Advances in Physiology Education最新文献

{"title":"Advancing the teaching of equilibrium potential: five small yet transformative additions.","authors":"Felipe Guerrero, Serena Y Kuang","doi":"10.1152/advan.00208.2024","DOIUrl":"10.1152/advan.00208.2024","url":null,"abstract":"<p><p>The equilibrium potential of an ion species is a crucial concept for medical students, as it is a prerequisite to fully understanding the pathophysiology of K⁺ imbalances (hyperkalemia and hypokalemia) in clinical practice. However, it remains a challenging concept because current medical physiology textbooks are too simplistic and overlook several essential points. In this article, we present a total of five small but impactful additions to advance the introduction of the equilibrium potential that will eliminate confusion and facilitate mastery-level comprehension.<b>NEW & NOTEWORTHY</b> This novel approach to advance teaching of the equilibrium potential (<i>E</i>_ion) addresses and fills common educational gaps by <i>1</i>) making a critical point explicit, rather than implicit; <i>2</i>) introducing overlooked concepts to prevent confusion; <i>3</i>) adding an effective assessment to promote mastery; and <i>4</i>) emphasizing the importance of strengthening medical students' understanding of <i>E</i>_ion. These targeted additions facilitate a more comprehensive and transformative learning experience for medical students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"185-190"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142883555","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":"PhysioCAFUN: a competency-based curriculum development guideline to strengthen physiology education in Africa.","authors":"Abdullateef Isiaka Alagbonsi, M Faadiel Essop, Yasser El-Wazir, Trevor Nyakudya, Goma Fastone, Frank Mojiminiyi, Amal Saeed, Ger J M Stienen, Emmanuel Balandya, Yinusa Raji, Fatou Bintou Sarr, Abdoulaye Samb, Ashabilan Ebrahim, Ulrich Pohl, Dee U Silverthorn","doi":"10.1152/advan.00160.2024","DOIUrl":"10.1152/advan.00160.2024","url":null,"abstract":"<p><p>Physiology education in Africa faces challenges due to gaps in curricula across many of its universities, such as divergent content, a lack of standardized competencies, and suitable benchmarking. Here, we describe the development of the Physiology Curriculum for African Universities (PhysioCAFUN), a competency-based curriculum development guideline, as a first step to address such shortcomings. A committee of 15 physiologists from different African regions, Europe, and the United States was constituted to draft the PhysioCAFUN, which was introduced and revised during the joint East African Society of Physiological Sciences (EASPS) and African Association of Physiological Sciences (AAPS) conference held in Tanzania late 2023. The PhysioCAFUN consists of 23 modules. <i>Modules 1-15</i> cover the organ systems, including principles and concepts of physiology, molecular biology, and cell physiology. <i>Modules 16-23</i> contain optional content, including environmental physiology, pharmacology, and topics related to skill development. PhysioCAFUN serves as a freely available resource document for African stakeholders regarding the desired undergraduate physiology training and competencies. It will help universities in Africa, and elsewhere to draft a curriculum suitable for their local needs where there is a dearth of physiologists or to benchmark and revise their curricula where physiology programs are already in place.<b>NEW & NOTEWORTHY</b> We described the development of Physiology Curriculum for African Universities (PhysioCAFUN), a competency-based curriculum development guideline to promote physiology education in Africa. This freely accessible resource document should help African universities where there is a dearth of physiologists and thus aid in drafting a curriculum suitable for their local needs. Likewise, it should assist universities globally where physiology programs are already in place to benchmark and/or revise their curriculum as may be needed.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"53-62"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631539","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":"Promoting the internationalization of POPNeuro, a successful neurophysiology outreach program.","authors":"Andresa M C Germano, Bruna Tarasuk Trein Crespo, Ana Luiza Trombini Tadielo, Patrícia A Batista da Rosa, Melanie Strohbach, Ludwig Mauersberger, Pâmela B Mello-Carpes","doi":"10.1152/advan.00026.2024","DOIUrl":"10.1152/advan.00026.2024","url":null,"abstract":"<p><p>Here we report a successful initiative between Brazil and Germany to stimulate neuroscience outreach: the POPNeuro Program. The POPNeuro Program is a neuroscience outreach project created in Brazil that has been active for >10 years. It was initiated in Uruguaiana, RS, Brazil and linked to the Physiology Research Group from the Federal University of Pampa. The neuroscience dissemination was developed mainly in school environments by a team that includes neuroscientists and university undergraduate and graduate students. One of the key focuses of POPNeuro is to identify and avoid the dissemination of neuromyths (misconceptions generated by a misunderstanding, a misreading, or a misquoting of scientific facts). After an initial research cooperation, the Brazilian and German teams decided to replicate some of the POPNeuro activities in Germany. The POPNeuro spin-off developed the first activities in Germany, including neuroscience disclosure activities during the Chemnitz University of Technology (TUC) Open Campus Day and a Neuroscience of Learning course for sports and physical education teachers. During the activities, participants took a quiz to identify the prevalence of neuromyths and knowledge of neuroscience facts. The results demonstrate a high prevalence of neuromyths between the different participants. Despite the sociocultural differences, these results are in line with previous results from POPNeuro in Brazil. Considering our experience and the participants' evaluations, we are confident that promoting the internationalization of this successful neurophysiology outreach program and expanding the Brazilian POPNeuro program in Germany will have a positive impact. This initiative represents a model of international cooperation that should be stimulated.<b>NEW & NOTEWORTHY</b> The internationalization of scientific work is recognized as an essential resource for quality research in different areas and countries. However, international cooperation is less common in teaching and outreach than in research. We shared the experience of a successful international neurophysiology outreach cooperation between Brazil and Germany: the POPNeuro Program. The success of POPNeuro's spin-off in Germany reveals that promoting internationalization and expanding successful outreach projects have positive impacts.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"69-76"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142645098","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":"Ultrasound technology as a tool to teach basic concepts of physiology and anatomy in undergraduate and graduate courses: a systematic review.","authors":"Christopher D Johnson, Louise Davison, Emma C Graham, Eva M Sweeney","doi":"10.1152/advan.00199.2023","DOIUrl":"10.1152/advan.00199.2023","url":null,"abstract":"<p><p>Many publications describe use of ultrasound imaging in teaching of clinical courses, primarily integrated with clinical applications. More recently there have been increasing numbers of papers describing ultrasound as a tool primarily for teaching basic anatomy and physiology concepts rather than clinical applications. Of these, many have described qualitative analysis with a consensus that its use is viewed very positively by students for aiding learning. Far fewer studies have attempted quantitative analysis to support this belief, and conclusions have been varied. A review of studies was conducted that included those that used ultrasound to teach physiology and anatomy concepts. Studies were excluded if they did not contain quantitative or qualitative assessment of efficacy. Medline and Embase databases were searched (11/16/22) and screened by two independent reviewers. Forty-six studies were included, with data extracted relating to cohort characteristics, ultrasound intervention, quantitative or qualitative assessments, and any barriers to implementation. It was confirmed that both student and teacher opinions are extremely favorable in most cases. Although conclusions from quantitative studies were not as clear, there was evidence that ultrasound is at least as effective as more conventional teaching methods and could have significantly better performances in short-term assessments. However, varied methods of teaching intervention, experimental protocols, and assessment of learning may have contributed to the lack of clarity. Within this context, some of the problems encountered with implementing ultrasound as an educational tool (such as financial and temporal constraints), and in conducting more definitive studies, are discussed.<b>NEW & NOTEWORTHY</b> This first systematic review of ultrasound use as a teaching tool in basic anatomy and physiology confirmed that students and staff believe incorporation is beneficial to learning and is highly popular. Quantitative data are scarcer but show that it is at least as effective as more conventional teaching methods and can enhance short-term recall. Good-quality studies with adequate comparisons and assessment methods are still lacking, so further work in this area is needed.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"11-26"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141692","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":"Evidence-based evaluation of student and marker performances in assessment and examination.","authors":"Ole J Kemi","doi":"10.1152/advan.00202.2024","DOIUrl":"10.1152/advan.00202.2024","url":null,"abstract":"<p><p>Students are assessed by coursework and/or exams, all of which are marked by assessors (markers). Student and marker performances are then subject to end-of-session board of examiner handling and analysis. This occurs annually and is the basis for evaluating students but also the wider learning and teaching efficiency of an academic institution. However, this scrutiny may not be standardized and may differ between institutions and between different study programs and boards of examiners inside the same institution, as well as between sessions. This article aims to suggest a framework for this scrutiny, with provided examples, recommendations, and suggested practices to establish an approach that quantitatively and with statistical methods analyzes performance of both students and markers in a standardized, unified, and transparent manner and that may be employed across subjects and disciplines. The basis for this is accepted and rigorous suitable statistical methods that enable a comparison whereby performance of the student and the associated marking of the student's coursework and examinations in any given course are compared to the same student's performance in comparator courses, which thus establishes whether student or marking performance is comparable to the norm established by and for that student. This measures accuracy, reliability, and consistency of the marking process. The benefit of this is that it identifies strengths and weaknesses in assessment and examination practice, provides evidence to inform decision-making, tracks progress over time, and establishes institutional standards that thereby provide accountability. This establishes good practice in the process of assessment and examination.<b>NEW & NOTEWORTHY</b> Core to their education mission is that colleges and universities scrutinize assessment and examination via boards of examiners, but this scrutiny has no set standard or protocol. This article gives principles and practical recommendations, with examples, for how this scrutiny could or should be carried out, in a manner that establishes accountability and good practice that study programs and boards of examiners in education may utilize, to improve educational practice.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"240-250"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985665","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 Mystery of the Cell Kingdom\": an online game to improve the learning of thyroid physiology.","authors":"Camila Aparecida Errerias Fernandes Cardinali, Yandara Akamine Martins, Rodrigo Pereira Prates, Emmanuel Veríssimo de Araújo, Felipe José Costa Viana, Maria Eleticia de Sousa, Eduardo da Cunha Bombardi, Marcus Vinicius Chrysóstomo Baldo, Maria Tereza Nunes","doi":"10.1152/advan.00219.2024","DOIUrl":"10.1152/advan.00219.2024","url":null,"abstract":"<p><p>Games and analogies can significantly enrich the learning experience when integrated with traditional expository teaching methods. With this aim, we developed \"The Mystery of the Cell Kingdom,\" an online game designed to enhance understanding of the physiology of thyroid hormones through a medieval analogy. In the game, students are challenged to apply their knowledge of endocrine physiology to solve a series of relevant questions on the topic. The main objective of this study was to evaluate the effectiveness of the game as a complementary review tool for a theoretical lesson on thyroid hormones. After an online class, 18 students participated in the game and completed questionnaires before and after the activity. The results showed a 14.9% increase in postgame scores. Feedback revealed that all students enjoyed the experience and provided positive evaluations of both the game and the analogy used. These findings suggest that the online game The Mystery of the Cell Kingdom can facilitate learning about thyroid hormones while offering an engaging, enjoyable, and motivating approach to physiology education.<b>NEW & NOTEWORTHY</b> \"The Mystery of the Cell Kingdom\" is an online game designed as a revision tool of thyroid hormone endocrine physiology. There is a shortage of knights in the Cell Kingdom and you are called as a historian specialist in the Middle Ages to help solve the mystery. Can you help?</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"177-184"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900208","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":"Should oral examination be reimagined in the era of AI?","authors":"Prashanti Eachempati, Ramnarayan Komattil, Arathi Arakala","doi":"10.1152/advan.00191.2024","DOIUrl":"10.1152/advan.00191.2024","url":null,"abstract":"<p><p>As artificial intelligence (AI) continues to reshape education, concerns about the authenticity of student work have escalated, particularly in relation to written assignments influenced by AI-powered tools. This article explores the role of the oral examination as a valuable method for assessing true student understanding and considers its potential for broader use across various educational levels. We propose that oral exams could be effectively integrated into undergraduate courses, providing a means to verify student comprehension in an era of AI-generated content. By adopting oral assessments, educators can enhance academic integrity while fostering essential skills such as critical thinking and effective communication in today's technology-driven world.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"208-209"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015724","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":"Art in Anatomy session as a method of formative feedback in preclerkship medical education.","authors":"Saewon Chun, Cindy Liang, Charity Thomann, Shaimaa N Amin, Christina Trinh, Camila Araujo, Sherif S Hassan","doi":"10.1152/advan.00233.2024","DOIUrl":"10.1152/advan.00233.2024","url":null,"abstract":"<p><p>Medical schools were incorporating active learning strategies in anatomy teaching to accommodate diverse student bodies. Formative assessment and art as a hands-on learning method had been explored as alternatives to traditional teaching methods. Those methods allowed students to practice and assess their understanding of anatomy as they progress. The present study investigated the effectiveness of \"Art in Anatomy\" lab sessions in enhancing preclerkship medical students' comprehension of challenging anatomical topics and determining whether differences were related to their year in medical school. This study involved 41 pre-clinical year medical students at California University of Science and Medicine-School of Medicine (CUSM-SOM) who participated in Art in Anatomy sessions. Results showed presession and postsession quiz scores, with differences calculated for first-year and second-year medical students. The study revealed a significant skew in pre- and postsession data, with Year 2 students showing lower mean and smaller range on presession quiz scores. Postsession quiz scores showed higher mean and median scores but reversed on postsession. Both Year 1 and Year 2 students showed improved scores, with 68% experiencing a score increase of 0, 1, 3, or 4 points and 32% experiencing a 2-point increase. Art in Anatomy sessions could effectively support medical students in learning human anatomy during preclerkship years. The method provided formative feedback, aiding immediate recall of anatomical knowledge. Future research should explore different art forms and correlate postsession quiz scores with other students' exam scores, such as end-of-course, National Board of Medical Examiners (NBME), and practical exam scores.<b>NEW & NOTEWORTHY</b> Art in Anatomy sessions could be incorporated in systems-based curricula as a supplementary learning method with the benefit of providing formative feedback to the learners and the educators.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"210-218"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015695","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":"Enhancing student learning with flipped teaching and retrieval practice integration.","authors":"Chaya Gopalan","doi":"10.1152/advan.00080.2024","DOIUrl":"10.1152/advan.00080.2024","url":null,"abstract":"<p><p>Flipped teaching (FT) is an instructional approach centered around students, displacing traditional lectures from the classroom to make room for active learning. Retrieval practice can enhance content recall. This study investigated the effectiveness of lecture-style teaching (TT), FT, and a combination of retrieval practice with FT (FTR) in a physiology course over four consecutive semesters. Student performance in the FT (92.78 ± 3.93) and FTR (92.98 ± 3.73) methods surpassed that of the TT method (89.28 ± 4.67; <i>P</i> < 0.01), with a notable correlation between science grade point averages and the instructional methods employed (<i>P</i> < 0.01). Analysis of the impact of teaching methods on different segments of the class revealed higher scores for both upper and lower halves in the FT (95.78 ± 1.85 Upper; 89.52 ± 2.79 Lower) and FTR (95.95 ± 1.48 Upper; 89.89 ± 2.68 Lower) compared to the TT group (92.44 ± 1.76 Upper; 85.85 ± 4.43 Lower; <i>P</i> < 0.0001). The gender-based evaluation indicated similar performance between male and female students across the teaching methods tested. Although survey data suggested a preference for TT (100%) over FT (58%) or FTR (85%), student performance contradicted this preference. These findings underscore the effectiveness of FT and FTR methods compared to traditional instructional modalities, with male and female students responding similarly to the teaching approaches. Despite student preferences favoring TT, actual performance indicates that FT and FTR methods enhance student learning outcomes.<b>NEW & NOTEWORTHY</b> Flipped teaching (FT) actively engages students and promotes information retrieval. This study compared FT and traditional teaching (TT) in a graduate physiology course, showing better student outcomes with FT and FT plus retrieval practice (FTR). Gender had no impact: both male and female students performed equally well. Although students preferred TT, they learned better with FT and FTR. This suggests FT and FTR are more effective than traditional lectures.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"147-153"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787734","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":"Heartwheels! STEM Mobile Outreach program.","authors":"Gretel Monreal, Steven C Koenig","doi":"10.1152/advan.00150.2024","DOIUrl":"10.1152/advan.00150.2024","url":null,"abstract":"<p><p>Heartwheels! STEM Mobile Outreach is a scientist-led collaborative, innovative, and reproducible experiential educational program and mobile lab developed to engage people young and old in the cardiovascular sciences, improve health literacy and awareness of heart-healthy living, and spark curiosity in the science, technology, engineering, and mathematics (STEM) fields. Applied hands-on interactive activities at Heartwheels! events include heart dissection, cardiovascular physiology, and mock flow loops (science); medical devices (technology); instrumentation and sensors (engineering); and calibration and validation methods and models (math). These modules are complementary to school activities and are particularly successful from an educational standpoint because they are fun, interactive, engaging, voluntary, open-ended, and not graded or assessed and can lead participants and their families to develop STEM-positive identities. Primary learning objectives include a broad understanding of cardiovascular anatomy and physiology, advanced technologies and emerging medical devices, and the benefits of a heart-healthy lifestyle and stimulating interest, building self-confidence, and helping participants envision themselves participating in and making potentially significant contributions to STEM fields. To date, 11,229 attendees of all ages and backgrounds have participated in 55 Heartwheels! events. Excellent programmatic ratings (1-5 scale: 1 = poor, 5 = excellent), including 94.5% of participants self-reporting that it was a fun educational experience and 96.6% reporting that they learned new things, with complimentary verbal and open-ended written feedback, demonstrate the significant impact and value that Heartwheels! and hands-on experiential educational events contribute to diverse, resource-limited, and underserved communities.<b>NEW & NOTEWORTHY</b> Heartwheels! STEM Mobile Outreach is an innovative, portable, scaled-down version of the authors' research laboratory that they take out into the schools and communities to engage and connect with people young and old in the cardiovascular sciences, improve health literacy and awareness of heart-healthy living, and spark curiosity in the science, technology, engineering, and mathematics (STEM) fields through fun, hands-on, experiential educational activities.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"128-135"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142803263","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}