Advances in Physiology Education最新文献

{"title":"Preparation strategies for physiology competition: lessons learned from participants of Indonesian Medical Physiology Olympiad.","authors":"Mohammad Nizar Maulana, Agde Muzaky Kurniawan, Raden Argarini, Rimbun Rimbun, Eka Arum Cahyaning Putri","doi":"10.1152/advan.00010.2024","DOIUrl":"10.1152/advan.00010.2024","url":null,"abstract":"<p><p>Competitions outside the medical curriculum provide a platform for medical students to acquire advanced knowledge in specific medical subjects. The Indonesian Medical Physiology Olympiad (IMPhO) is the first and the largest competition in the field of physiology at the national level in Indonesia. It was held for the first time in 2017 and has been an annual physiology competition since then. This competition offers several challenges in different forms, including writing tests and oral rounds, to assess both individual and team capabilities in analyzing and comprehensively understanding human physiology. Consequently, the participants in this competition must have an in-depth understanding of human physiology concepts and develop a winning strategy to become a successful team. This article outlines the preparation strategies employed by the participants of IMPhO in 2022 and how they can be adopted to promote effective study skills for medical students. We conducted a semistructured interview with participants and their accompanying lecturers to explore their strategies for the competition. We highlighted several important strategies, including utilizing resource materials effectively, fostering teamwork, providing mentorship, and emphasizing the role of lecturers as team supervisors. These competition-based learning strategies also can be adopted to promote effective study skills in formal curricula for medical students.<b>NEW & NOTEWORTHY</b> This article outlines several important strategies to become a successful team in a physiology competition. These strategies include utilizing resource materials effectively, seeking mentorship, and recognizing the role of lecturers as team supervisors to improve their understanding of human physiology concepts. Furthermore, fostering teamwork and understanding how the competition is structured are crucial for achieving success as a team. These approaches can also be adapted to improve effective study techniques for medical students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"352-355"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442698","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":"Exploring a modification to the readiness assurance process in team-based learning.","authors":"Tadd Farmer, Michael C Johnson, Jorin D Larsen, Lance E Davidson","doi":"10.1152/advan.00062.2024","DOIUrl":"10.1152/advan.00062.2024","url":null,"abstract":"<p><p>Team-based learning (TBL) is an active learning instructional strategy shown to improve student learning in large-enrollment courses. Although early implementations of TBL proved generally effective in an undergraduate exercise physiology course that delivered an online individual readiness assurance test (iRAT) before class, the instructor reported student dissatisfaction with the use of identical questions in the team readiness assurance test (tRAT) in class. This study sought to improve the student experience in this course by including different but related question sets for the online iRAT and in-class tRAT. Two sections of an upper-level undergraduate exercise physiology course received both the traditional and modified tRAT, alternating approaches with each course unit. This crossover research design exposed more students to the proposed modification and provided more student perspectives than would be collected through other research designs. An independent-sample <i>t</i> test indicated that the modified TBL format made no difference on performance on course unit exams (<i>P</i> > 0.05). However, student survey qualitative data revealed that 69% of students preferred the modified tRAT method to the traditional form. Student responses on the benefits of the modification, represented here as major themes in the analysis, included better content interaction, use of higher-order thinking, and more effective social experience with teams. Although this study showed that different sets of questions for the individual and team quizzes improved the experience but not performance for the majority of students, some students suggested changes to the modification that could further improve the student experience with TBL.<b>NEW & NOTEWORTHY</b> In an exercise physiology course using an already-modified team-based learning approach, this crossover-designed pedagogy trial investigated the learning impact and student experience of introducing different (but related) questions in the in-class team readiness assurance test (tRAT) compared to those given in the individual readiness assurance test (iRAT) that students completed online before class. This approach may be of interest for instructors experimenting with partially flipped classroom designs in a team-based context.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"366-373"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442695","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":"Claude, ChatGPT, Copilot, and Gemini performance versus students in different topics of neuroscience.","authors":"Volodymyr Mavrych, Ahmed Yaqinuddin, Olena Bolgova","doi":"10.1152/advan.00093.2024","DOIUrl":"10.1152/advan.00093.2024","url":null,"abstract":"<p><p>Despite extensive studies on large language models and their capability to respond to questions from various licensed exams, there has been limited focus on employing chatbots for specific subjects within the medical curriculum, specifically medical neuroscience. This research compared the performances of Claude 3.5 Sonnet (Anthropic), GPT-3.5 and GPT-4-1106 (OpenAI), Copilot free version (Microsoft), and Gemini 1.5 Flash (Google) versus students on multiple-choice questions (MCQs) from the medical neuroscience course database to evaluate chatbot reliability. Five successive attempts of each chatbot to answer 200 United States Medical Licensing Examination (USMLE)-style questions were evaluated based on accuracy, relevance, and comprehensiveness. MCQs were categorized into 12 categories/topics. The results indicated that, at the current level of development, selected AI-driven chatbots, on average, can accurately answer 67.2% of MCQs from the medical neuroscience course, which is 7.4% below the students' average. However, Claude and GPT-4 outperformed other chatbots, with 83% and 81.7% correct answers, which is better than the average student result. They were followed by Copilot (59.5%), GPT-3.5 (58.3%), and Gemini (53.6%). Concerning different categories, Neurocytology, Embryology, and Diencephalon were the three best topics, with average results of 78.1-86.7%, and the lowest results were for Brain stem, Special senses, and Cerebellum, with 54.4-57.7% correct answers. Our study suggested that Claude and GPT-4 are currently two of the most evolved chatbots. They exhibit proficiency in answering MCQs related to neuroscience that surpasses that of the average medical student. This breakthrough indicates a significant milestone in how AI can supplement and enhance educational tools and techniques.<b>NEW & NOTEWORTHY</b> This research evaluates the effectiveness of different AI-driven large language models (Claude, ChatGPT, Copilot, and Gemini) compared to medical students in answering neuroscience questions. The study offers insights into the specific areas of neuroscience in which these chatbots may excel or have limitations, providing a comprehensive analysis of chatbots' current capabilities in processing and interacting with certain topics of the basic medical sciences curriculum.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"430-437"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015697","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 impact of instruction on undergraduates' understanding of homeostasis: results from administering the homeostasis concept inventory.","authors":"Gregory J Crowther, Amy K Hebert, Usha Sankar, Joel Michael","doi":"10.1152/advan.00136.2024","DOIUrl":"10.1152/advan.00136.2024","url":null,"abstract":"<p><p>The Homeostasis Concept Inventory (HCI) is a validated instrument for measuring students' knowledge of homeostasis. It is comprised of 20 multiple-choice questions covering key components of the previously validated Homeostasis Conceptual Framework (HCF). In this paper, we present the first multi-institutional study of the impact of physiology instruction on students' HCI performance. Five cohorts of physiology or anatomy and physiology (A&P) students at four academic institutions took the HCI both at the start of their academic term (pretest) and at the end of their term (posttest). Statistically significant but relatively modest improvements in overall scores were seen from pretest to posttest. Among the 20 questions, 8 questions had incorrect choices identified as \"attractive distractors\" on the pretest, meaning that they were chosen at higher-than-random frequencies. From pretest to posttest, there were only modest declines in selections of incorrect answers generally and of attractive distractors in particular. Three attractive distractors that all target one specific misconception, that homeostatic mechanisms are active only when a regulated variable is not at its setpoint, remained persistently attractive except for students of one instructor who directly addressed that misconception in lecture and lab. These data are sobering in that they show a limited impact of instruction on HCI performance. However, these data also include encouraging evidence that instructional targeting of a specific misconception may help students overcome that misconception.<b>NEW & NOTEWORTHY</b> How is undergraduate students' understanding of homeostasis impacted by a physiology course? This study indicates that many students do not improve that much on a validated multiple-choice concept inventory but may improve noticeably on questions about a misconception if that misconception is specifically targeted by the instructor.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"423-429"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143597277","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":"Exploring physiological and emotional responses to exercise with additional body mass: an experiential learning activity.","authors":"Gregory N Ruegsegger","doi":"10.1152/advan.00015.2025","DOIUrl":"10.1152/advan.00015.2025","url":null,"abstract":"<p><p>Many exercise and sport science (EXSS) undergraduate students enter their programs with weight bias, which can hinder their ability to empathize and effectively work with overweight individuals. This experiential learning activity explored the physiological and emotional responses to exercise with additional mass. Furthermore, this experience sought to address weight bias among EXSS students by promoting a deeper understanding of the difficulties faced by individuals with excess body weight during exercise. Twelve students enrolled in an Exercise for Special Populations course participated in treadmill walking and cycling exercise with and without 15% additional body mass. During exercise, the effects of additional mass on cardiometabolic [e.g., heart rate, blood pressure, oxygen uptake (V̇o₂), caloric expenditure] and psychological (e.g., perceived exertion, affective response) measures were evaluated. Before the experiential activity, students engaged in a lecture reviewing preparticipation screening, body composition assessment, and exercise testing procedures. Students reported significant differences in physiological and affective responses to exercise between the two modalities, with treadmill walking with additional mass showing increased exertion. Interestingly, student predictions of psychological responses to walking with additional mass were less negative than their actual experiences, highlighting the difficulty of exercising with additional body mass. Postactivity feedback indicated that students felt highly confident in administering exercise tests and reported enhanced awareness of the challenges faced by overweight individuals. These observations support that incorporating practical activities involving altered body weight can improve practical skills and foster greater empathy toward overweight populations, enhancing student preparedness for careers in allied health fields.<b>NEW & NOTEWORTHY</b> This experience included a didactic lecture and student-led experiential activity where exercise and sport science students simulated overweight conditions during treadmill and cycling exercises to measure the cardiometabolic and psychological difficulties faced by this population during physical activity. The activity not only improved students' ability to conduct exercise tests and other clinical skills but also promoted empathy, reduced weight bias, and helped prepare students to work effectively with overweight individuals in their future professional roles.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"471-481"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659682","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":"Leveraging computer-based simulations and immersive software technologies for enhanced student learning in laboratory medicine.","authors":"Maurizio Costabile, Connie Caruso, Chris Della Vedova, Sheree Bailey, Layla Mahdi","doi":"10.1152/advan.00128.2024","DOIUrl":"10.1152/advan.00128.2024","url":null,"abstract":"<p><p>Science, technology, engineering, and mathematics (STEM) students are typically taught content delivered didactically and closely aligned with the laboratory demonstration of concepts, which facilitates the development of experimental skills. Because of the volume of content delivered across multiple courses, student cognitive abilities can be affected, leading to lower student performance. In physiology and related biological sciences, educators have turned to delivering content with virtual teaching technologies, including virtual and augmented reality, simulations, and other immersive platforms. At the University of South Australia, Articulate Storyline, Unity-based simulations, and immersive software platforms have been implemented across the entire Laboratory Medicine program to assist students in learning lecture and laboratory content. The impact of these individual interventions is outlined in this article. In addition, the final year 2024 cohort is the first group who have used simulations throughout their degree program. Evidence of the benefits and impact of the scaffolded implementation of simulations and immersive software was obtained through a Likert-style questionnaire. The deployment of simulations and immersive software across the degree program has significantly enhanced student learning and engagement with the content, effectively bridging the gap between understanding lecture and laboratory content of students in the Laboratory Medicine program. We suggest that a similar approach could readily be embedded within individual courses as well as across science programs to provide the same benefits to student learning.<b>NEW & NOTEWORTHY</b> We cover the effective application of computer-based simulation and immersive software programs throughout a 4-year laboratory medicine degree. We demonstrate that these technologies significantly improved student learning and engagement. Such an approach is applicable to all disciplines.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"338-351"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384000","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":"Harnessing generative AI in exercise and sports science education: enhancing real-world learning and overcoming traditional barriers in data analysis.","authors":"L A Fazackerley, D Perrin, G M Minett","doi":"10.1152/advan.00249.2024","DOIUrl":"10.1152/advan.00249.2024","url":null,"abstract":"<p><p>Generative AI (GenAI) offers transformative potential for exercise and sports science education, addressing traditional data analysis and visualization barriers while promoting real-world learning. This Perspectives article explores how integrating GenAI into exercise and sports science degrees can enhance students' ability to interpret complex physiological data, improve their analytical skills, and foster creativity in problem-solving. By automating routine technical tasks such as data cleaning and visualization, GenAI allows students to focus on critical interpretation, inquiry-based learning, and evidence-based application. An example lesson plan is provided, incorporating GenAI tools to simulate real-world data analysis tasks, helping students develop hands-on data interpretation and decision-making skills. Additionally, the article discusses strategies for responsible implementation, ensuring that ethical considerations and foundational learning are prioritized.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"496-502"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626771","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":"Tracking graduate outcomes of undergraduate physiology major students.","authors":"Christine C M Lee, Anika Vear, Bethany Howard, Julia Choate","doi":"10.1152/advan.00240.2024","DOIUrl":"10.1152/advan.00240.2024","url":null,"abstract":"<p><p>Physiology graduates are well-positioned to pursue a career path in the high-demand healthcare industry, but students may lack awareness of the available opportunities. At Monash University, there has been a marked increase in student completion of the Physiology Major for the Bachelor of Science degree. Despite the projected employment growth across health professions, medicine remains the prioritized career aspiration for many physiology students. Alumni career paths are insightful to understanding career trends and possibilities, but there is currently no published information on the employment outcomes of Physiology Major graduates. The professional networking LinkedIn platform was used to track Monash University Bachelor of Science alumni, who graduated with a Physiology Major in 2017 and 2018 (<i>n</i> = 286). Searching the alumni by name on LinkedIn identified 63% of these graduates (<i>n</i> = 180), each of whose further study and profession at the time of data collection in 2023 was noted and categorically analyzed using a coding protocol. Physiology graduates were most commonly employed in health professions (43%) followed by research-related careers (18%) and business or law practice (14%). Of the health professions, a quarter of graduates were studying or working in medicine while the rest were working in allied health areas, with physiotherapy being the most common. Among those in research-related careers, just over half pursued doctoral qualification followed by 24% in research assistant roles and 15% in clinical trial coordination. These findings will reinvigorate the undergraduate physiology curriculum to broaden student awareness of and preparedness for career opportunities within the health professions and research workforce.<b>NEW & NOTEWORTHY</b> This is the first study to report on Physiology Major graduate employment outcomes, using LinkedIn. The data show that almost half of graduates pursued a career in a health profession after completion of their science degree, followed by 18% in a research career and 14% in business or law practice. With gaps in the health profession workforce, greater efforts are necessary to enhance career awareness for Physiology graduates.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"297-303"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191297","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 Escape Rooms in Anatomy Education: Case Studies from Two Institutions.","authors":"Aaron W Beger, Sarah Hannan, Riya Patel, Eva M Sweeney","doi":"10.1152/advan.00248.2024","DOIUrl":"https://doi.org/10.1152/advan.00248.2024","url":null,"abstract":"<p><p>Virtual escape rooms (ERs) require learners to solve puzzles and answer riddles while trying to \"escape\" a digital room. While the educational merit of such gamified learning activities continues to be realized, guides on the development of ERs are lacking, as well as student perceptions on how, if, and where they should be integrated into medical curricula. Therefore, the aim of this study was to describe the experiences of building anatomy-themed virtual ERs of differing formats at two separate institutions: Queen's University Belfast (QUB) and Edward Via College of Osteopathic Medicine (VCOM), focusing on abdominal and upper limb anatomy respectively. Google Workspace applications served as the primary platform. 3D models were built using photogrammetry techniques or Virtual Human Dissector software (www.toltech.net) and integrated into the ER. Of 69 students and staff invited at QUB, 9 (13%) participated in the in-person virtual ER in teams of 2-3 (7 medical students, 2 anatomy instructors). Of 27 VCOM medical students invited, 8 (30%) agreed to participate and individually completed VCOM's virtual ER remotely. Anonymous surveys and a focus group revealed the ERs to be enjoyable and engaging and encouraged participants to think about material in a new way while helping them to identify knowledge gaps. Strengths and weaknesses of different designs (linear versus nonlinear), delivery methods (in-person versus remote) and grouping of participants (team-based versus individual) were realized and discussed, revealing opportunities for optimizing the experience. Future studies would benefit from increasing sample sizes to assess the learning gain of such activities.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774843","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 Combined BOPPPS and CBL Teaching Method Enhances Students' Learning in Pathology Experimental Course.","authors":"Lirong Xu, Changpo Lin, Chenjian Hou, Suyun Li","doi":"10.1152/advan.00154.2024","DOIUrl":"https://doi.org/10.1152/advan.00154.2024","url":null,"abstract":"<p><p>Students majoring in integrated Chinese and Western medicine represent a critical focus of higher education in traditional Chinese medicine. However, their limited grasp of professional knowledge, including pathology, has hindered their professional development. To address the challenge, the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary) teaching model, combined with case-based learning (CBL), was implemented in the pathology experimental course. Thirty-eight students majoring in integrated Chinese and Western medicine were assigned either the traditional teaching method or the combined BOPPPS-CBL approach. Academic performance and questionnaire surveys were employed to evaluate teaching effectiveness and student satisfaction. The results revealed that the BOPPPS-CBL method significantly improved the average score in the pathology experimental course, increasing from 3.36 to 3.64 points (p< 0.05), and eliminated the proportion of C-level students, which decreased from 10% to 0%. Notably, the average score and performance in the pathology theory course also improved, particularly in questions assessing clinical thinking ability. Moreover, questionnaire surveys indicated that the majority of students were satisfied with the BOPPPS-CBL teaching model, with over 80% advocating for its continued use. In conclusion, the integration of the BOPPPS and CBL models in the pathology experimental course achieved significant improvements in both classroom effectiveness and academic performance. The experience from this initiative provides a valuable reference for enhancing the education of students majoring in integrated Chinese and Western medicine, contributing to the cultivation of talent in traditional Chinese medicine.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765778","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}