Perspectives on Medical Education最新文献

{"title":"An Offer You Can't Refuse: Opportunities for Intraprofessional Collaboration Learning in the Workplace.","authors":"Maarten van der Ven, Isa Wijnands, Natasja Looman, Esther de Groot, Cornelia Fluit, Wietske Kuijer-Siebelink, Dieneke van Asselt","doi":"10.5334/pme.1863","DOIUrl":"10.5334/pme.1863","url":null,"abstract":"<p><strong>Introduction: </strong>Intraprofessional collaboration (IntraPC) competencies are invaluable in the care for older adults with complex care needs, but these competencies are not acquired automatically. IntraPC learning requires explicit attention in postgraduate training, where learning usually occurs in the workplace. However, both residents and supervisors struggle with how to incorporate IntraPC learning into daily practice. This study explored how and to what extent current resident-supervisor dialogues (RSDs) provide opportunities for IntraPC learning and explored barriers to IntraPC workplace learning.</p><p><strong>Methods: </strong>In this focused ethnography, we observed RSDs in the geriatric medicine department of a Dutch university medical center, focusing on opportunities for learning about IntraPC in the workplace. After each observation, both the resident and supervisor participated in in-depth interviews to reflect on the observed behavior. Data were then analyzed through inductive coding followed by thematic analysis. Subsequently, themes were discussed during two focus groups to enable collective reflection with research participants.</p><p><strong>Results: </strong>Although ample IntraPC learning opportunities were observed in the current RSDs, they remained underutilized. Participants reported dynamics between residents and supervisors that could obstruct IntraPC learning, including perceived time constraints, feedback misalignment between resident and supervisor, monitoring-focus, and the struggle for entrustment.</p><p><strong>Discussion: </strong>IntraPC learning opportunities in RSDs often remain implicit, even though addressing IntraPC learning does not necessarily require additional supervision time. This implicit learning limits reflection on current collaborative practices. Moreover, dynamics between residents and supervisors may hinder the explicit development of IntraPC competencies. To support improvements in IntraPC learning, supervisors and residents are encouraged to regard IntraPC practices as an important learning topic within RSDs.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"586-599"},"PeriodicalIF":3.5,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13378418/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580766","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":"Chart, Don't Theme. Why Reflexive Thematic Analysis is a Poor Fit for Scoping Reviews.","authors":"Anél Wiese, Lauren A Maggio, Deirdre Bennett","doi":"10.5334/pme.2670","DOIUrl":"10.5334/pme.2670","url":null,"abstract":"<p><p>Scoping reviews map the breadth and nature of a field. In medical education, however, an increasing number of scoping reviews report using thematic analysis on author-summarised results from included studies. This is a methodological mismatch. Reflexive thematic analysis (in the Braun & Clarke sense) is designed for rich primary qualitative datasets and has an explicitly interpretive logic. Scoping reviews, by contrast, work with secondary data and follow a descriptive, aggregative logic aimed at transparency and reproducibility. Mixing the two invites secondary re-interpretation and can mislead readers about what a scoping review can legitimately claim, while weakening the audit trail. We set out seven points where the two methods clash, covering purpose, epistemology, the level and unit of the data, how that data is collected, the analytic procedures, the outputs and the risk of bias. For each, we point to a fit-for-purpose alternative, whether structured charting, framework-based mapping, or qualitative content analysis. Our message practical. For credible evidence mapping, chart, don't theme.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"573-582"},"PeriodicalIF":3.5,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13353092/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148424960","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":"Chart OR Theme, Depending on Epistemology: Embracing Methodological Shifting.","authors":"Lara Varpio","doi":"10.5334/pme.2856","DOIUrl":"10.5334/pme.2856","url":null,"abstract":"<p><p>In this commentary, I argue that the injunction to \"chart, don't theme\" in scoping reviews needs revision because the methodology has experienced methodological shifting. This means that the, scoping review methodology has evolved because it has moved across epistemological traditions. I contend that charting is methodologically coherent for scoping reviews conducted from an objectivist epistemology, whereas reflexive thematic analysis is coherent for scoping reviews conducted from a subjectivist epistemology. I conclude that researchers should make their epistemological stance explicit and select analytic practices that align with that stance. In summation, I suggest reframing the methodological choice as \"chart or theme, depending on epistemology.\"</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"569-572"},"PeriodicalIF":3.5,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13353104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148424991","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":"Patients' Voices and the Assessment of Medical Trainees: A Discourse Analysis.","authors":"Christina St-Onge, Isabelle Boulais, Linda Bergeron, Vincent Dion, Iris Le Sieur, Mélanie Marceau, Marie-Eve Poitras, Tim Dubé, Daniel J Schumacher","doi":"10.5334/pme.2588","DOIUrl":"10.5334/pme.2588","url":null,"abstract":"<p><strong>Introduction: </strong>Researchers have emphasized the need to integrate patients into medical education, specifically advocating for patient-based assessments within medical curricula. However, there is a critical gap in understanding how patient involvement is conceptualized and operationalized within assessment practices. Thus, we aimed to gain a deeper understanding of the current discourses surrounding the integration of real patients in the assessment of medical trainees.</p><p><strong>Methods: </strong>We performed a Discourse Analysis using Hodges' empirical discourse methodology. Coding of the 54 included articles initially focused on \"conceptualization,\" \"ways patients participate,\" \"opportunities created,\" \"challenges,\" and detailed aspects of \"assessment,\" including content, development, validation, and format. The team iteratively discussed the codes and themes until they reached a consensus about the data interpretation.</p><p><strong>Results: </strong>We identified three distinct-yet not always mutually exclusive-discourses: (1) patients as survey-fillers, (2) patients as feedback providers, and (3) patients as part of programmatic assessment.</p><p><strong>Discussion: </strong>By illuminating these discourses, this study deepens our understanding of why patient involvement takes the forms it does and suggests that moving toward positioning patients as part of programmatic assessment may offer a more meaningful basis for patient partnership in the assessment of medical trainees.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"556-568"},"PeriodicalIF":3.5,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13353103/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425132","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":"Building CAR-E: A Novel Artificial Intelligence Agent for Coaching Conversations.","authors":"Matthew E Kelleher, C Y Zhou, Seth Overla, Andrew Zahn, Brandon Zaffuto, Sally A Santen, Benjamin Kinnear, Laurah Turner","doi":"10.5334/pme.2563","DOIUrl":"10.5334/pme.2563","url":null,"abstract":"<p><strong>Background and need for innovation: </strong>Coaching has many benefits in medical education, but large-scale implementation is constrained by faculty bandwidth, scheduling, cost, and power differentials. Artificial intelligence (AI), specifically large language models (LLMs), offers potential solutions to augment coaching, but limitations remain and refining performance is necessary to create valuable coaching conversations.</p><p><strong>Steps taken for development and implementation of innovation: </strong>The authors created Coaching with AI-Reinforced Education (CAR-E), an AI coaching agent built using an LLM. Using layered architecture, CAR-E couples real-time speech input and output, retrieval-augmented generation (RAG) for evidence-based coaching, and dual memory system (short-term context and long-term history) to sustain longitudinal dialogue. An iterative design refined CAR-E with users who voluntarily engaged in coaching conversations and provided feedback. Transcripts and user feedback were analyzed to improve CAR-E.</p><p><strong>Evaluation of innovation: </strong>During the pilot, 37 medical trainees and faculty engaged in coaching conversations. Transcripts showed diverse topics discussed and many strengths and opportunities for improvement. Users reported that CAR-E facilitated self-reflection, clarified goals, and broke complex problems into actionable steps. They also noted formulaic questioning that felt repetitive, superficial attempts to display empathy and difficulty moving conversations forward. Many users were frustrated by CAR-E's strict adherence to coaching competencies, which prevented it from giving advice or suggestions.</p><p><strong>Critical reflection on your process: </strong>Unlike generic LLMs that default to broad, solution-oriented dialogue, CAR-E was designed for coaching in medical education. Its design incorporates evidence-based knowledge retrieval with curated coaching resources, structured memory to support longitudinal conversation, institutional oversight, and speech integration. These features exemplify responsible AI use in medical education. Despite this architecture, many improvements are planned to create reflective, growth-oriented conversations that augment coaching in medical education.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"546-555"},"PeriodicalIF":3.5,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13308527/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148347011","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":"Essential Yet Invisible: Professional Identity Formation Among Academic Internal Medicine Hospitalists.","authors":"Shazia Samanani, Beck Gold, Zareen Zaidi","doi":"10.5334/pme.2758","DOIUrl":"10.5334/pme.2758","url":null,"abstract":"<p><strong>Introduction: </strong>Academic Hospitalists (AHs) in internal medicine who are practicing in the United States (U.S.), are physicians whose inpatient clinical work is integrated with teaching, quality improvement, and research. Over 90% of US and Canada internal medicine programs rely on AHs as primary inpatient teaching attendings for medical students and residents. However, AH experience disproportionate burnout despite younger career stage, suggesting that structural and identity-related factors beyond typical career progression may drive dissatisfaction. This study explores how AHs construct their professional identity and how they view their role in the academic enterprise.</p><p><strong>Methods: </strong>Using identity theory as a conceptual framework this constructivist qualitative study used semi-structured interviews with 20 academic hospitalists across nine U.S. academic institutions during 2024-2025, selected using information power sampling to ensure sufficient data depth. Interviews explored professional roles, identity within those roles, and identity formation across distinct domains. Transcripts were coded and analyzed iteratively using Braun and Clarke's thematic analysis.</p><p><strong>Results: </strong>Four interconnected themes were identified reflecting identity ambiguity, role strain, developmental needs, and recognition gaps among academic hospitalists: (1) the absence of consensus: defining what it means to be an Academic Hospitalist; (2) identity non-verification: the mismatch between self-perception and external recognition; (3) competing responsibilities, tensions, and burnout; and (4) mentorship and professional growth.</p><p><strong>Conclusion: </strong>AHs construct identity amid structural ambiguity and institutional non-recognition of salient professional roles. Institutions should clarify role expectations, provide non-negotiable protected time for academic engagement, establish robust mentorship infrastructure, and formally recognize educational contributions through performance metrics and compensation structures. These systemic changes are essential for supporting professional identity formation, enhancing career satisfaction, improving retention, and strengthening academic medicine's educational mission.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"534-545"},"PeriodicalIF":3.5,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13281736/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148296811","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":"Residents' Experiences with Personalized Learning in Postgraduate Training; Going Beyond Competency Based Medical Education.","authors":"Merel H de Heer, Efraïm J Hart, Fedde Scheele, Pim W Teunissen, Erik W Driessen","doi":"10.5334/pme.2125","DOIUrl":"10.5334/pme.2125","url":null,"abstract":"<p><strong>Introduction: </strong>Personalization is increasingly emphasized in postgraduate medical education. While competency-based medical education (CBME) is theoretically positioned to support personalization, practical challenges such as fixed learning outcomes, workplace constraints, time-fixed rotations, and assessment requirements, often limit its realization. This case study aimed to explore how residents experience and make use of individualized development trajectories within a program that combined fixed outcomes with flexible program components.</p><p><strong>Method: </strong>We conducted a case study using semi-structured interviews and template analysis. The study was situated in the Dutch national Obstetrics and Gynecology residency program, which includes formally embedded individualized development trajectories with open-ended learning goals and no pre-determined assessment. We interviewed 12 residents and discussed their portfolios.</p><p><strong>Results: </strong>All participants engaged in individualized development trajectories. The level of engagement varied and motivation sprang from: personal interest, moral values and dilemma's, clinical exposure, role models, and workplace possibilities. Three interacting factors enabled this: 1) formal program structure legitimized and fostered engagement; 2) time and workplace exposure allowed participants to recognize personally meaningful goals; 3) program directors' support facilitated engagement. Program directors varied in their guidance: some coached, endorsed, or role-modeled; others merely monitored activity; and a few did neither. Participants engaged with the individualized development trajectories, despite the absence of assessment.</p><p><strong>Conclusion: </strong>Structured autonomy, workplace exposure and personal motivation can support personalized learning in CBME. Personalization requires intentional design, supportive structures, trust towards residents, and coaching attuned to the individual learner.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"523-533"},"PeriodicalIF":3.5,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13281732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148296823","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":"Learning Between the Lines: Anaesthetists' Conceptions of the Implicit Curriculum in Postgraduate Education.","authors":"Hanna Chin, Åke Ingerman, Linda Block, Helena Odenstedt Hergès","doi":"10.5334/pme.2224","DOIUrl":"10.5334/pme.2224","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based and data-driven frameworks increasingly shape postgraduate anaesthesia training, yet much of professional learning occurs through unspoken cultural and relational influences-the implicit curriculum. This study examines how anaesthetists perceive and navigate these tacit aspects of learning.</p><p><strong>Methods: </strong>We conducted a phenomenographic analysis of 29 semi-structured interviews with anaesthetists from teaching hospitals in Sweden and England. Participants represented diverse training stages and educational backgrounds. Through iterative comparison and interpretation, we identified qualitatively different ways anaesthetists conceptualised learning within the social and emotional contexts of clinical work.</p><p><strong>Results: </strong>Three conceptions were identified: Orientation toward the explicit curriculum, where learning is framed by formal structures and supervision; Awareness of the implicit curriculum, where unstructured and relational learning become visible; and Engagement with the implicit curriculum, where anaesthetists actively integrate unspoken norms, values, and emotions into professional practice. Variation across five dimensions-communication, collaboration, decision-making, autonomy, and emotional intelligence-illuminated how awareness of the implicit curriculum underpins professional growth.</p><p><strong>Discussion: </strong>The implicit curriculum emerges as a lived, relational dimension of anaesthesia training rather than a hidden layer of influence. Recognising these distinct ways of understanding offers educators a framework to make tacit learning visible, foster reflective dialogue, and support the development of adaptive, self-aware professional identities across postgraduate medical training.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"512-522"},"PeriodicalIF":3.5,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13281737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148296857","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":"Understanding Curriculum Implementation with Entrustable Professional Activities Through the Lens of Normalization Process Theory.","authors":"Marije P Hennus, Roberta I Ladenheim, H Carrie Chen, Fremen Chihchen Chou, Stanley J Hamstra, Eva K Hennel, Adrian P Marty, Gustavo S Romao, Mabel Yap, Olle Ten Cate","doi":"10.5334/pme.2440","DOIUrl":"10.5334/pme.2440","url":null,"abstract":"<p><p>Competency-based medical education (CBME) is widely adopted in numerous countries, but many programs struggle to translate its conceptual promises into routine educational and clinical practice. Entrustable Professional Activities (EPAs), a key mechanism to operationalize CBME, have been implemented in different ways with substantial variation across contexts. While implementation challenges are well described, the field lacks explanatory approaches to understand why such variation occurs and how it shapes practice. In this <i>Show-and-Tell</i> contribution we apply Normalization Process Theory (NPT), an implementation theory, to analyze how EPA-based curriculum reforms are taken up, enacted, and sustained across settings. We conducted a comparative, theory-informed analysis of implementation experiences from five regions (in Latin America, Asia, North America, Europe) drawing on materials from an international EPA symposium (Barcelona, 2025). Data sources include a pre-symposium survey, invited presentations, transcripts of plenary discussions, and follow-up reflections. Using NPT's four core constructs (coherence, cognitive participation, collective action, and reflexive monitoring), we examined how stakeholders make sense of EPAs, engage with implementation, integrate practices into clinical routines, and adapt them over time. The analysis revealed recurring mechanisms shaping implementation across contexts. Challenges included conceptual ambiguity, variable engagement, workflow pressures, and misalignment with existing practices. At the same time, enabling conditions emerged across settings: clear communication of purpose, phased implementation strategies, coordinated faculty development, leadership support, and context-sensitive adaptation. By foregrounding implementation mechanisms rather than outcomes alone, NPT offers a transferable analytic lens to guide, evaluate, and refine curriculum reforms.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"502-511"},"PeriodicalIF":3.5,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13262643/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148254076","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":"A Scoping Review of the Conceptualization, Operationalization, and Institutional Recognition of the Scholarship of Teaching and Learning in Health Professions Education: Using Institutional Logics to Understand Inconsistencies.","authors":"Lara Varpio, Flynn Jones, Jennifer Lege-Matsuura, Katherine Schultz, Jonathan Amiel, Kim Dunleavy, Gail M Jensen, Pamela R Jeffries, Rachel Ellaway","doi":"10.5334/pme.2740","DOIUrl":"10.5334/pme.2740","url":null,"abstract":"<p><strong>Introduction: </strong>The Scholarship of Teaching and Learning (SoTL) is the practice of critically examining student learning to improve teaching and then disseminating insights from this work for others to build on. SoTL often justifies faculty members' careers in health professions education (HPE); however, SoTL is not universally understood or acknowledged in promotion and tenure (P&T) decisions across HPE institutions. We conducted a scoping review of the published literature to map how SoTL has been conceptualized, realized, and described as institutionally recognized by P&T committees.</p><p><strong>Methods: </strong>In July 2024 (updated in July 2025 and April 2026), the authors searched 7 databases for peer-reviewed publications referring to any scholarship relating to education, teaching, and/or learning in HPE in the United States. We followed Arksey & O'Malley's scoping review methodology and incorporated stakeholder feedback. Articles were grouped by discipline: medicine and other health professions.</p><p><strong>Results: </strong>Of the 4,588 articles identified, 130 were included for full review, with 52 reporting on SoTL activities in medical education (40%) and 78 in other HPE domains (60%). While articles shared core SoTL concepts, SoTL was operationalized in a variety of ways, many blurring the distinction between scholarly teaching and SoTL. The articles demonstrated that SoTL has been inconsistently recognized by P&T committees.</p><p><strong>Conclusion: </strong>Using Institutional Logics to support analysis, we found that the recognition of SoTL in HPE organizations varies with the degree of alignment between the logics of research and teaching. We propose strategies for increasing this alignment and provide literature-based distinctions between scholarly teaching, SoTL and educational research to support this goal.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"15 1","pages":"482-501"},"PeriodicalIF":3.5,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13239391/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148200732","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}