Advances in Physiology Education最新文献

{"title":"Effect of a 3-D cell membrane model combined with an interactive online platform on health students' learning of cellular physiology.","authors":"Ana Carolina de Souza da Rosa, Giulia Azevedo Martinez, Anna Cecília Perreto, Nelson Gustavo Novais Marinho, Larissa de Almeida Dias, Cláudio Felipe Kolling da Rocha, Pâmela Billig Mello-Carpes","doi":"10.1152/advan.00267.2025","DOIUrl":"10.1152/advan.00267.2025","url":null,"abstract":"<p><p>Understanding cellular physiology, particularly transport across the plasma membrane, remains a significant challenge for undergraduate health sciences students, as these microscopic processes are inherently difficult to visualize. Innovative teaching strategies, such as three-dimensional (3-D) models, may enhance students' comprehension of these concepts. This study investigated the impact of a 3-D cell membrane puzzle model combined with an interactive online platform on learning about membrane transport. Undergraduate nursing and physical therapy students participated in the activity during a practical class, and learning outcomes were assessed with pre- and posttests, as well as subjective evaluations. The results demonstrated an improvement in students' self-perceived knowledge of the main mechanisms of membrane transport and highlighted the importance of assessing students' knowledge in addition to self-perception. These findings suggest that playful and interactive tools can effectively support the teaching and learning of complex physiological concepts.<b>NEW & NOTEWORTHY</b> Cell membranes are invisible to the naked eye, yet vital to life. For health care students, understanding transport across membranes can be challenging. This study combined a 3-D puzzle model with an online platform to make these processes tangible and easier to grasp. Students who used this interactive approach improved their self-perception of cellular function, showing that playful, hands-on educational strategies can facilitate learning of complex biological concepts and promote greater engagement in the learning process.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1045-1054"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686569","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":"Effectiveness of practicing with an e-learning tool based on an error-driven learning algorithm in physiology education.","authors":"Akihiro Kimura, Seigen Fumimoto","doi":"10.1152/advan.00042.2026","DOIUrl":"10.1152/advan.00042.2026","url":null,"abstract":"<p><p>Physiology is an essential component of clinical education. However, because physiology requires understanding of causal mechanisms and integrated physiological processes, many healthcare students experience difficulties during the early stages of learning, particularly when prior knowledge is insufficient. These difficulties may increase the risk of subsequent academic problems. Therefore, effective approaches are required to support introductory physiology education. In this study, we developed an e-learning tool conceptually based on error-driven learning theory and implemented it in a physiology course for first-year students at a health science university. Unlike conventional tools, this tool was designed to support correction of incorrect recall by linking feedback on errors with the selection of subsequent questions. We then evaluated the effectiveness of the tool using objective measures from students' activity logs and final examination performance. More repetitions were associated not only with higher accuracy on practice questions but also with higher final examination scores, even after adjusting for preadmission academic aptitude test scores and initial accuracy. These results suggest that, in the early stages of the course, engagement with the e-learning tool was associated with improved examination performance, even after adjusting for baseline academic aptitude and prior knowledge, although causal inference is limited by the observational design. Therefore, e-learning tools designed to emphasize error-driven learning may provide an effective approach to support early-stage physiology education for healthcare students.<b>NEW & NOTEWORTHY</b> We developed an e-learning tool conceptually based on error-driven learning and implemented it in a first-year physiology course. The tool was designed to support correction of incorrect recall through repeated corrective feedback. Using objective measures derived from student activity logs, we showed that the number of repeated practices was significantly associated with learning improvement and final examination scores, even after adjusting for baseline academic aptitude and initial accuracy. This approach may support introductory physiology education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1031-1044"},"PeriodicalIF":1.9,"publicationDate":"2026-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148664849","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":"University outreach through active learning strategies for neuroscience education: a report of the Brain Awareness Week held in Uruguaiana, Brazil, in March 2025.","authors":"Bruna Tarasuk Trein Crespo, Pâmella Andréa Machado da Silva Laranja Pinto, Thalia Müller de Oliveira, Manoel Lagreca Fan, Luciano da Silva Junior, Tamires Dos Santos Paiva, Ana Luiza Trombini Tadielo, Patrícia A Batista da Rosa, Pâmela Billig Mello-Carpes","doi":"10.1152/advan.00293.2025","DOIUrl":"10.1152/advan.00293.2025","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"768-771"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943521","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":"GutDigest: a new game to enhance active learning and assessment of gastrointestinal digestion of macromolecules.","authors":"Abdullateef Isiaka Alagbonsi, Toyin Mohammed Salman, Mary Oluwatobi Dada, Elijah Seun Okedun, Aminat Abiola Ajibola, Aolat Adepeju Adepoju, Kazeem Adewale Gbolagade, Fernanda Klein Marcondes","doi":"10.1152/advan.00308.2025","DOIUrl":"10.1152/advan.00308.2025","url":null,"abstract":"<p><p>Several educators have developed educational games to promote the teaching and learning of complex concepts in physiology and other biomedical sciences. However, none of the currently available games specifically addressed the digestion of macromolecules across the gastrointestinal (GI) tract. In this study, we describe our new initiative of developing an online educational game (GutDigest) that helps students understand this complex topic. GutDigest has 3 sections (section 1 for carbohydrate, section 2 for lipid, and section 3 for protein digestion) across which 17 immovable e-tokens (representing the enzymes) are placed in the first column of the board on the left side (6 for carbohydrates, 5 for lipids, and 6 for proteins). Likewise, it has 122 movable e-tokens (representing enzyme source, classification, substrate, major site of action, end product of digestion, and means of enterocyte absorption of the corresponding end products) scattered in the repository on the right side (43 for carbohydrates, 36 for lipids, and 43 for proteins). Matching from right to left sides can be done either by dragging or by tapping and dropping. The results of the 3 sections are displayed to the player after each trial, and the e-tokens are reshuffled for the next trials. We recommend the use of this game by tutors to complement the teaching of this complex topic, assess the knowledge of students, and support practical simulation sessions in resource-limited settings. With its formative assessment-like feedback, this game enhances personalized learning for students compared to traditional study methods.<b>NEW & NOTEWORTHY</b> We describe the development of GutDigest, a new online educational game, to enhance the teaching, learning, and assessment of macromolecular digestion, which is a complex topic in gastrointestinal physiology courses across various curricula of medical and health science programs globally. The game will be a useful revision resource for students and an assessment tool for tutors to gauge their knowledge after being exposed to preliminary teaching of the topic.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"804-812"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145400","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":"Countercurrent multiplication revisited: key conceptual updates and framework expansion.","authors":"Serena Y Kuang","doi":"10.1152/advan.00265.2025","DOIUrl":"10.1152/advan.00265.2025","url":null,"abstract":"<p><p>Building on my 2023 paper (Kuang SY. <i>Adv Physiol Educ</i> 47: 665-671, 2023), this article revisits countercurrent multiplication (CCM) and makes three advances. First, it presents an enlarged, detailed, classroom-ready diagram that illustrates how the corticopapillary osmotic gradient (OG_ISF) emerges, and it further refines the previously proposed concept of the Na⁺-K⁺-2Cl^- cotransporter (NKCC2) activity gradient (AG_NKCC2) along the thick ascending limb (TAL) into the NKCC2 transport rate gradient (RG_NKCC2), a more inclusive formulation for explaining the formation of the OG_ISF. Second, it reinterprets ΔOC, the transepithelial osmotic difference across the TAL, as an emergent, system-level outcome produced collectively by many TALs and amplified cycle by cycle during CCM. Third, it expands the earlier CCM-equilibrium renal osmoregulation framework by reconceptualizing renal osmoregulation as a highly dynamic and adaptive regulatory system. In this framework, renal osmoregulation operates within a continuously regulated regime punctuated by episodic CCM activation. CCM represents an intrinsic regulatory mechanism that may be activated intermittently to produce transient, steplike increases in urine-concentrating ability when the prevailing regulatory regime alone cannot meet osmoregulatory demand for maintaining body fluid balance. This reframing offers a physiologically plausible account of how renal osmoregulation operates over time. Together, these advances may provide a clearer, classroom-friendly picture of renal osmoregulation and suggest testable ideas for future research.<b>NEW & NOTEWORTHY</b> This article makes three advances in renal osmoregulation education and research. It provides a classroom-ready diagram to teach the emergence of the corticopapillary osmotic gradient and refines key countercurrent multiplication (CCM) concepts from my prior work. It reframes the transepithelial osmotic difference (ΔOC) as a system-level parameter amplified cycle by cycle during CCM. It also expands the CCM-equilibrium renal osmoregulation framework by reconceptualizing renal osmoregulation as a more dynamic, physiologically plausible operating regime punctuated by CCM episodes.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"739-746"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943485","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":"Principles of interval training: a practical and physiological teaching guide for educators.","authors":"Rachel Isaiah, Victor Routier, Ole J Kemi","doi":"10.1152/advan.00315.2025","DOIUrl":"10.1152/advan.00315.2025","url":null,"abstract":"<p><p>We teach that physical activity, exercise, and exercise training are good for us and that the positive effect is better if we exercise with intensity; the greater the intensity, the greater the effect. Indeed, there is clear and irrefutable evidence of intensity dependence of effect, stemming from a dose-response relationship between effort going into the exercise and the result coming out of it. This leads to the situation where we generally and practically prescribe exercise as intensely as possible, for as long as possible, but this comes in conflict with the speed/power:duration relationship that dictates how long high-intensity exercise may be sustained. The solution we have is high-intensity interval training, referred to as HIIT or just interval training. This is a modality of exercise training that with repeated bouts of high-intensity exercise interspersed by active/passive recovery periods permits accumulation of intense exercise beyond that which would be achievable in a single exercise bout. This is then applied to a range of exercises and locomotion modes. However, while we often refer to and teach concepts of intensity dependence of exercise training effects, we rarely describe the basics of the actual exercise. Here, we introduce interval training, and by association, intensity, for the physiology-savvy, but nonexercise science educator. We conceptualize the principles of interval training and provide a practical framework and lesson plan for teaching appropriate interval training.<b>NEW & NOTEWORTHY</b> We teach that we should do intense exercise. However, intense exercise is difficult to do and to teach. This poses a problem. Interval training is the practical solution. It offers a time-efficient way of carrying out intense exercise. However, teaching its principles requires nuance, which educators must be wary of when teaching sport and exercise science and physical education classes. This article provides a teaching- and educator-focused introduction to interval training.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"772-783"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148007332","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":"Prior knowledge of normal ECGs enhances accuracy in ECG interpretation among medical students.","authors":"Jennifer Edwards, Alistair Gallagher, W Joseph MacInnes","doi":"10.1152/advan.00288.2025","DOIUrl":"10.1152/advan.00288.2025","url":null,"abstract":"<p><p>Electrocardiograms (ECGs) are frequently misdiagnosed, with potentially serious consequences, yet evidence for effective teaching strategies remains limited. Eye-tracking offers insight into the perceptual processes behind accurate interpretation. We conducted an eye-tracking study among medical students to assess whether priming with normal ECGs improves diagnostic accuracy. We hypothesized that participants viewing normal ECGs before interpreting unknown ECGs would perform more accurately. This between-subjects priming study presented students with one of three image types before an ECG task: normal ECGs with instruction that they were normal, normal ECGs without instruction, or chest X-rays (control). The diagnostic task comprised 30 ECGs across six conditions. The study was built with Experiment Builder, and eye movements were recorded with an EyeLink 1000 Plus system. Students performed well above chance, with accuracy comparable to the 54% reported in meta-analysis. Atrial fibrillation was most often identified correctly, whereas left bundle branch block was the most challenging. Across groups, faster responses and finally fixating the primary abnormality (PA) predicted accuracy, although inaccurate participants spent longer overall on the PA area of interest. Students who were informed that the priming ECGs were normal responded faster and more accurately than those primed unknowingly or with chest radiographs. ECG-primed groups also showed longer fixations in nonrelevant areas, whereas explicitly primed students showed no significant related secondary abnormality fixation sequences and more dispersed spatial attention. These early findings suggest that targeted priming with normal ECGs may support learning. Variation in diagnostic difficulty across conditions indicates that tailored training approaches may be required.<b>NEW & NOTEWORTHY</b> This is the first study to investigate the effect of priming medical students with normal ECGs on the accuracy of subsequent ECG interpretation. Using eye-tracking methodology, we characterized visual behaviors associated with improved diagnostic performance among primed students. Our findings demonstrate that exposure to normal ECG patterns before analyzing an abnormal trace influences accuracy and gaze allocation, suggesting that priming may enhance pattern recognition and inform the design of educational strategies in ECG training.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"671-678"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788204","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":"Designing a human-AI collaborative model for precision teaching in undergraduate physiology laboratory education: a modified Delphi study.","authors":"Haozhen Wu, Yunyi Liu, Min Cui, Xinyuan Cao, Yibiao Yuan","doi":"10.1152/advan.00026.2026","DOIUrl":"10.1152/advan.00026.2026","url":null,"abstract":"<p><p>Artificial intelligence (AI) offers new possibilities for enhancing precision in undergraduate physiology laboratory education. However, ethical, pedagogical, and technical challenges remain in designing human-AI collaborative models. This study aimed to develop and validate a precision teaching framework grounded in expert consensus. The model consists of four core modules: precision learning analysis, precision teaching objective setting, precision teaching implementation and organization, and precision teaching evaluation and feedback. With a modified Delphi method, consensus on the scientific validity and feasibility of the model was reached through two rounds of consultations with 15 interdisciplinary experts. Results indicate that the theoretical framework received high recognition from experts, who also reached unified consensus on key practical pathways, including phased technological implementation, strengthening teacher leadership and ethical safeguards, development of a knowledge graph, and targeted teacher training. This study presents a theoretically sound and ethically grounded human-AI collaborative model for undergraduate physiology laboratory teaching. It offers a practical roadmap for institutions seeking to integrate AI while preserving teacher agency, pedagogical integrity, and equitable student support.<b>NEW & NOTEWORTHY</b> This study develops a human-AI collaborative precision teaching framework for undergraduate physiology labs with a four-module model. Through a two-round modified Delphi study with 15 experts, the study established consensus on scientific validity, feasibility, phased AI implementation, teacher leadership, ethical safeguards, knowledge graphs, and targeted training. The framework offers a practical, ethically grounded roadmap integrating AI while preserving teacher agency, pedagogical integrity, and equitable student support.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"679-690"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147857803","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":"Support for core concept teaching in an integrated medical school curriculum: student perception and transfer of physiology understanding.","authors":"Mary M Pelkowski, Gabi N Waite","doi":"10.1152/advan.00117.2026","DOIUrl":"10.1152/advan.00117.2026","url":null,"abstract":"<p><p>Core concept teaching has been celebrated in the physiology education community as a strategy to help increase students' depth of understanding and ability to transfer knowledge to newly encountered contexts. We previously implemented core concept teaching into our integrated, flipped classroom, clinically oriented Phase 1 medical school curriculum. This was done through the creation of introductory core concept videocasts in our initial Principles of Medicine block as well as Physio Vitals, supplemental resources that reinforce the application of core concepts to new physiology topics, throughout the Phase 1 curriculum. Now, we present data on student perception of the core concept teaching materials and assessment of student ability to transfer conceptual understanding. An anonymous survey was distributed to the MD Class of 2028 during their third semester of Phase 1, once they had completed all the curricular blocks that included core concepts materials. The survey contained questions related to student perception as well as clinical scenario questions designed to assess transfer of conceptual understanding. Results demonstrated a generally positive student perception of core concept teaching materials with considerable support for the extension of core concept materials into the clinical phases of medical school. Analysis of transfer testing suggested a weakly positive, although not statistically significant, trend for increasing transfer score with increased use of core concept learning materials. These findings contribute to the growing body of assessment and outcomes data of the physiology core concept field.<b>NEW & NOTEWORTHY</b> We present data on students' perception of our core concept teaching materials as well as findings related to students' ability to transfer their conceptual understanding to clinical scenarios.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"784-788"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148007341","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":"Engaging the powerhouse: mitochondrial biology learning through Minecraft.","authors":"G G Perrone, S C Bourke, B D Perry","doi":"10.1152/advan.00023.2025","DOIUrl":"10.1152/advan.00023.2025","url":null,"abstract":"<p><p>Gaining a comprehensive understanding of mitochondrial biology and applying it effectively require adequate content knowledge, critical thinking skills, and evaluative judgment. Minecraft Education Edition (MEE), a versatile educational platform, facilitates the creation of immersive learning environments that help address these challenges. This article outlines a comprehensive, structured learning pathway, built in MEE, aimed at teaching mitochondrial function to second-year biology university students. The Minecraft Mitochondrial World (MMW), the first of its kind, was created to provide a comprehensive immersive learning experience that fosters critical thinking, deeper understanding, and meaningful engagement with mitochondrial biology. The learning pathway begins with students assuming the persona of an electron as they \"dive\" through representations of the electron transport chain (ETC), learning about ETC carriers, potential energy, and mitochondrial function. This is followed by scaffolded three-dimensional (3-D) modules that simulate key mitochondrial processes, including electron flow, reduction potential, proton pumping, ATP synthesis, and reactive oxygen species production. The third element of the learning pathway engages students in a gravity-inspired \"electron carrier\" role-play serious game. In the fourth activity, students explore gigantic 3-D models of ETC complexes I and IV to examine electron flow through large-scale representations that metaphorically depict molecular processes. The fifth activity explores mitochondrial dynamics, whereas the final activity engages students with an innovative cellular respiration simulator, where they control inputs while diagnosing an array of visually dynamic outputs to apply higher-order thinking skills. Innovative \"in-world\" learning support approaches are outlined, as are reflections regarding deployment of such resources in tertiary-level biology education.<b>NEW & NOTEWORTHY</b> The Minecraft Mitochondrial World (MMW) is the first comprehensive tertiary-level cell biology learning environment developed in Minecraft Education Edition (MEE). We describe an innovative approach to designing and deploying a dynamic, interactive, and experiential mitochondrial learning experience in MEE. The approach includes sophisticated simulations to model cellular respiration. We further describe how the MMW's design principles make complex mitochondrial biology engaging, understandable, and enjoyable for learners of diverse educational backgrounds and learning preferences.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"694-707"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147678337","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}