Journal of Dental Education最新文献

{"title":"Journal of Dental Education Volume 89 Number 4/April 2025","authors":"","doi":"10.1002/jdd.13602","DOIUrl":"https://doi.org/10.1002/jdd.13602","url":null,"abstract":"","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 4","pages":"431-432"},"PeriodicalIF":1.4,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13602","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143840882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do Ideas at ADEA's Annual Meeting Translate to Publications in the Journal of Dental Education?","authors":"Romesh P. Nalliah, Susan E. Kimner, Hiroe Ohyama, Michael S. Reddy","doi":"10.1002/jdd.13898","DOIUrl":"https://doi.org/10.1002/jdd.13898","url":null,"abstract":"<p>Like us, many of you have recently returned from another American Dental Education Association (ADEA) Annual Session & Exhibition in March 2025. Early in our careers, the ADEA annual meeting was a rich place to learn and grow as an educator and administrator. Later in our careers, education remains a key reason to attend the ADEA conference; however, networking and collaborating become even more important. At this ADEA annual meeting, we sought advice from mentors, got feedback from peers, commiserated with colleagues, and socialized with people from around the globe. For all of these reasons, we want to encourage you to submit your research and session proposals and to attend the 2026 ADEA Annual Session & Exhibition.</p><p>As the editorial leadership of the <i>Journal of Dental Education</i> (<i>JDE</i>), we wanted to explore the impact of the ADEA annual meeting on publications in the <i>JDE</i>. One of our goals is to ensure the <i>JDE</i> remains inclusive, removing barriers for national and international scholars, academics at institutions with limited resources, and early career educators. But how could we measure the impact of the ADEA annual meeting in driving collaborations and ideas and eventually leading to publications in the <i>JDE</i>?</p><p>We must acknowledge there are several other venues to publish dental education research. However, it is important to recognize that the <i>JDE</i> is the official scientific journal of the ADEA and has become, some may argue, a leading journal for dental education research in the United States. Additionally, the <i>JDE</i> is also becoming more broadly read, submitted to, and reviewed by international scholars.</p><p>These factors collectively contribute to the continuous evolution of research themes and topics. In this paper, we were interested in how some of these factors came together at the ADEA annual meeting—research gaps, educational innovations, collaborations, and networking focused on the fourth factor—collaboration and networking—since the ADEA annual meetings are great venues to network and collaborate with our peers. Using a quasi-experimental approach, we aimed to determine whether influential publications in the <i>JDE</i> translated to “hot topics” at the ADEA conference, or vice versa.</p><p>With one reviewer, we completed a systematic evaluation of all oral sessions and workshops presented at the ADEA annual meetings between 2011 and 2020—these years where meeting schedules were available to peruse online. Because we were looking for the delayed impact of ADEA annual meeting topics on <i>JDE</i> publications, the same reviewer completed a systematic evaluation of all articles published in the <i>JDE</i> between 2012 and 2023. We then identified instances when the same topics presented at the ADEA annual meetings were also represented in publications in the <i>JDE</i> during the entire period of the study (see Tables 1 and 2). We used a data visualization tool to tra","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":"89 4","pages":"433-436"},"PeriodicalIF":1.4,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jdd.13898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143840883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shifting the Focus Using Remote Training on Shared Decision-Making and Motivational Interviewing: A Quantitative Evaluation.","authors":"Mary E Northridge, Matthew Allen, Etienne Franck, Chandni Pipaliya, Manuel R Vazquez-Sanchez, Andrea B Troxel, Martin Lieberman","doi":"10.1002/jdd.13899","DOIUrl":"https://doi.org/10.1002/jdd.13899","url":null,"abstract":"<p><strong>Objective: </strong>To compare the pre-post intervention findings of dentists remotely trained to use shared decision-making (SDM) and motivational interviewing (MI) techniques.</p><p><strong>Methods: </strong>In partnership with the New York Simulation Center for the Health Sciences and a Motivational Interviewing Network of Trainers consultant, three scenarios regarding interprofessional care were developed toward fostering the essential skills to build nonjudgmental dentist-patient partnerships: (1) screening and referral for the social determinants of health with an older adult dental patient; (2) parental consideration of the human papillomavirus vaccine for a 9-year-old dental patient; and (3) engagement with an obese adolescent dental patient to decrease their sugary drink intake. A Welch t-test was used to compare the importance and confidence ruler poll ratings pre-post intervention.</p><p><strong>Results: </strong>In Fall 2024, four remote objective structured clinical exercise training sessions were conducted where standardized participants previously trained as patients rotated between three different breakout rooms so that dentist learners were able to participate in all three scenarios. The subset of dentist learners who responded to both the pre- and post-intervention surveys (37%) reported both greater use and usefulness of MI when discussing oral health recommendations with their patients/parents after the training. Poll results with 16 dentist learners were that they were more likely to feel confident in using SDM and MI techniques with parents/patients post- versus pre-intervention: mean difference [95% confidence interval] = 1.12 [-0.16, 2.41].</p><p><strong>Conclusions: </strong>Respectful, participatory training strategies can shift the focus from healthcare providers as the authorities to patients as the agents of their behavior change.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13899"},"PeriodicalIF":1.4,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143797021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"National Service Scheme (NSS): An Evidence-Based Approach for Enhancing Competency in Dental Education.","authors":"Aditi Verma, Ashwini Biradar","doi":"10.1002/jdd.13900","DOIUrl":"https://doi.org/10.1002/jdd.13900","url":null,"abstract":"<p><strong>Purpose: </strong>The National Service Scheme (NSS) is one of the educational reforms started by the Government of India aimed at the overall development of students, especially in terms of social responsibility and personality. The present trial was undertaken to evaluate the impact of the NSS on the professional and personal competency skills of dental students in India.</p><p><strong>Methods: </strong>A randomized controlled trial was undertaken among 84 final-year dental students in a dental college from Maharashtra, India. The participants were randomly allocated into the study group (exposed to the NSS) and the control group (not exposed to the NSS). A self-administered questionnaire evaluated the perceived change experienced in their professional skills (clinical confidence and communicational skills) and personal development (confidence, leadership skills, moral values, and social responsibility) from baseline and the exposure to the NSS program via global self-assessment test, then-test, and transition judgment. The mean of the groups was compared, and a t-test was employed.</p><p><strong>Results: </strong>The study group experienced a significant level of improvement in their perceived levels of communication skills, confidence, leadership skills, and social responsibility in comparison to the control group with p ≤ 0.05 for the global self-assessment scale. The transition judgment was also statistically significant for change in overall perceived confidence and leadership skills (p ≤ 0.05).</p><p><strong>Conclusion: </strong>The NSS provides promising results in improving the overall perceived professional and personal competency of dental students in India. Thus, such kinds of programs can play a vital role in dental education in developing countries.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13900"},"PeriodicalIF":1.4,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143797015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Depression, Anxiety, and Stress in Undergraduate Dental Students During Viva and Case Presentation Oral Examinations Using the DASS-21 Scale.","authors":"Samiha Yousef Sartawi, Dima Abu Baker, Sanaa Abdallah Aljamani, Rahaf Nassar","doi":"10.1002/jdd.13884","DOIUrl":"https://doi.org/10.1002/jdd.13884","url":null,"abstract":"<p><strong>Introduction: </strong>Stress among dental students is mainly driven by the demanding nature of dental education which is exaggerated during exams and specifically final year oral examinations.</p><p><strong>Objective: </strong>This study aimed to assess the emotional status (depression, anxiety, and stress) of fifth-year dental students undergoing two forms of oral examinations: conventional viva (CV) and case presentation (CP) based examinations using a DASS-21 scale, and to explore the effects of gender, origin, accommodation, grade point average, and satisfaction with friends and college on the students' DASS-21 scores within each group.</p><p><strong>Methods: </strong>Three hundred-thirty fifth-year students did one CP for a clinical case they completed in removable prosthodontics, and also attended a viva exam as a requirement for graduation. Then, an online survey, originated from the DASS-21 survey, was sent to all fifth-year dental students one week after completing both exams.</p><p><strong>Results: </strong>One hundred twenty-nine students completed the survey with a response rate of 38%. The overall prevalence of depression, anxiety, and stress in the CV group was 22.37%, 21.49%, 19.05% and 24.70%, 24.41%, 21.75% in the CP group, respectively. The severity levels among undergraduate dental students were as follows: moderate levels of depression, moderate to severe levels of anxiety, and normal levels of stress which were not relevant to the oral examination type. High achieving students showed overall higher scores in both study groups, while females showed higher depression scores in the CP group.</p><p><strong>Conclusion: </strong>Dental students at our institution were experiencing increased levels of depression and anxiety in both forms of oral examinations. Sources of depression and anxiety should be outlined and different support strategies should be implemented to help students overcome emotional distress during oral exams.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e3884"},"PeriodicalIF":1.4,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143789167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Oral Health Care for People with Disability: Curriculum Content in Oral Health Programs.","authors":"Dorothy K L Koh, Archana Pradhan, Melanie J Aley, Woosung Sohn, Delyse M Leadbeatter","doi":"10.1002/jdd.13894","DOIUrl":"https://doi.org/10.1002/jdd.13894","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>The shortage of dental practitioners willing to treat people with disability has become a significant concern, attributed mainly to inadequate undergraduate education and clinical experience in special needs dentistry (SND). Working closely with dentists, the Oral Health Therapy workforce is highly skilled in preventive dentistry, and they could provide dental services to enhance accessibility for people with disability. This study aimed to assess the current state of SND education within oral health programs and highlight the importance of high-quality SND training to prepare oral health graduates to manage the dental needs of people with disability.</p><p><strong>Methods: </strong>A total of 39 oral health institutions offering undergraduate programs in Oral Health Therapy, Dental Therapy, and Dental Hygiene from Australia, New Zealand, the United States, the United Kingdom, and Ireland were selected. An online survey was distributed in March 2024, to collect data on the status of SND education, teaching methods, clinical training opportunities, and curriculum resources.</p><p><strong>Results: </strong>Survey responses from eleven institutions (28% response rate) revealed variability in the current status and comprehensiveness of SND education. Some programs offered dedicated courses, while others provided only a limited overview. The SND teaching and instructions are primarily provided by qualified dental hygienists, dental therapists, and oral health therapists with specialised training and experience in disability (73%). Classroom-based instruction was the most common teaching method, with limited clinical training opportunities.</p><p><strong>Conclusion(s): </strong>The findings emphasise the need for standardised guidelines to ensure consistency and adequacy in SND education across oral health programs. Enhancing clinical training opportunities, promoting interprofessional collaboration, and expanding educational resources are essential steps toward improving oral health care for people with disability.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13894"},"PeriodicalIF":1.4,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of Dental Students' Performance in Periodontology Course According to Their Learning Styles.","authors":"Özlem Saraç Atagün, Seval Ceylan Şen, Gülbahar Ustaoğlu, Hülya Toker","doi":"10.1002/jdd.13892","DOIUrl":"https://doi.org/10.1002/jdd.13892","url":null,"abstract":"<p><strong>Purpose/objectives: </strong>This study was designed to distinguish learning styles among dental students and correlate them with their academic performance in periodontology courses by using the Grasha-Riechmann Learning Style Scale.</p><p><strong>Methods: </strong>One hundred eleven third-year dental students (72 female and 39 male) in the academic year 2023-2024 from Health Sciences University Gülhane Faculty of Dentistry in Ankara, Turkey, were participating. Grasha-Riechmann Learning Style Scale, which consists of 60 questions and evaluates learning styles in six subcategories, was applied to the students. All students who agreed to participate in the study answered the questionnaire at a rate of 100%. While theoretical performance was evaluated with a final exam at the end of the year, students were asked to remove dental calculus on a model in the preclinical laboratory to measure practical performance. The study used descriptive statistics and checked for normal distribution with the Shapiro-Wilk test. Non-normal data were analyzed using the Mann-Whitney U test and Kruskal-Wallis test for group comparisons, while Spearman correlations examined relationships between continuous variables. For categorical variables, Pearson chi-square or Fisher's exact test was applied, with all analyses conducted in SPSS 25.</p><p><strong>Results: </strong>Dependent learning style was found to be the dominant style among the students. The lowest mean total score was obtained for the competitive learning style. No relationship was found between students' learning styles and their gender, periodontology practical, or theoretical grade point averages.</p><p><strong>Conclusions: </strong>Dental students exhibit different learning styles, but these styles do not impact their practical or theoretical success in the periodontology course. Further research with larger samples is needed to explore the influence of learning styles on their education in this area.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13892"},"PeriodicalIF":1.4,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of a Targeted Educational Intervention on Light-Curing Confidence and Skills in Multidisciplinary Dental Training.","authors":"Ibtesam Alzain, Afnan O Al-Zain","doi":"10.1002/jdd.13893","DOIUrl":"https://doi.org/10.1002/jdd.13893","url":null,"abstract":"<p><strong>Purpose: </strong>Light-curing plays a vital role in various dental procedures across specialties; however, previous studies have revealed significant gaps in knowledge and practice, highlighting the necessity for focused educational interventions to enhance skills and confidence in this area.</p><p><strong>Aim: </strong>To evaluate the confidence, knowledge, clinical practice skills, and performance of dental residents from different specialties before and after an educational intervention on light-curing.</p><p><strong>Methods: </strong>Forty-nine residents from restorative, pediatric, and orthodontic departments were invited to partake in this light-curing training, conducted over three sessions. (i) Pre-assessment surveys regarding satisfaction, confidence, knowledge, and clinical practice were collected, along with pre-assessment light-curing measurements of the irradiance and radiant exposure values delivered to simulated restorations using a patient simulator (MARC-PS, Bluelight). (ii) An interactive lecture. (iii) Post-assessment light-curing followed by post-surveys. Statistical analysis utilized the Wilcoxon signed-rank test (p < 0.05).</p><p><strong>Results: </strong>The response rate was 83% (n = 34). The median irradiance and radiant exposure values were recorded as 1234-1263 mW/cm², 12.5-12.8 J/cm², and 1258-1441 mW/cm², 12.7-14.5 J/cm² before and after the educational intervention, respectively. Significant improvements in knowledge were observed among restorative and pediatric residents (p < 0.05). The clinical practice skills of residents from all three disciplines showed improvement following the intervention (p < 0.05). Restorative residents generally outperformed the others. Significant correlations were identified between satisfaction with past learning, self-confidence in learning, and light-curing performance (p < 0.05).</p><p><strong>Conclusion: </strong>Incorporating comprehensive light-curing training into graduate dental curricula across specialties is recommended for enhancing resident performance and confidence through targeted educational strategies.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13893"},"PeriodicalIF":1.4,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graduate Dental Hygiene Education Faculty Perceptions Regarding Mentoring Practices.","authors":"Jennifer L Brame, Valerie K Nieto, Brenda T Bradshaw","doi":"10.1002/jdd.13897","DOIUrl":"https://doi.org/10.1002/jdd.13897","url":null,"abstract":"<p><strong>Purpose: </strong>Graduate dental hygiene (DH) faculty roles may include teaching, research development, scholarly writing, supervising graduate teaching assistants, and advanced clinical training. Faculty frequently enter these roles without clear expectations and awareness of programmatic policies and graduate student needs. This study explored the perceptions of mentoring for faculty engaged in teaching, research, supervision, and committees in graduate DH programs.</p><p><strong>Methods: </strong>An 18-item survey was developed, pilot-tested, and distributed using Qualtrics to US graduate DH program directors (n = 14). Directors were requested to complete and forward to their program's faculty engaged in graduate roles. Survey items examined demographics, mentor/mentee experiences, opportunities, and perceptions regarding graduate mentoring resources and needs.</p><p><strong>Results: </strong>Twenty-four surveys were completed. Respondents were asked to identify all of the roles they currently have in the graduate programs; the most common responses included program director (n = 7, 29.2%), course director (n = 16, 66.7%), and thesis/non-thesis committee chair (n = 16, 66.7%) or committee member (n = 17, 70.8%). Fifty-eight percent (n = 14) reported receiving mentoring specific to their graduate DH education roles, with 45.8% (n = 11) stating they sought colleagues to mentor them in teaching and research capacities. Inconsistencies existed in identifying mentoring opportunities, types of mentoring opportunities, and available resources. Respondents agreed with the necessity of mentoring, with the greatest needs in research methods and design (n = 16, 66.7%), scientific writing (n = 17, 70.8%), and providing effective feedback (n = 16, 66.7%). Successful mentoring capacities aligned with literature findings and cited requisite characteristics of trustworthiness, confidentiality, and a supportive culture. Notable challenges included financial support, competing responsibilities, insufficient time, and a shortage of experienced faculty to serve as influential mentors.</p><p><strong>Conclusions: </strong>Preparing graduate faculty is critical to sustaining educational vitality and preparing future academicians, researchers, and professional leaders. Mentoring graduate-level educators is essential to amplify their effectiveness in these roles and increase student success.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13897"},"PeriodicalIF":1.4,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Preliminary Validation of the Functional Empathy Educational Scale for Measuring Dental Educators' Empathy.","authors":"Yasser R Souror, Ali Sayed Ali Bayiumy","doi":"10.1002/jdd.13890","DOIUrl":"https://doi.org/10.1002/jdd.13890","url":null,"abstract":"<p><strong>Objective: </strong>The study aimed to develop and validate the functional empathy educational scale (FEES), a novel instrument designed to assess empathy among dental educators.</p><p><strong>Methods: </strong>A web-based questionnaire, including a cover letter and consent form, was distributed to dental educators across three countries. Statistical analyses were conducted to assess the scale's validity, reliability, and variations in empathy based on demographic and professional variables.</p><p><strong>Results: </strong>The FEES demonstrated strong internal consistency (Cronbach's alpha = 0.80). Empathy levels varied significantly by gender, country, teaching experience, and dental specialty. Notably, 11% of educators exhibited the highest empathy levels, while 5% displayed the lowest. The majority (84%) showed moderate empathy. Female educators scored significantly higher in empathy compared to males (p < 0.001). Among the countries, the Kingdom of Saudi Arabia showed the highest empathy levels (p < 0.001), followed by Egypt and India (p = 0.76). No significant differences were identified concerning teaching experience (p = 0.184) or dental specialty (p = 0.377).</p><p><strong>Conclusions: </strong>The FEES showed acceptable reliability and validity, positioning it as a valuable tool for evaluating empathy in dental and medical education settings.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13890"},"PeriodicalIF":1.4,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}