European Journal of Dental Education最新文献

{"title":"Address to EU Parliament Multi Stakeholder Meeting 'Better Oral Health on the European Agenda'.","authors":"S Vital, D Murphy","doi":"10.1111/eje.13119","DOIUrl":"https://doi.org/10.1111/eje.13119","url":null,"abstract":"<p><strong>Context: </strong>This paper provides a transcript of the address made by Prof Sibylle Vital, ADEE European Affairs Officer to a meeting in the European Parliament hosted by Members of European Parliament, MEP Andriukaitis & MEP Kulja at the session entitled 'Better oral health on the European agenda'.</p><p><strong>Position presented: </strong>During the address Prof Vital's key speaking points were: (1) The need for a Unified Dental Education Framework in Europe: Despite ADEE's efforts, dental education across Europe remains fragmented in key areas such as programme length, clinical training and teaching methods. Unlike other professions with standardised European curricula, dentistry lacks a common framework, creating challenges for students and professionals in terms of mobility and quality assurance. (2) ADEE's Proactive Role in Shaping Dental Education: As a path to Solutions ADEE has actively worked to bridge the gaps in European dental education by developing key frameworks such as the Graduating European Dentist (GED) and LEADER quality improvement approach. These frameworks focus on competency-based education rather than merely listing subjects, ensuring that graduates possess the skills and capabilities required for safe and effective practice. (3) Call for Legislative and Policy Support: ADEE urges policymakers to update the Professional Qualifications Directive to define clear competencies for dental graduates, standardise clinical training across the EU, allocate funding for oral health education research and promote quality assurance in higher education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Five-Year Evaluation of Students' Profiles and Professional Perspectives in an Innovative Dental Education Modality: A Mixed-Methods Approach.","authors":"Fernando Valentim Bitencourt, Thaís Ostroski Olsson, Juliana Maciel de Souza Lamers, Irene Dige, Ramona Fernanda Ceriotti Toassi","doi":"10.1111/eje.13128","DOIUrl":"https://doi.org/10.1111/eje.13128","url":null,"abstract":"<p><strong>Introduction: </strong>This study explored the effects of a novel dental education modality (evening enrolment) on the graduating dental students' profiles within a public university setting, encompassing both their curricular experiences and professional perspectives.</p><p><strong>Materials and methods: </strong>This cross-sectional observational study was conducted with dental students (daytime and evening enrolment modalities) who graduated between 2018 and 2022. It employed a semi-structured, non-identified, pretested research instrument examining sociodemographic-family profiles, experiences in teaching-community-research activities and professional perspectives. A mixed-method approach was employed, adopting the phenomenology of Maurice Merleau-Ponty as its theoretical framework and employing multivariable logistic regression for quantitative analysis.</p><p><strong>Results: </strong>A total of 205 students participated. Overall, the majority were females, single, childless and state natives. Daytime students were younger (47.7% aged 21-24 years) than evening peers (84.8% aged ≥ 25 years) (p = 0.00). Daytime students had higher parental education and workforce engagement, whereas evening students were more likely to have mothers with lower education levels (OR = 4.72; 95% CI: 1.33-16.74) and not in the workforce (OR = 3.78; 95% CI: 1.46-9.76). Daytime students participated more in elective service-learning activities (p = 0.00). Qualitative analysis revealed challenges in the high mandatory curricular workload, limited promotion of teaching-community-research activities, slot availability and difficulty balancing work and study. Students from both modalities expressed intentions for diverse professional affiliations and postgraduate career advancement.</p><p><strong>Conclusion: </strong>This study underscores the alignment in sociodemographic profiles and professional perspectives between daytime and evening education modalities. However, disparities in age, parental workforce engagement, family income and elective service-learning activities necessitate tailored strategies for optimised educational training. These insights contribute to enhancing access and retention of dental students in low- and middle-income countries.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exodontia Block Course Evaluation: A Review of the Learning Outcomes, Content, and Assessment Practices at a Dental Faculty in South Africa.","authors":"Nashreen Behardien, Priscilla Brijlal, Nicolette Vanessa Roman","doi":"10.1111/eje.13130","DOIUrl":"https://doi.org/10.1111/eje.13130","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction: &lt;/strong&gt;Regular curriculum renewal ensures relevant and responsive curricula. Skills development courses, such as for dental extraction procedures, require the same rigorous review, as this skill demands both technical proficiencies and a high level of cognition. In South Africa, the high burden of dental disease, in particular pain and sepsis, relies on competent graduate exodontia (tooth extraction) abilities. However, research on evidence-based instruction in this field is limited. This action research study emanated from the goal of enhancing the Exodontia Block Course by integrating a teaching and learning strategy proven to develop psychomotor skills. The first step in the broader research study involved evaluating the traditional course. This study thus aimed to evaluate a traditional exodontia block course, gaining insight into its curricular components prior to redesigning it.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Materials and methods: &lt;/strong&gt;An interpretive qualitative study employed appreciative inquiry for data collection. A purposive sampling strategy was employed. Six focus group discussions were conducted with homogeneous groups of undergraduate dental students (n = 13), clinical teachers (n = 10), and dentist practitioners (n = 7). Audio recordings were transcribed, and data underwent coding and thematic analysis.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;This paper presents the findings pertaining to three curricular elements, namely the objectives, content, and assessment. The larger study identified four main themes: integration of skills and knowledge, block course structure, challenges, and recommendations for improvement. The study found that overall the students were satisfied with the content presented in the course. Recommendations to improve the course, however, were to include the use of elevators as a learning outcome of the course and the inclusion of an additional practical assessment. Challenges associated with the course related to the duration of the course and the presentation of non-relevant content. The course content revealed discrepancies between the material covered and the intended learning outcomes, with students noting insufficient focus on elevator/luxator use in extractions. Concerns were raised about including non-exodontia content, including a call for standardised terminology and locally developed teaching materials. Assessment methods were largely well received, but issues emerged regarding unlimited assessment attempts potentially reducing student accountability. Suggestions included limiting assessment opportunities and incorporating OSCE formats for preclinical evaluation to enhance rigour and student learning.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The evaluation highlighted the strengths of the course as well as areas requiring reflection and emendation. Whilst the course was adequate to meet its objectives, areas for redress included instrumentation adaptations such as the combined use of elevators an","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulated Self-Assessment and Error Correction in Preclinical Prosthodontics: Insights From 3D-Printed Models.","authors":"Constance Cuny, Abhishek Kumar, Alexandre Thuries, Geromine Fournier, Coralie Bataille, Cathy Nabet, Antoine Galibourg","doi":"10.1111/eje.13131","DOIUrl":"https://doi.org/10.1111/eje.13131","url":null,"abstract":"<p><strong>Introduction: </strong>Developing self-assessment and defect correction skills is essential for dental students to ensure high-quality clinical practice. However, these skills are often insufficiently addressed in dental education. This study evaluates students' ability to assess and correct crown preparation defects through a structured exercise simulating self-assessment using standardised 3D-printed models with deliberate flaws. Additionally, it examines their improvement during the correction phase and their satisfaction with this innovative approach.</p><p><strong>Materials and methods: </strong>Students evaluated crown preparation defects on standardised 3D-printed models, guided by a rubric-based evaluation table, and subsequently corrected these defects using rotary instruments. Their perceptions of the exercise were captured through a satisfaction questionnaire.</p><p><strong>Results: </strong>92% of students overestimated the presence or severity of defects during self-assessment, with axial and occlusal reduction being the most challenging criteria. After the correction phase, students demonstrated significant improvement, particularly in axial reduction, although challenges persisted in occlusal reduction and finishing. Students expressed high satisfaction with the exercises, emphasising their value in enhancing learning and critical thinking.</p><p><strong>Conclusion: </strong>This study underscores the importance of structured self-assessment and correction exercises in dental education. By bridging the gap between self-assessment and self-correction, particularly in crown preparations, 3D-printed models foster the development of clinical skills and autonomy amongst students.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stress Dynamics in Future Dentists: Insights From a 5-Year Cohort Study.","authors":"Abdullah Ghaleb Amran, Esam Halboub, Abeer A Al-Sosowa, Abdulrazzaq Ahmed Al-Maweri, Sadeq Ali Al-Maweri, Mohammed Nasser Alhajj","doi":"10.1111/eje.13132","DOIUrl":"https://doi.org/10.1111/eje.13132","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to assess the progression/regression of stress among dental students throughout their educational journey.</p><p><strong>Methods: </strong>A prospective cohort study was conducted at the Faculty of Dentistry, Thamar University, Yemen, from 2017 to 2022. The dental students therein were followed annually-from their first year to graduation-using a hard copy of The Dental Environmental Stress (DES) questionnaire, consisting of 41 closed-ended questions. Further information such as gender, marital status and current academic level was collected. Statistical analyses included repeated measures one-way ANOVA, independent t-tests, and paired t-tests, with the statistical significance threshold set at p < 0.05.</p><p><strong>Results: </strong>Ninety-three first-year students (38 males, 55 females) participated. Only 60 students (24 males, 36 females) completed the study by the fifth year due to attrition. Stress scores increased significantly over time, peaking in the fourth and fifth years (p < 0.05). Stress levels in the different individual domains were higher during the clinical stage compared to the preclinical stage. Female students reported significantly higher stress levels than males did in the 'workload' (p = 0.006) and 'patient treatment' (p = 0.037) domains, while males reported significantly higher stress in the 'social stressors' domain (p < 0.001).</p><p><strong>Conclusion: </strong>Perceived stress among dental students is notably high and increases progressively throughout the academic years, peaking during the clinical stage. Mitigating stress in dental education necessitates the adoption of effective management strategies and a thorough review of curricula to foster a supportive learning environment.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Formalisation and Documentation of a Competency Framework for Aspiring Deans and Heads of European Dental Schools.","authors":"C Paganelli, D Murphy, B O'Connell, K Nagy, I Chivu-Garip, M C Manzanares, B Quinn, J Nunn","doi":"10.1111/eje.13126","DOIUrl":"https://doi.org/10.1111/eje.13126","url":null,"abstract":"<p><strong>Context: </strong>The Forum of European Heads and Deans of Dental Schools (FEHDD) was re-established in 2007 to provide a means of bringing together European Dental School Deans, Heads and their deputies to explore current topics of interest. One such topic is leadership development and succession. The importance of leadership succession in oral health professional academic settings is well noted. With some suggesting leadership in this arena is facing a recruitment and retention crisis, FEHDD developed and launched in 2017, a 'Competency Framework for Aspiring Deans and Heads of European Dental Schools'. The framework was updated in 2024.</p><p><strong>Aim: </strong>The aim of this paper is to summaries the development and updating processed that was followed by FEHDD and to raise awareness of the framework with relevant stakeholders. The 2024 framework has been further supported by an online tool to enable faculty track their development.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Oral Health Literacy and Influencing Factors: Retrospective Analysis of Patients Treated by Dental Students.","authors":"Alicia Maria Meyer-Hofmann, Anna Greta Barbe, Max von Kohout, Ghazal Aarabi, Isabel Deeg, Michael Jochen Wicht, Sonja Henny Maria Derman","doi":"10.1111/eje.13122","DOIUrl":"https://doi.org/10.1111/eje.13122","url":null,"abstract":"<p><strong>Introduction: </strong>Oral health literacy (OHL) plays a crucial role in determining oral health outcomes, particularly in preventing and managing oral health issues. It is primarily developed through communication between dentists and patients-a key focus in dental education. To enhance this training, understanding OHL in student teaching is essential. This study aimed to assess OHL among patients undergoing treatment performed by dental students and identify influencing factors.</p><p><strong>Materials and methods: </strong>This retrospective analysis evaluated the Oral Health Literacy Profile (OHLP) of patients (≥ 18 years) treated by dental students in their fourth and fifth year. The OHLP measures oral health behaviour (OHB) and oral health knowledge (OHK) (scored 0-100). Patients were grouped by age and periodontal therapy status. Statistical analyses included ANOVA and linear regression modelling.</p><p><strong>Results: </strong>A total of 222 questionnaires (106 females; mean age 56.8 ± 16.4 years) were analysed. The mean OHLP was 54.4 ± 16.1. Significant differences (p < 0.05) in OHB and OHK were observed between age groups: the lowest OHB was in younger adults (47.9 ± 18.9), while the highest OHB (63.4 ± 22.9) and lowest OHK (29.1 ± 22.9) were in older seniors; OHB scores were higher in periodontal patients. The regression model identified age, female gender, periodontal therapy, and OHK as significant predictors of OHB (R² = 0.25, p < 0.001).</p><p><strong>Conclusion: </strong>Significant gaps in OHL were revealed, particularly among males, younger adults, older seniors, and those not undergoing regular periodontal therapy. Students should receive specialised training to recognise these varying levels of oral health knowledge, behaviour, and influencing factors, enabling them to effectively address these issues during counselling.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Ergonomics in Paediatric Dentistry: A Longitudinal Study on the Role of Photography in Undergraduate Student Training.","authors":"Emma Esnault, Camelia Hodonou, Roselyne Clouet, Samuel Serisier, Alexis Gaudin, Tony Prud'homme","doi":"10.1111/eje.13111","DOIUrl":"https://doi.org/10.1111/eje.13111","url":null,"abstract":"<p><strong>Purpose: </strong>Dental surgeons are particularly exposed to musculoskeletal disorders. Ergonomics can help prevent them. Third-party ergonomic assessment is beneficial in the short term. However, self-assessment of one's working posture is even more valuable, as it fosters lifelong awareness.</p><p><strong>Methods: </strong>Fifth year odontology students were randomly assigned to one of two groups (control and training) to evaluate whether a protocol for ergonomic self-assessment by paediatric odontology students, using photography, led to an improvement in their working position. The Modified-Dental Operator Posture Assessment Instrument was used.</p><p><strong>Results: </strong>The study included 82 fifth-year odontology students who performed paediatric care between September 2022 and June 2023. A statistically significant difference was found between the control and training groups for both self-assessments (p < 0.001) and evaluator analyses (p < 0.001).</p><p><strong>Conclusions: </strong>The longitudinal follow-up approach appears to be unique in the field of ergonomics education in dentistry. The results demonstrated a significant reduction in ergonomics scores for the group that received ergonomic advice and visual feedback compared to the control group. This improvement was confirmed both by evaluator-assigned scores and by students' self-assessments.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Evaluation of Dentistry Students in an Oral Surgery and Implantology Subject: The PIETA Rubric.","authors":"Cristina de la Rosa-Gay, Octavi Camps-Font, Alba Sánchez-Torres, Rui Figueiredo, Eduard Valmaseda-Castellón","doi":"10.1111/eje.13121","DOIUrl":"https://doi.org/10.1111/eje.13121","url":null,"abstract":"<p><strong>Introduction: </strong>The objectives were to design an online rubric for fourth-year Dentistry students in the subject of Clinical Oral Surgery and Implantology and to compare the results with the grades of the written exam.</p><p><strong>Material and methods: </strong>A general rubric (PIETA) was designed and started in the academic year 2022-2023, and was tested in 2023-2024. The PIETA rubric evaluated punctuality and interest, assessed with a reflective diary (PI component) and empathy, technique and autonomy (ETA component). Teachers only marked the rubric when a change was perceived, either as improvement or worsening, to avoid repetitive feedback. Final assessment of the clinical work was carried out with the last score of the rubric to enhance student engagement. Evolution of ETA scores at 3 time points (initial, intermediate and final sessions) was analysed with a generalised estimating function (GEE). Rubric scores and written exam grades were correlated with Pearson's correlation.</p><p><strong>Results: </strong>The PIETA rubric was used by 10 clinical assistants to assess 102 students in 2023-2024. The mean number of procedures evaluated was 77.3 (standard deviation [SD] = 37.0) per assistant and 7.6 (SD = 2.5) per student. The PI and ETA components showed a significant positive correlation. The ETA score significantly increased from the first to the last session (p < 0.001). While the PI component did not correlate with the written exam grades, the ETA component showed a significant positive correlation with the outcomes of the written exam in both academic years.</p><p><strong>Conclusions: </strong>The PIETA rubric is easy to use, improves transparency, reduces student complaints of unfair evaluation, and provides immediate feedback after clinical practice. The devil is in the details: feedback and frequency of evaluations should be monitored regularly.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Chatbots in Enquiry-Based Learning for Oral Health Students-An Exploratory Study.","authors":"Rohini Khareedi, Daniel Fernandez","doi":"10.1111/eje.13115","DOIUrl":"https://doi.org/10.1111/eje.13115","url":null,"abstract":"<p><strong>Objective: </strong>This study explores the reliability of four Chatbots in enquiry-based learning. Four Chatbots, namely Microsoft Copilot, Google Gemini, ChatGPT 3.5 and Perplexity, were used to answer and generate questions in four specific subject areas.</p><p><strong>Methods: </strong>The four Chatbots were subjected to questions at three cognitive levels and to generate questions based on specific contexts. The responses generated were assessed by two oral health academics for accuracy and appropriateness.</p><p><strong>Results: </strong>The findings indicated that ChatGPT3.5 generated the best self-assessment questions while Microsoft Copilot generated the best answers to questions. The performance of the Chatbots varied based on the subject on which the question was based and on the cognitive level of the question. While the questions at cognitive level one were answered most appropriately, the overall depth of responses to periodontology questions at cognitive level two was lower than for questions on dental materials, restorative dentistry and oral biology.</p><p><strong>Conclusion: </strong>The potential role of Chatbots in enquiry-based learning is evident to some extent, but they currently do not have the proficiency that a human teacher has.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}