European Journal of Dental Education最新文献

{"title":"Comparison of 3D-Printed Patient Model Versus Animal Cadaveric Model in Periodontal Surgery Block Course-What Is More Feasible for Beginners? A Pilot Study.","authors":"Madline P Gund, Ulf Tilman Strähle, Jusef Naim, Manuel Waldmeyer, Matthias Hannig, Stefan Rupf","doi":"10.1111/eje.13090","DOIUrl":"https://doi.org/10.1111/eje.13090","url":null,"abstract":"<p><strong>Background: </strong>Periodontal surgery is part of the dental curriculum at German universities. A particular challenge is to provide a basic understanding of surgery. This is the first pilot study evaluating the extent to which regenerative therapy or lower molar hemisection can be learned using a specially produced 3D-individualised patient model compared to a porcine cadaveric model.</p><p><strong>Methods: </strong>During the periodontal surgery block practical, 14 students performed lower molar hemisection and regenerative therapy with bone graft substitute (Bio Oss, Bio Gide; Geistlich Pharma AG, Wolhusen, Switzerland) on an individualised 3D model. Interventions were then evaluated using a validated questionnaire. Differences between groups were statistically assessed for individual items and the overall questionnaire using the Wilcoxon test (p < 0.05).</p><p><strong>Results: </strong>In the overall evaluation, the 3D-printed patient and animal cadaveric model did not differ significantly, with the animal cadaveric model scoring a slightly higher score. The 3D-printed patient model was considered more realistic for the anatomical appearance of each part, being evaluated superior for practicing regenerative therapy, removing inflammatory tissue and performing molar hemisections. The animal cadaveric model was rated better for soft and hard tissue tactile feedback.</p><p><strong>Conclusion: </strong>With the 3D-individualised model, hemisection and regenerative therapy can be performed realistically, but soft and hard tissue feedback still needs to be optimised. 3D models are useful for teaching periodontal surgery. In the future, if optimised, 3D printing could completely replace the animal cadaveric model, as it offers clear advantages (e.g., easier organisation, better hygiene).</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732830","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 Postgraduate Educational Environment at a United Kingdom Dental School: A Quantitative Study Using a Modified Dundee Ready Educational Environment Measure Questionnaire.","authors":"Jennifer A Haworth, Sam D Leary, Patricia Neville, Julie C Williams, Jonathon Schofield, David Dymock, Peter Fowler","doi":"10.1111/eje.13091","DOIUrl":"https://doi.org/10.1111/eje.13091","url":null,"abstract":"<p><strong>Introduction: </strong>Quantitative research on postgraduate (PG) dental students' perceptions of their educational environment is lacking. The aim of this research was to increase our understanding of taught PG dental students' educational environment.</p><p><strong>Methods: </strong>A modified Dundee Ready Educational Environment Measure (DREEM) questionnaire was distributed to PG students at the University of Bristol Dental School. DREEM scores in relation to five domains (learning, teaching, academic, atmosphere and social), as well as total DREEM scores, were derived. In addition, demographic and global questions relating to blended learning and teaching support were captured. DREEM domain and total scores were summarised using medians, interquartile ranges and full ranges. Demographic data and answers to additional global questions were categorised as frequencies and percentages.</p><p><strong>Results: </strong>Thirty-four participants (50% response rate) from four different taught PG programmes responded. Total DREEM scores suggest most PG students' perceived educational environment to be 'excellent' (55.9%) or 'more positive than negative' (41.2%). The highest scoring domain was teaching, while the lowest scoring was social. Global questions indicated good teaching support and acceptance of blending learning, although the reduced face to face peer/teacher contact did not meet the needs of some (20.5%) participants.</p><p><strong>Conclusions: </strong>Although the DREEM measure has been used widely in dental training, its use has been limited in PG dental settings. The teaching and learning environment at the University of Bristol was rated highly. The lower social scoring highlights potential deficiencies within the educational environment of these PG students.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694368","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":"Rallying for Reflection: Pilot Use of Rubric to Facilitate Self-Reflection in Dental Education.","authors":"Margarita S Katser, Brandon M Veremis, Theodora E Danciu, Vidya Ramaswamy, Vitaliy Popov","doi":"10.1111/eje.13088","DOIUrl":"https://doi.org/10.1111/eje.13088","url":null,"abstract":"<p><strong>Introduction: </strong>Despite its utility, peer feedback within higher education curricula has not demonstrated a consistent correlation with academic performance. Student self-reflection may be one factor of influence, as one's metacognitive assessment can alter feedback perception and processing. Yet, formal instruction on reflection remains rare. This single-subject study assesses the level of students' self-reflective capabilities through the adaptation and pilot use of a rubric based on Korthagen's ALACT reflection model.</p><p><strong>Materials and methods: </strong>A total of 125 third-year dental students enrolled in a diagnostic sciences course received peer feedback on a case-based assignment. Subsequently, reviewees completed self-reflection on four domains of their performance (examination, diagnostic reasoning, treatment planning and resource utilisation). Two evaluators experienced in dental education adapted an ALACT-based rubric to score reflections and assess the frequency of complete self-reflection, most commonly missed elements and the incidence of neglecting peer feedback.</p><p><strong>Results: </strong>Of the 125 students, 60 (48%) submitted a complete self-reflection on at least one of four performance domains, with only 1 student (0.08%) submitting a complete self-reflection on all four. The most neglected area of reflection was the inclusion of a rationale for proposed future improvements, with on average 33/125 (26%) expressing the significance of their plans. Furthermore, 13/125 (10%) failed to address peer-suggested shortcomings.</p><p><strong>Conclusions: </strong>Current findings demonstrate that student self-reflection is rarely performed to completion, which may impact the integration of peer feedback. We propose a framework for encouraging and evaluating self-reflection instruction and assessment, applicable within both didactic and clinical settings, as a means to set future clinicians up for success.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694366","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":"ONCOllab for Transmission of Knowledge Related to Oral Complications of Cancer Therapy Among Dental Students.","authors":"Sara Samur Erguven, Paul L Friedlander, Dilber Celik, Aydin Ozkan","doi":"10.1111/eje.13089","DOIUrl":"https://doi.org/10.1111/eje.13089","url":null,"abstract":"<p><strong>Introduction: </strong>ONCOllab is a social media application developed by FDI to improve the management of oral complications that may arise during cancer therapy. This study aimed to evaluate the effects of ONCOllab on learning and perception among dental students.</p><p><strong>Material and method: </strong>A theoretical test on oral complications of cancer therapy to determine baseline level knowledge was given to fourth-year dental students. Students were randomly divided into two groups. All students attended a lecture-based theoretical education on oral complications of cancer therapy. After the lecture, students were randomised into Group 1 (no further education) or Group 2 (presentation about ONCOllab with subsequent utilisation). One week later, a second test was applied to assess knowledge levels. The students' overall perception and satisfaction levels in Group 2 were also evaluated.</p><p><strong>Results: </strong>The study included 59 participants [female, 35 (59%)]. The results of the first evaluation test found similar baseline knowledge between the groups (p > 0.05). The second test's results were significantly higher in both groups (p < 0.05). However, students in the ONCOllab group (Group 2) showed a significantly higher level of knowledge than Group 1 for the second test scores (p = 0.001). All of the participants in the ONCOllab group found the application beneficial for education and reported that they would like to use it in the post-graduation period.</p><p><strong>Conclusion: </strong>Both theoretical and ONCOllab-supported theoretical approaches significantly improved knowledge of oral complications of cancer therapy. However, in addition to educational superiority, ONCOllab-supported theoretical education was found to be associated with satisfactory results in terms of student perception.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626651","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 Undergraduate Dental Education on Domestic Violence in France.","authors":"Morgane Berthin, Sibylle Vital, Elisabeth Dursun, Alice Germa, Hadrien Diakonoff","doi":"10.1111/eje.13087","DOIUrl":"https://doi.org/10.1111/eje.13087","url":null,"abstract":"<p><strong>Introduction: </strong>Domestic violence (DV) is a critical public health issue, and its detection and management are mandatory in the undergraduate curriculum of French healthcare professionals since 2010. While dentists can play a crucial role in detecting DV, education on DV is not uniformly implemented across French dental schools. This study aims to provide an overview of domestic violence education in undergraduate dental curricula in France, identify barriers to its implementation, and propose strategies for improvement.</p><p><strong>Materials and methods: </strong>A descriptive cross-sectional study was conducted using a 13-item online questionnaire sent to the heads of education at all 15 French dental schools. Inclusion criteria focused on accredited dental schools offering undergraduate training. Participation was voluntary and anonymous, and informed consent was implied by survey submission. Data were analysed descriptively.</p><p><strong>Results: </strong>Among 15 dental schools, 11 (73%) responded. Six schools (54.5%) provided DV education, with a focus primarily on child abuse (100%), while intimate partner violence (66.6%) and elder abuse (20%) were less frequently addressed. Barriers included a lack of expertise among faculty (36.4%) and limited curriculum space (9.1%). Respondents favoured workshops and external speaker involvement to improve teaching.</p><p><strong>Conclusion: </strong>The findings highlight the need to expand DV education across French dental schools to cover all forms of violence and strengthen interdisciplinary approaches. Future efforts should focus on addressing identified barriers, integrating innovative teaching methods, and ensuring that DV education is integrated nationwide through a standardised curriculum.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527994","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":"Characteristics of Good Clinical Teachers: Insights From Japanese Clinical Trainee Dental Residents.","authors":"Kanako Noritake, Kumiko Yamaguchi, Makoto Kikukawa, Yuna Kanamori, Hiroshi Nitta","doi":"10.1111/eje.13086","DOIUrl":"https://doi.org/10.1111/eje.13086","url":null,"abstract":"<p><strong>Background: </strong>The characteristics of good clinical teachers, as considered by clinical trainee dental residents, remain uncertain not only in Japan but also globally. This study aimed to ascertain the characteristics associated with a good clinical teacher as perceived by clinical trainee dental residents in Japan; additionally, it determined how these characteristics differ from those identified in previous studies at various learning stages and in other professions, particularly among physicians.</p><p><strong>Methods: </strong>Employing a qualitative approach, data were gathered through semi-structured focus groups and in-depth interviews. The focus group transcripts were analysed meticulously and independently, with anonymisation and coding conducted by the three authors. Clinical trainee dental residents or dentists within a year of completing clinical training were recruited using maximum variation sampling until thematic saturation was achieved.</p><p><strong>Results: </strong>A total of 38 participants took part in eight focus group interviews and one in-depth interview. The 376 identified descriptors were categorised into 44 distinct themes. 'Provides advice at the level of resident' emerged as the most prevalent theme, followed by 'Provides feedback and formative assessment', 'Provides practical guidance', and 'Models a close dentist-patient relationship'. Using Sutkin's primary categories (teacher, physician and human characteristics), 25 of the 44 themes were classified as teacher characteristics, 10 as physician characteristics, and 9 as human characteristics. Twenty-two themes corresponded directly to Sutkin's framework, and 22 were novel contributions of this study.</p><p><strong>Conclusions: </strong>While the identified common themes resonate with those recognised in the medical field as attributes of good clinical teachers, half of the themes were specific to the dental domain and were independently established. These findings underscore the successful elucidation of the unique attributes specific to good clinical teachers among clinical trainee dental residents.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527997","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":"Perception of Clinical Learning Experience: Dental Student Voices.","authors":"Marty Mathieu, Valera Marie-Cécile","doi":"10.1111/eje.13083","DOIUrl":"https://doi.org/10.1111/eje.13083","url":null,"abstract":"<p><strong>Introduction: </strong>This study sought to explore dental students' perceptions of their clinical learning experience through the use of similes and metaphors in order to provide useful insights for clinical teaching.</p><p><strong>Materials and methods: </strong>69 dental students in their clinical years (4th, 5th and 6th) participated in this study by responding to an online survey from February to April 2023 at the Toulouse University Hospital Centre. The sentence they were asked to complete concerning their clinical learning was 'To be a clinical dental student in 2023 is…'. A thematic analysis of free-text responses was conducted to generate themes reflecting the perceptions of students.</p><p><strong>Results: </strong>The students perceived their clinical studies as a long and difficult journey, requiring adaptability, resilience, and endurance to face complex or uncomfortable situations. Their environment was often perceived as hostile, and their clinical development as a battle. However, they also recognised that this difficult learning process was an investment in their future, with the hope of bringing smiles to patients' faces.</p><p><strong>Conclusion: </strong>This study allowed dental students to express their views on their clinical learning experience, and students should have more opportunities to influence their learning through feedback. In a dental course, the arts can serve as a powerful tool for diagnosing learning and teaching problems and to express emotions, which can have a positive impact on professional growth.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143505229","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":"In Which Ways Does Community-Based Dental Education Facilitate Development of Professional Identity in Undergraduate Curricula? A Scoping Review.","authors":"Sruthi Sunil, Juebei Chen, Kamran Ali, Trine Fink, Xiangyun Du","doi":"10.1111/eje.13084","DOIUrl":"https://doi.org/10.1111/eje.13084","url":null,"abstract":"<p><strong>Background: </strong>Community-Based Dental Education (CBDE) is becoming an integral part of undergraduate dental curricula globally. Literature has provided a wide range of benefits related to supporting the development of several professional skills such as communication and social interactions in community settings for dental students. While these skills are related to professional identity (PI) development, there has been little discussion linking CBDE with PI development in the current literature. To fill in this literature gap and explore pedagogical potentials to support PI for undergraduate healthcare curricula, this study provides a scoping review of the literature to analyse how published studies link CBDE to the development of PI.</p><p><strong>Methods: </strong>PRISMA extension for Scoping Reviews (PRISMA-ScR) was used to conduct the review. The review protocol was registered with Open Science Framework to ensure transparency. Multiple electronic databases were searched, followed by screening of the articles based on the inclusion and exclusion criteria. Qualitative analysis of the included articles was conducted using NVIVO by two independent reviewers.</p><p><strong>Results: </strong>A total of 4483 articles were identified from databases. The full-text screening was performed for 101 articles by two reviewers, out of which 35 articles were included in the analysis. The reviewed articles provide a diverse perspective of association and contribution to PI development through CBDE. Four dimensions were identified, including personal, clinical, interpersonal, and cultural. Most of the studies focussed on attaining clinical experience, while other studies explored confidence, teamwork skills, communication skills, and cultural awareness among undergraduate students in CBDE.</p><p><strong>Conclusion: </strong>The current study explores the value of CBDE to foster PI development in undergraduate education. Although the existing literature identifies some elements in CBDE that may contribute to PI development, the link between it and CBDE does not appear to be articulated clearly. The results of the review provide practical implications for the future practice of CBDE and its relevance to professional identity development.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517210","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":"Postgraduate Education for Dental Therapists in Special Care Dentistry: Educators' Views.","authors":"Emily Banks, Lauren Stentiford","doi":"10.1111/eje.13082","DOIUrl":"https://doi.org/10.1111/eje.13082","url":null,"abstract":"<p><strong>Introduction: </strong>Special Care Dentistry (SCD) calls for the use of a diversified workforce to improve the oral care of patients. Previous studies have found that there is a lack of postgraduate education for groups such as dental therapists; however, interest in education from this group is expressed. The present study seeks to find the views of university educators regarding the provision of postgraduate education in Special Care Dentistry for dental therapists in the United Kingdom.</p><p><strong>Methods: </strong>Semi-structured interviews were conducted with 11 university educators. Transcripts were analysed thematically using an inductive approach. Categories were identified within the themes relating to specific sub-questions posed by the study.</p><p><strong>Results: </strong>Postgraduate education in Special Care Dentistry for dental therapists is a potentially worthwhile endeavour. Participants suggested that this might result in an improved service for patients and would expand postgraduate opportunities for dental therapists that have been lacking. Participants acknowledged there are financial and logistical barriers to the development of a postgraduate course, especially one that cannot guarantee a large uptake of dental therapists.</p><p><strong>Conclusions: </strong>Postgraduate education in Special Care Dentistry for dental therapists should be considered for development. This study supports recommendations in existing literature and provides insight into an improved, diversified workforce in Special Care Dentistry.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484365","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":"Beyond the Smile: Exploring the Mental Well-Being of Dental Students Across Institutions.","authors":"Kamran Ali, Daniel Zahra, Ulfat Bashir, Hina Zafar Raja, Usman Sana, Asma Shakoor, Mariya Khalid, Amna Mansoor, Mahwish Raja","doi":"10.1111/eje.13085","DOIUrl":"https://doi.org/10.1111/eje.13085","url":null,"abstract":"<p><strong>Introduction: </strong>A high frequency of mental issues has been reported amongst dental students in recent years. The aim of this study was to explore the frequency of depression, stress, and anxiety amongst undergraduate dental students in a developing country and identify factors which may contribute to the poor mental health of dental students.</p><p><strong>Materials and methods: </strong>After obtaining ethical approval, undergraduate dental students from 14 dental institutions were invited to participate in an online study. Data were collected using two globally validated scales for screening mental health. The survey inventory also included two open-ended items and was administered using Google forms.</p><p><strong>Results: </strong>Complete responses were received from 639 participants, which included 71.67% (n = 458) females and 28.33% (n = 181) males. The overall response rate was 43%. The modal age group was 18-21-year-olds (63.54%, n = 406), followed by 22-25-year-olds (35.52%, n = 227). The mean score on PHQ-9 was 10.37 (SD ± 6.13) and 48.67% of participants showed moderate to severe depression. The mean DASS-21 score was 20.81 (SD ± 14.64) and 48.21% of participants were screened positively for moderate to extremely severe depression, 49.30% for moderate to extremely severe anxiety, and 30.36% of participants showed features of moderate to extremely severe stress. Significantly positive correlations were observed for the whole sample and demographic factors for participant scores on PHQ-9 for Depression, and Depression, Anxiety, and Stress scores on DASS-21. Academic workload, social interactions, personal factors, academic environment, and financial difficulties were reported as the main causes of poor mental health.</p><p><strong>Discussion: </strong>This study shows a high prevalence of depression, anxiety, and stress amongst undergraduate dental students in a country with a unique socio-cultural landscape. The study also identified underlying factors which adversely affect the mental health of dental students and provides recommendations to address these challenges.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484364","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}