmatory factor analysis (CFA). Inter-rater and internal consistency reliability were calculated. Generalizability theory was utilized to analyse the data. Three expert reviews yielded an item-objective congruence index of 0.67-1.00, with iterative validation through alpha and beta tests. The CFA demonstrated a good fit, but two questions with loading factors below 0.30 were removed, resulting in an eight-item assessment form. An inter-rater correlation of 0.70 (p < 0.001) and a Cronbach's alpha of 0.76 was demonstrated. To achieve a Phi-coefficient ≥0.80, three raters and at least 10 items are required in a p×i×r crossed design. With eight items, r:(p×i) nested design reliability was 0.69, 0.79, and 0.83 for one, two, and three raters, respectively. While a single rater with 10 items achieved a Phi-coefficient of 0.74. The rubrics for assessing ACLS skills among pre-clinical students demonstrated acceptable validity and reliability. A condensed eight-item rubric with acceptable reliability is proposed as a practical tool for optimizing assessment in future evaluations relevant to the pre-clinical context.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2479962"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11934178/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the educational impact and quality of medical microvideos on TikTok: the case of Latin America.","authors":"Juan S Izquierdo-Condoy, Marlon Arias-Intriago, Melizza Mosquera-Quiñónez, Fernando P Melgar Muñoz, Mariana Jiménez-Ascanio, Valentina Loaiza-Guevara, Esteban Ortiz-Prado","doi":"10.1080/10872981.2025.2474129","DOIUrl":"10.1080/10872981.2025.2474129","url":null,"abstract":"<p><strong>Background: </strong>Social media use in medical education has surged, with YouTube and Facebook leading before COVID-19. Recently, TikTok has drawn young learners, expanding access but often lacking alignment with formal curricula and quality standards.</p><p><strong>Objectives: </strong>This study aims to analyze the quality of academic medical content on TikTok within the Latin American context, focusing on the most-viewed Spanish-language accounts.</p><p><strong>Materials and methods: </strong>This cross-sectional study analyzed medical education microvideos on TikTok through a systematic search conducted on 1 March 2024, using the keywords 'medical education' and 'medical review.' The search yielded 300 microvideos, from which the 100 most-viewed were selected. The 13 most popular accounts were identified, and their top three most-viewed microvideos were analyzed, resulting in a final sample of 39 microvideos. Popularity was measured through views, likes, and the Viewability Index (VPI), while educational quality was assessed using the JAMA Benchmark Criteria, which evaluates authorship, attribution, disclosure, and validity.</p><p><strong>Results: </strong>The majority of accounts (69.2%) were male-created, with 30.8% based in Mexico and Peru. Physicians comprised 53.8% of content creators, followed by medical students (23.1%). General medical education was the main focus (69.2%), with general medicine as the most common topic (76.9%). The dataset included 39 microvideos, averaging 1,653,677 views, and #medicina was the most frequently used hashtag. Popularity metrics strongly correlated with engagement metrics (comments, shares) but weakly with favorites. Educational quality scores were low, with only two accounts scoring 1 out of 4 points on the JAMA Benchmark.</p><p><strong>Conclusion: </strong>TikTok's engagement metrics amplify popular medical microvideos among Spanish-speaking users but do not reliably reflect educational quality, raising concerns about misinformation. 'Favorites' may serve as a more accurate indicator of perceived informational value. Standardized assessment tools should incorporate both engagement and quality metrics to improve content reliability and accessibility to evidence-based medical information.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2474129"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11892066/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer-assisted learning in critical care: a simulation-based approach for postgraduate medical training.","authors":"Po-Wei Chiu, Shao-Chung Chu, Chia-Han Yang, Huan-Fang Lee, Hsuan-Man Hung, Hsiang-Chin Hsu","doi":"10.1080/10872981.2025.2497333","DOIUrl":"https://doi.org/10.1080/10872981.2025.2497333","url":null,"abstract":"<p><p>Enhancing clinical competence in postgraduate year (PGY) trainees is crucial for effective patient care, especially in emergency medicine. This study investigated the impact of a well-designed, group-developed, peer-assessed learning approach combined with high-fidelity simulations on clinical skills and teamwork of PGY trainees. PGY trainees participated in a one-month program featuring team development, clinical training, scenario design, simulation, peer-assisted debriefing, and post-course evaluations at one week and three months. Trainees were divided into two groups, engaged in clinical practice, group discussions, and developed critical scenarios under mentor guidance to challenge the other group. Teamwork performance was assessed using the TEAM scale, Ottawa Global Rating Scale, and reflective essays. Follow-up evaluations employed the PGY Clinical Proficiency Evaluation scale. Trainees identified deficiencies in situation monitoring and maintaining composure, noting difficulties in effectively monitoring and reassessing situations. Despite having passed ACLS training, participants recognized their lack of clinical experience in managing critically ill patients, handling dynamic situations, low self-confidence, and limited leadership opportunities in resuscitation teams. However, team morale was high, and performance in communication and leadership was relatively strong due to the similar hierarchical levels of the trainees and initial team dynamics established during their training. Follow-up questionnaires indicated significant improvements in clinical confidence, reasoning abilities, familiarity with ACLS resuscitation guidelines, and team dynamics across various subspecialty training areas. The integration of peer-assisted learning with high-fidelity simulation significantly enhanced clinical competence, teamwork, and confidence in PGY trainees. This innovative approach provides a structured, supportive learning environment that effectively prepares trainees for real-world clinical challenges. Future research should explore long-term outcomes and broader applications of this method.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2497333"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12057776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Progress or stagnation? Is neurosurgery remaining a men's world?","authors":"Marion Rapp, Laura Makowski, Franziska Staub-Bartelt, Julia Steinmann, Michael Sabel","doi":"10.1080/10872981.2025.2535414","DOIUrl":"10.1080/10872981.2025.2535414","url":null,"abstract":"<p><p>Although the number of female medical school students is increasing, there is an imbalance regarding women in neurosurgery. In addition, a huge gender gap concerning leading positions as well as scientific careers exists. We performed a questionnaire-based data assessment of former and current neurosurgical residents, medical school students in their final and medical school students in their first year. The questionnaire assessed reasons for resigning from the residency program as well as possible discrimination or gender-specific disadvantages which prevent medical school students from choosing a surgical speciality. We found that significantly more (<i>p</i> = 0.05) female residents left neurosurgical training and indicated gender-based inequalities during the program (<i>p</i> < 0.001). Significantly fewer final-year students would choose a surgical career compared to first-year medical students (<i>p</i> < 0.001). The main reasons against neurosurgical training were poor work-life balance, psychological stress and difficulties in family/child care. Women must continue to be supported to pursue surgical and scientific careers.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2535414"},"PeriodicalIF":3.1,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12281640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144668711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing health professions education: a review of holistic admissions and competency-based admissions practices.","authors":"Morgan A Jernigan, Kira J Carbonneau","doi":"10.1080/10872981.2025.2486979","DOIUrl":"10.1080/10872981.2025.2486979","url":null,"abstract":"<p><p>In this review, we gathered information about competency-based admissions and holistic admissions related to healthcare education to understand current practices better and offer recommendations within the healthcare education field. A literature search was conducted to gather peer-reviewed articles detailing information related to competency-based admissions and holistic admissions that have been implemented in healthcare education, including medical schools, nursing schools, dental schools, and other allied health fields. After screening and the addition of articles through ancestral search, 166 articles were included in this systematic review. The articles were coded for information related to definitions of competency-based admissions and holistic admissions, specific desired competencies, procedures to evaluate these competencies, outcomes of these practices, and the success of admitting well-prepared students using these practices. Results show there is wide variation in established definitions and desired competencies. Similarly, there was some variation in methods for evaluating these competencies with some common practices identified. Lastly, little evidence demonstrates the effectiveness of admitting students who are well-prepared for their programs when competency-based or holistic admissions are employed. There is a need for future research to establish a standard definition for both competency-based admissions and holistic admissions. Desired competencies should be established based on the program's mission and vision statements for what type of students they want to admit. Lastly, future research needs to focus on the long-term outcomes of implementing these practices.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"30 1","pages":"2486979"},"PeriodicalIF":3.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11980201/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}