Advances in Physiology Education最新文献

{"title":"How to obtain physiologically relevant cardiovascular data with students using chick embryo ventricular cardiomyocytes.","authors":"Nicholas S Freestone, Laura F Corns, James L Rouse, Aidan Seeley","doi":"10.1152/advan.00215.2024","DOIUrl":"10.1152/advan.00215.2024","url":null,"abstract":"<p><p>The chick embryo ventricular cardiomyocyte model provides students easy access to experiments involving fundamental features of cardiac cell physiology and pharmacology. With standard physiology teaching laboratories and basic cell culture equipment, spontaneously beating colonies of electrically connected cardiomyocytes can be obtained by the students themselves. Students learn aseptic techniques and cell culture alongside experiments illustrating, at the simplest level of experimentation, how beating rate can be altered physiologically or pharmacologically. In the typical course of the type of experiments presented here, students first observe the effect of temperature (beating rates decline to a third going from 37°C to room temperature; e.g., to 40 from 130 beats/min) and media change (beating rates increase up to 50%) before moving on to the pharmacological characterization of various receptors in these cells. Most obviously, in the cardiac cell context, this involves drugs acting on β-adrenoceptor subtypes. Students can obtain predictable dose-dependent increases in beating rates (up to maximal 100% increases in beating rate; from ∼100 to 200 beats/min typically) with the addition of stimulatory β-adrenoceptor agonists (e.g., isoproterenol) but also observe dose-dependent decreases in beating rate with β₃-adrenoceptor agonists (reducing beating rate by up to a third). Consequently, \"classical\" log dose-response curves can be obtained in the \"real world,\" enhancing student understanding of fundamental mechanisms of drug action. Although these experiments focus on physiological and pharmacological techniques, the model can be extended to encompass biochemical or molecular biological studies in terms of intracellular signaling systems activated and protein expression patterns.<b>NEW & NOTEWORTHY</b> Many in today's societies see the use of animals for experimentation and education as unnecessary and even immoral. There is nevertheless a need to investigate the fundamental physiological principles underlying life itself, and students need to be trained in these principles for the wider benefit of humanity and the planet. This article provides an ethical alternative to the traditional models used in the study of cardiac physiology to train the next generation of physiologists.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"1026-1033"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145024797","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":"Effects of blended active methodology on learning about blood pressure control, students' perception, and test-induced stress and anxiety.","authors":"Fernanda Klein Marcondes, Lais Tono Cardozo, Patricia Oliveira Lima, Karina Reche Casale, Maria Antonia Ramos de Azevedo","doi":"10.1152/advan.00093.2025","DOIUrl":"10.1152/advan.00093.2025","url":null,"abstract":"<p><p>This study aimed to analyze the effect of blended active method (BAM) on blood pressure (BP) control learning, pretest stress and anxiety, and students' perceptions. With approval from the institutional ethics committee, two freshman Dentistry classes were assigned to either a traditional method (TM; <i>n</i> = 50) or BAM (<i>n</i> = 49) group. All students completed the State-Trait Anxiety Inventory (STAI) and provided saliva samples for cortisol and alpha-amylase measurements at baseline and before the exam. The TM group attended two lectures on BP control. In BAM, <i>class 1</i> involved team discussions of clinical scenarios involving BP alterations. Before <i>class 2</i>, students watched pre-class videos with embedded questions (Edpuzzle) and completed an interactive online lesson (Lt-Kuracloud) with exercises and immediate feedback. In <i>class 2</i>, students took an individual test and, in teams, analyzed which BP control systems were activated in the previous scenarios, explaining the physiological responses involved. In <i>class 3</i>, both groups completed the STAI, performed saliva collection, and a summative exam on BP control. Test scores were compared using <i>t</i> tests; anxiety and biomarker stress levels were analyzed with two-way ANOVA. BAM students achieved significantly higher exam scores (8.75 ± 1.17) compared to TM (7.27 ± 1.82). Before the exam, the TM group showed higher alpha-amylase, cortisol, and anxiety levels than BAM. According to student perceptions, BAM strategies effectively supported BP control learning. Overall, BAM improved learning outcomes and helped reduce pretest stress and anxiety compared to traditional teaching.<b>NEW & NOTEWORTHY</b> This study demonstrates that a blended active method (BAM), combining team discussions, interactive online lessons, and formative assessments, improves learning outcomes and reduces pretest stress and anxiety in university students studying blood pressure control. Unlike traditional lectures, BAM provided immediate feedback and opportunities for collaborative problem-solving. The study also measured physiological stress markers (cortisol and alpha-amylase), confirming BAM's effectiveness in promoting both cognitive performance and emotional well-being in a higher education health sciences setting.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"862-870"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144790647","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":"Successfully integrating sustainability into medical science education with mixed-method iterative approaches.","authors":"Christian Moro, Charlotte Phelps, Vineesha Veer, Michelle McLean","doi":"10.1152/advan.00126.2025","DOIUrl":"10.1152/advan.00126.2025","url":null,"abstract":"<p><p>Students, accrediting bodies, and institutions are increasingly calling for educators to include planetary health (PH) in medical and health professions curricula. With the World Health Organization identifying climate change as the single biggest health threat facing humanity, health professionals must be prepared for the impacts of a changing climate, biodiversity loss, and pollution. There is an expectation that they will also need to practice sustainable and climate-resilient healthcare. Following limited beneficial outcomes in a first attempt to include PH content in an introductory Physiology subject for health sciences and medicine pathway students at an Australian university, we utilized an educational research design theory and design-based research methodology to develop, implement, and evaluate the integration of PH into a Physiology subject. Key stakeholders (students and tutors) provided ongoing feedback at regular points before, during, and at the end of the 12-week semester. Based on the findings, we offer evidence-based recommendations for integrating PH into an existing subject that avoids overloading an already busy curriculum. Recommendations include providing a clear definition of PH at the start of the semester, embedding a weekly \"fact\" in lecture slides, engaging learners in discussions during tutorials, linking PH concepts during hands-on practical laboratories, and establishing a dedicated PH learning objective for the subject.<b>NEW & NOTEWORTHY</b> Planetary health can be integrated into current medical and health professions subjects without the need to remove existing content or excessively impact staff and student time commitments. It is possible to meet student, faculty, employer, and accreditor expectations of preparing graduates to work in a changing healthcare system.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"979-989"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144977414","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":"How and why to focus on causality in teaching human physiology.","authors":"Erik P Silldorff, Gerald D Robinson","doi":"10.1152/advan.00186.2025","DOIUrl":"https://doi.org/10.1152/advan.00186.2025","url":null,"abstract":"<p><p>Two essentials to the process of developing critical thinking skills in human physiology students are, 1) explanation of the evolutionary adaptiveness of anatomical and physiological components - i.e., utilizing their \"adaptive logic\" to impart comprehension of their rational functioning and, 2) linking of physiological actions and responses within a process through conveyance of their causal relationships (1). Philosophers have for centuries argued that this latter element is essential to our predictive abilities within complex systems. The essential nature of causality is tied to the fact that all logically valid predictions rely on an understanding of the link between cause and effect determined by prior observations. Fundamentally, predictions are a form of inductive reasoning wherein expectations about unobserved things are based upon those which are observed. In the case of physiology, prior studies provide the evidence of physical, chemical or biological causes linking all steps within any mechanistic physiological sequence. We suggest that emphasis on causality and how it is packaged within our teaching is a critical foundation for all effective teaching, including the established educational initiatives intending to improve critical thinking skills in physiology (i.e., active learning, computer-based education, flipped classrooms, problem-based learning, and a focus on core concepts). In essence, complex physiological sequences should be initially explained as a series of simple triads (stimulus → causal link → effect). Doing so limits the load placed on working (short-term) memory, enhancing the storage of long-term memory and the formation of essential cognitive architecture required for critical thinking.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226269","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":"Virtual Reality Breaks for Stress Reduction among Graduate and Dental Students.","authors":"Ellee Grosser, Rachel D Torres, Laura Weingartner, Daniela Terson de Paleville","doi":"10.1152/advan.00014.2025","DOIUrl":"https://doi.org/10.1152/advan.00014.2025","url":null,"abstract":"<p><p>Throughout their years of education, health science graduate and professional students complete countless hours of studying and taking exams, which can elevate the stress on these students in addition to their natural strains outside of school. Identifying a method to help reduce academic stress could be critical to positively impact student health and wellbeing. One of the emerging methods of stress reduction in current research is the use of virtual reality (VR) with biofeedback, which is a process that allows the user to gain conscious control of otherwise unnoticed bodily functions to change autonomic nervous system control. This research aimed to investigate whether VR biofeedback could help students manage stress in an academic setting. The authors monitored the heart rate, blood pressure, respiratory rate, and self-reported stress levels in 22 health science students while they used a VR headset to complete an immersive activity that guided users in diaphragmatic breathing within a calming virtual environment. While there were no significant changes in heart rate variability (HRV) or mean arterial pressure after the VR session, participants self-reported decreased stress levels. The participants also positively evaluated the experience with the VR headset and noted that the session was calming and engaging. Future research could use a similar process to evaluate participants directly before they take an exam or complete another stressful task and assess the effect of using biofeedback on academic performance.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145226289","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":"Applying retrieval and distributed practices to enhance student learning and achievement in a university course.","authors":"John Dobson","doi":"10.1152/advan.00173.2025","DOIUrl":"https://doi.org/10.1152/advan.00173.2025","url":null,"abstract":"<p><p>Among the \"desirable difficulty\" strategies developed by cognitive scientists, retrieval practice and distributed practice are two of the most robust and advantageous. This study evaluated a three-component intervention to enhance student learning that consisted of instruction about the advantages of retrieval and distributed practices, encouragement of independent application of these methods, and the use of pop quizzes to facilitate retrieval and foster distributed studying. Student exam scores were compared in two sections of a university sports nutrition course that differed in only one experimentally relevant way: one received the three-component intervention (DD Strategy Group) whereas the other did not (Control Group). During the DD Strategy Group's first class meeting, the instructor gave the students a 30-minute tutorial in which he introduced retrieval and distributed practices and then summarized the evidence demonstrating the learning advantages of each. The DD Strategy Group also completed 10 pop retrieval quizzes during the semester, each of which consisted of 3-5 short answer questions and took roughly 10 min to complete. A MANOVA with follow up t-tests revealed that the DD Strategy Group outscored the Control Group on course Exam 1 (<i>t</i>₄₅ = 2.50, <i>P</i> = 0.02, <i>d</i> = 0.8), Exam 2 (<i>t</i>₄₅ = 3.35, <i>P</i> < 0.001, <i>d</i> = 1.0), Exam 3 (<i>t</i>₄₅ = 4.38, <i>P</i> < 0.001, <i>d</i> = 1.3), and Exam 4 (<i>t</i>₄₅ = 4.33, <i>P</i> < 0.001, <i>d</i> = 1.3). In summary, the DD Strategy improved exam performance by nearly 16%, making it a practical and effective way to enhance student learning.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193903","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":"Effects of the COVID-19 pandemic on student performance in anatomy & physiology labs.","authors":"Nicholas B Pollock","doi":"10.1152/advan.00163.2025","DOIUrl":"https://doi.org/10.1152/advan.00163.2025","url":null,"abstract":"<p><p>Health science represents the fastest-growing industry in the US, a trend not predicted to slow for the next decade. The high demand for health professionals is seen with courses in Anatomy & Physiology (A&P), which often have high enrollments, high diversity, and require active pedagogies, hands-on learning, diverse study techniques, and interactions with instructors and peers. In Spring 2020, however, COVID-19 caused major disruptions to everyday life around the world, forcing significant changes to academic curricula and how students were taught. Institutions were forced into all online instruction, thus eliminating hands-on experiences, altering student learning, and hindering student-student and student-instructor interactions. Now that universities are back to in-person classes, there is a great opportunity to evaluate the impacts that the COVID-19 pandemic had on student performance and learning. It is important to investigate the impacts of COVID-19 because it can inform on how to improve pedagogies going forward, while also helping to prepare for when the next pandemic occurs. To identify and analyze the impacts of the COVID-19 pandemic on student performance and learning, this study compared student performances in A&P labs before and after COVID-19. For A&P I, practical scores and overall grades declined following the pandemic, not returning to pre-pandemic levels until Fall '23 (4-5 semesters). For A&P II, practical scores and overall grades declined the first semester following the pandemic but returned to pre-pandemic levels in Spring '22 (1 semester). While this study focuses on university students and courses in a biological field, the findings can be applied to other academic fields and to students across educational levels.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145180250","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":"Faculty versus artificial intelligence chatbot: a comparative analysis of multiple-choice question quality in physiology.","authors":"Anup Kumar D Dhanvijay, Amita Kumari, Mohammed Jaffer Pinjar, Anita Kumari, Abhimanyu Ganguly, Ankita Priya, Ayesha Juhi, Pratima Gupta, Himel Mondal","doi":"10.1152/advan.00197.2025","DOIUrl":"https://doi.org/10.1152/advan.00197.2025","url":null,"abstract":"<p><p><b>Background:</b> Multiple-choice questions (MCQs) are widely used for assessment in medical education. While human-generated MCQs benefit from pedagogical insight, creating high-quality items is time-intensive. With the advent of artificial intelligence (AI), tools like DeepSeek R1 offer potential for automated MCQ generation, though their educational validity remains uncertain. With this background, this study compared the psychometric quality of Physiology MCQs generated by faculty and an AI chatbot. <b>Methods:</b> A total of 200 MCQs were developed following the standard syllabus and question design guidelines - 100 by Physiology faculty and 100 by the AI chatbot DeepSeek R1. Fifty questions from each group were randomly selected and administered to undergraduate medical students in 2 hours. Item analysis was conducted post-assessment using difficulty index (DIFI), discrimination index (DI), and non-functional distractors (NFDs). Statistical comparisons were made using t-tests or non-parametric equivalents, with significance at p <0.05. <b>Results:</b> Chatbot-generated MCQs had a significantly higher DIFI (0.64 ± 0.22) than faculty MCQs (0.47 ± 0.19, p <.0001). No significant difference in DI was found between the groups (p = .17). Faculty MCQs had significantly fewer NFDs (median 0) compared to chatbot MCQs (median 1, p = .0063). <b>Conclusion:</b> AI-generated MCQs demonstrated comparable discrimination ability but were generally easier and contained more ineffective distractors. While chatbots show promise in MCQ generation, further refinement is needed to improve distractor quality and item difficulty. AI can complement but not yet replace human expertise in assessment design.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145114508","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":"Pre-clinical medical students' perceptions of physiology online teaching and online physiology teaching tools.","authors":"Mohammed H Abdulla, Sara ALMarabeh, Mark G Rae","doi":"10.1152/advan.00036.2025","DOIUrl":"https://doi.org/10.1152/advan.00036.2025","url":null,"abstract":"<p><p>This study aimed to evaluate the effectiveness of online synchronous and asynchronous teaching formats for undergraduate physiology education in a medical program in Ireland, with a specific focus on the use of LabTutor (Lt) LabStation online laboratory platform for remote access. To understand how the Lt platform was used by students and whether it enhanced their learning experience in physiology, we conducted a survey and questionnaire. We focused on students' access to Lt activities and examined any gender differences in the utilization of, and attitudes towards, these activities in a 'Fundamentals of Medicine' module for first-year medical students (n=65). The study revealed a strong student preference for asynchronously delivered lecture material over in-person didactic lectures, primarily due to the flexibility it offered. However, online Lt labs were less favoured due to a perceived lack of engagement. Supplementary online materials, such as videos, did not significantly enhance the learning experience. Students positively evaluated both synchronous and asynchronous online assessments and proposed their integration with online pre-recorded lectures. Notably, the usefulness score for synchronous assessment using the online response system Socrative was higher in males compared to females (8.8±1.9 vs. 7.5±2.2, p=0.006). Whilst most students acknowledged the time investment required for Lt activities, some recognized their value in reinforcing challenging concepts. Overall, our findings suggest that a balanced approach, leveraging both online and in-person methods, can optimize the learning experience in physiology education. This approach accommodates different learning preferences and needs, ultimately enhancing student engagement and comprehension.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034357","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":"From Didactic classrooms to Computer-assisted-Simulated Teaching Learning Strategy: Impact on Knowledge outcomes in Medical and Para medical students in India.","authors":"Pranathi R, Savitha D, Taniya A, Vedashree H, Aswathi S","doi":"10.1152/advan.00125.2025","DOIUrl":"https://doi.org/10.1152/advan.00125.2025","url":null,"abstract":"<p><p>The amphibian dissection for medical students was halted by the restrictions imposed by the National regulatory guidelines, prompting medical curricula to revise and innovate instructional methods. Hence there is a critical need for potential innovative solutions to enhance students' understanding of physiological concepts. Therefore, this study aimed (a) to evaluate the gain in knowledge and retention with computer assisted simulation (CAS) vs traditional (TT) teaching learning strategies in first year medical and paramedical students, and (b) to obtain students' and faculty feedback about strengths and limitations of both strategies. Medical and paramedical students, with prior theoretical knowledge, were separately randomized into CAS or TT groups after consenting. Knowledge gain and retention were assessed using multiple-choice questionnaires before, immediately after, and 15 days post-exposure. Faculty and students feedback on the strengths and limitations of the teaching-learning strategies was collected. Results showed similar knowledge gain in both CAS and TT groups for medical students (CAS: 16.76 ± 3.69, TT: 15.94 ± 3.75, p < 0.001), with significantly better retention in CAS (16.10 ± 3.40) compared to TT (13.38 ± 3.21, p < 0.001). For paramedical students, knowledge gain was comparable, but retention was reduced in CAS (9.60 ± 2.23) compared to TT (10.35 ± 1.76, p < 0.05). Students appreciated the use of CAS program and suggested a blended learning module. In conclusion, integrating a blended learning module (CAS and TT) into the undergraduate curriculum can be an effective alternative to enhance knowledge gain and retention.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034421","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}