Advances in Physiology Education最新文献

{"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}

{"title":"<i>BioQueer</i>: educational narratives on sex and gender-a methodology for developing, implementing, and evaluating an instructional guidebook.","authors":"Efeh Victorio Monteiro Crempe, Ricardo Murilo Pereira Emídio, Josimary Morais Vasconcelos Oliveira, Caio César Souza Coelho, João Deus de Souza Paiva, Gabrielle Weber, Lucas Garcia Alves Ferreira, Denismar Alves Nogueira, Roseli Soncini","doi":"10.1152/advan.00053.2026","DOIUrl":"10.1152/advan.00053.2026","url":null,"abstract":"<p><p>This study evaluates an educational intervention using a constructivist guidebook developed by the authors to teach human development and sex diversity within physiology education. Despite scientific advances, tertiary curricula often maintain binary, pathologizing views that overlook biological complexity. We implemented the <i>BioQueer</i> guidebook in a one-group pretest-posttest study with 44 undergraduate students from Bachelor's and teacher education track (Licentiate) degrees. The intervention focused on hormonal signaling and differences of sex development (DSD) as natural physiological variations. Statistical analysis using Wilcoxon signed-rank tests revealed significant perceived learning across all five dimensions (<i>P</i> < 0.0001), with large effect sizes (<i>r</i> ≥ 0.64). Cumulative link models indicated that the material reduced disparities in physiological knowledge regardless of baseline levels, whereas cumulative learning patterns emerged regarding gender binarism. Bachelor's students showed higher odds of attaining top-tier posttest categories in specific domains. This approach fosters gender literacy without compromising scientific rigor, situating physiological processes within the broader context of natural variability. Promoting such inclusive frameworks is essential for training future professionals to interpret human biology with greater precision and social responsibility. Future longitudinal research is needed to assess the durability of these conceptual shifts in reproductive physiology education.<b>NEW & NOTEWORTHY</b> This study evaluates the <i>BioQueer</i> guidebook, an educational intervention developed to improve undergraduate understanding of differences of sex development (DSD) and sex and gender concepts. With a one-group pretest-posttest design with ordinal analysis [cumulative link model (CLM)], results showed consistent increases in participant scores. Despite design limitations, findings support the guidebook's clarity and pedagogical potential. This exploratory study informs future research, including a planned randomized controlled trial to assess causal effects in physiology education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"870-879"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279730","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":"Classroom implementation of Hill's force-velocity relationship using accessible materials in resource-limited educational settings.","authors":"Eduardo Mendonça Scheeren, Emmanuel Souza da Rocha","doi":"10.1152/advan.00089.2026","DOIUrl":"10.1152/advan.00089.2026","url":null,"abstract":"<p><p>The force-velocity relationship, originally described by Hill (<i>Proc Biol Sci</i> 126: 136-195, 1938), is a foundational concept in muscle physiology and biomechanics. Despite its theoretical relevance, its instructional application remains limited in educational settings without laboratory infrastructure. Here, we present a low-cost strategy for teaching the force-velocity relationship using accessible materials and commonly available software. The procedure was implemented in a regular classroom environment and involved estimating velocity from the number of repetitions performed with different loads over a fixed time interval. Classroom-derived data were used to construct force-velocity and power-velocity curves, with the objective of illustrating expected biomechanical patterns, without evaluating learning outcomes. The activity emphasized biomechanical reasoning and graphical interpretation, incorporating simplified measurement tools as part of the instructional process. The strategy is adaptable to resource-limited contexts and may be extended to other biomechanics topics that require the operationalization of theoretical relationships.<b>NEW & NOTEWORTHY</b> This paper describes a low-cost, classroom-tested instructional strategy for teaching Hill's force-velocity relationship using accessible materials and commonly available software. Classroom-derived data are used to construct force-velocity and power-velocity curves, enabling the operationalization of classical biomechanical concepts without laboratory-grade equipment. The approach is adaptable to resource-limited educational settings and supports hands-on exploration of muscle mechanics.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"898-903"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148320518","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":"Integrating neuroscience and active learning in faculty development: a report from a workshop held in Brazil in 2025.","authors":"Bruna Tarasuk Trein Crespo, Pâmella Andréa Machado da Silva Laranja Pinto, Tamires Dos Santos Paiva, Ana Luiza Trombini Tadielo, Fernanda Klein Marcondes, Pâmela Billig Mello-Carpes","doi":"10.1152/advan.00017.2026","DOIUrl":"10.1152/advan.00017.2026","url":null,"abstract":"","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"691-693"},"PeriodicalIF":1.7,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943452","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":"A low-cost metabolic apparatus for student labs: measuring oxygen consumption and ventilation in conscious mice.","authors":"Yan Liu, Jia Lin, Wenzhen Yu, Chunxiang Tu, Xingui Zhang, Ling Chen, Wenrong Shi","doi":"10.1152/advan.00016.2026","DOIUrl":"10.1152/advan.00016.2026","url":null,"abstract":"<p><p>Hands-on experience in measuring core physiological parameters like oxygen consumption (V̇o₂) is essential for deep conceptual understanding, yet the prohibitive cost of commercial systems often excludes such experiments from science curricula. To bridge this gap, we developed and implemented a ready-to-use educational module centered on a simple, low-cost metabolic apparatus. The apparatus, constructed from commercially available components, enables direct measurement of V̇o₂ and respiratory parameters in conscious mice by students. Moreover, the apparatus was successfully used to detect and quantify the opposing physiological effects of two classic metabolic-modulating drugs: levothyroxine sodium (increasing V̇o₂ and minute ventilation) and chlorpromazine hydrochloride (decreasing V̇o₂, respiratory frequency, and ventilation). This module transforms abstract principles of energy metabolism, respiratory control, and pharmacology into an investigable, inquiry-based learning experience. The apparatus features straightforward assembly and operation and is accompanied by a comprehensive instructional manual. These attributes render it particularly well suited for integration into undergraduate and graduate physiology and pharmacology laboratories, thereby broadening access to advanced physiological measurement techniques.<b>NEW & NOTEWORTHY</b> We developed a simple, low-cost apparatus for measuring oxygen consumption and respiratory function in conscious mice, using readily available components. This device enables students to directly observe and quantify the effects of classic metabolic-modulating drugs (levothyroxine and chlorpromazine) on energy metabolism and breathing. The apparatus provides a practical, hands-on tool for teaching core concepts in physiology and pharmacology, making sophisticated metabolic measurements accessible to undergraduate and graduate education laboratories where commercial systems are often cost prohibitive.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"904-914"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148347303","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":"Medical physiology faculty overpredict assessment question complexity and alignment with national board expectations.","authors":"Alex C S Shefflette, Irving Joshua, Michael J Metz, Daniela Terson de Paleville, Laura Weingartner, Cynthia J Metz","doi":"10.1152/advan.00116.2026","DOIUrl":"10.1152/advan.00116.2026","url":null,"abstract":"<p><p>Medical licensing exams require students in allopathic and osteopathic programs to apply foundational science knowledge to board-style patient presentations. This study aimed to assess Medical Physiology course questions and their alignment with the National Board of Medical Examiners' (NBME) Item-Writing Guide. The research team obtained practice and exam questions written by 5 physiology faculty members, totaling 316 practice and 187 exam questions. Questions were reviewed by the research team and assessed for word count and then coded into three categories: basic science (lowest complexity), clinical scenario (moderate complexity), or NBME style (highest complexity). A Step-1 practice exam was obtained from the NBME, and questions were assessed for word count and then coded into the same categories. Faculty members completed a survey that assessed NBME-style question familiarity and estimated the percentages of their practice and exam questions in each category. Faculty predicted their practice and exam questions included 14% and 23%, respectively, of NBME-style questions. However, the research team coded and found that only 3% of the practice and 7% of the exam questions met NBME-style criteria. In contrast, the Step-1 practice exam contained 92% NBME-style questions. Significantly lower word counts were identified in course exams compared to practice Step-1 questions. Survey results indicate a high degree of concern over student success on Step-1 licensure. Faculty predictions highlight extensive overprediction of NBME-style questions and may contribute to gaps in student Step-1 preparedness. Training with the NBME's Item-Writing Guide may be needed to help address this gap.<b>NEW & NOTEWORTHY</b> As national board examinations emphasize patient-centered application, are course exams missing the mark? Analysis of 500+ physiology questions revealed a striking disconnect: faculty believed up to 23% of their exam questions were board style, but fewer than 7% met the standard. Shorter, less complex practice and exam questions may be undermining readiness. These findings expose a hidden gap in assessment design and point to faculty development as a critical step toward improving student success.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"919-928"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370854","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":"A flipped physiology course positively impacted student success and perceptions of learning.","authors":"Elizabeth Stansberry Medin, Rachel Tan, Krista L Lucas","doi":"10.1152/advan.00103.2026","DOIUrl":"10.1152/advan.00103.2026","url":null,"abstract":"<p><p>The flipped classroom model is an approach that contrasts with the traditional model for higher education by moving curated lecture material to independent study time, expected to be completed before lectures. With this switch, lectures can focus on \"active\" modalities to consolidate knowledge via group activities, problem solving, and discussions, thereby increasing student engagement. In this study, we sought to understand students' views of the flipped classroom model in a university human physiology class on actual and perceived academic performance. Data from 41 participants were collected in spring 2024 using surveys, classroom observations, focus groups, and final course grades. Results revealed that the flipped classroom model maintained student engagement and participation, while allowing the instructor to gauge student progress on a given subject, from background knowledge to new applications. In addition, students consistently displayed the ability to incorporate previously held information into new contexts, an opportunity facilitated by the activities that took place during class time. Finally, student responses demonstrate deeper levels of cognition assessed through Bloom's Taxonomy in regard to their learning and methods of learning, building foundational skills to support new and more complicated concepts as they come.<b>NEW & NOTEWORTHY</b> Utilizing the frameworks of Bloom's Taxonomy and Constructivism, a flipped classroom in physiology showed an increase in the percentage of passing grades compared to traditional pedagogy, and students demonstrated the ability to use prior knowledge on a novel task. Their satisfaction with the flipped pedagogy was mixed, but this was primarily due to factors such as video quality and test modality (which was not unique to the flipped classroom).</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"942-952"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430745","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}