Advances in Physiology Education最新文献

{"title":"Ethical engagement with artificial intelligence in medical education.","authors":"Himel Mondal","doi":"10.1152/advan.00188.2024","DOIUrl":"10.1152/advan.00188.2024","url":null,"abstract":"<p><p>The integration of large language models (LLMs) in medical education offers both opportunities and challenges. While these artificial intelligence (AI)-driven tools can enhance access to information and support critical thinking, they also pose risks like potential overreliance and ethical concerns. To ensure ethical use, students and instructors must recognize the limitations of LLMs, maintain academic integrity, and handle data cautiously, and instructors should prioritize content quality over AI detection methods. LLMs can be used as supplementary aids rather than primary educational resources, with a focus on enhancing accessibility and equity and fostering a culture of feedback. Institutions should create guidelines that align with their unique educational values, providing clear frameworks that support responsible LLM usage while addressing risks associated with AI in education. Such guidelines should reflect the institution's pedagogical mission, whether centered on clinical practice, research, or a mix of both, and should be adaptable to evolving educational technologies.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"163-165"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142923955","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":"Students are more than their scores: educators have the power to change how students perceive success.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1152/advan.00185.2024","DOIUrl":"10.1152/advan.00185.2024","url":null,"abstract":"<p><p>John Wooden, the legendary University of California, Los Angeles (UCLA) basketball coach, consistently emphasized the distinction between winning and true success. For Wooden, success was not about defeating others or standing out in a competition but about personal growth, self-improvement, and the pursuit of excellence. His philosophy offers a powerful lesson, particularly for educators, as they guide students through their academic journeys. Wooden's message highlights the importance of fostering an environment where success is measured by effort and progress, not merely by grades or test scores. Unfortunately, many educators seem to overlook this, focusing heavily on grades as the primary measure of achievement. By placing such a strong emphasis on grades, teachers inadvertently create a culture where students begin to equate their self-worth with their performance on a test. This not only diminishes the value of personal growth but also fosters anxiety and discouragement among students who may struggle academically. Students may begin to fear being wrong and avoid challenges and opportunities. This limits creativity and the chance to learn, grow, and contribute to society. Wooden's wisdom reminds us that educators have the power to influence how students perceive success. By encouraging a more holistic view of achievement, one that values hard work, resilience, and continuous improvement, teachers can help students develop a healthier, more positive understanding of what it means to succeed. In today's educational system, this shift is crucial, as too many students are being taught to see their value solely in terms of grades, rather than their personal and intellectual growth.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"93-95"},"PeriodicalIF":1.7,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142734239","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 toolbox of strategies to improve test-taking skills: a comparison of student perceptions.","authors":"Cynthia J Metz, Michael J Metz, Jeff C Falcone","doi":"10.1152/advan.00067.2024","DOIUrl":"10.1152/advan.00067.2024","url":null,"abstract":"<p><p>Changes in the national examination structures have renewed interest in the development of test-taking strategies for professional students in the health sciences. It is often assumed that these high-achieving students have developed proficient test-taking skills and abilities before admittance. However, the assessments in these programs and for national licensure require an elevated level of reasoning and integration with clinical concepts. It was hypothesized that the implementation of an immersive test-taking strategies program would improve dental student perceptions of their abilities. A \"toolbox\" of four methods was implemented, which included <i>1</i>) an introductory video that provided students with 10 tips for approaching high-level exam questions; <i>2</i>) problem solution videos interspersed with class practice problems to walk students independently through rationales; <i>3</i>) collaborative group assessments in which students implemented the strategies in teams to prepare for exams; and <i>4</i>) unit exam debriefings to review the question rationales. Although all methods were positively reviewed on surveys, students indicated that the problem solution videos and the collaborative group assessments were more helpful and improved their test-taking skills significantly more than the other strategies (<i>P</i> < 0.01, 1-way ANOVA and Bonferroni post hoc test). Students felt they had developed strong test-taking strategies (average of 4.21 on a 5-point scale, SD 0.76) and felt more prepared for the Integrated National Board Dental Examination (4.48, SD 0.66). These results suggest that a multipronged approach with frequent opportunities to practice test-taking strategies can improve student perceptions of their ability to master high-level and integrated assessment questions.<b>NEW & NOTEWORTHY</b> Professional students in the health sciences may need to improve their test-taking skills for high-level and integrated assessments. A toolbox of strategies was implemented in a Dental Physiology course that included an introductory video, problem solution videos for practice problems, collaborative group assessments, and unit exam debriefings. The students reported that the strategies were helpful, improving their preparation and test-taking strategies for summative exams such as the Integrated National Board Dental Examination.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"824-832"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114485","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":"\"All of us are capable, and all of us can be scientists.\" The impact of Scientist Spotlight assignments with undergraduates in physiology courses.","authors":"Dax Ovid, Ashley Rose Acosta-Parra, Arsema Alemayehu, Jacob Francisco Gomez, Dathan Tran, Brie Tripp","doi":"10.1152/advan.00116.2024","DOIUrl":"10.1152/advan.00116.2024","url":null,"abstract":"<p><p>To advance ongoing efforts to diversify the healthcare field and promote inclusion in physiology education, the present study investigates the potential for an evidence-based intervention, Scientist Spotlight assignments, to highlight counterstereotypical representations of scientists in the context of majors and nonmajors physiology courses. Undergraduate students at an emerging Hispanic serving R1 institution completed six Scientist Spotlights assignments in their physiology courses. We conducted semistructured interviews and disseminated an established pre- and postsurvey protocol at the beginning and end of the courses. Our findings from interviews with 31 students from a range of marginalized backgrounds revealed that <i>1</i>) the biographical information about counterstereotypical scientists deeply resonated with students by humanizing science, <i>2</i>) the instructor's implementation of the assignments made a meaningful difference in their feelings of inclusion, and <i>3</i>) the assignments supported students' beliefs about their content learning and understanding of physiological concepts. The results from the survey showed that regardless of being in a major (<i>n</i> = 159) or nonmajor (<i>n</i> = 117) course, students from a range of demographic groups can and do significantly shift in their relatability to and descriptions of scientists. We highlight implications for inclusive curricula like Scientist Spotlights for addressing the issue of representation in physiology textbooks, curriculum, and healthcare fields at large.<b>NEW & NOTEWORTHY</b> Scientist Spotlights significantly enhance undergraduate students' feelings of inclusion and learning in undergraduate physiology courses at an emerging Hispanic-serving institution. By engaging with assignments featuring counterstereotypical scientists, students in both majors and nonmajors physiology courses shifted in their relatability to and descriptions of scientists. These results suggest that an inclusive curriculum, combined with supportive instructor practices, can positively impact student success and representation in physiology education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"770-783"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11684860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A workshop to enrich physiological understanding through hands-on learning about mitochondria-endoplasmic reticulum contact sites.","authors":"Zer Vue, Chia Vang, Celestine N Wanjalla, Andrea G Marshall, Kit Neikirk, Dominique Stephens, Sulema Perales, Edgar Garza-Lopez, Heather K Beasley, Annet Kirabo, Yelena Janumyan Doe, Desmond Campbell, Letimicia Fears, Ahmad Alghanem, Estevão Scudese, Beverly Owens, Derrick J Morton, Clintoria R Williams, Zachary Conley, Hinton Antentor","doi":"10.1152/advan.00271.2023","DOIUrl":"10.1152/advan.00271.2023","url":null,"abstract":"<p><p>Physiology is an important field for students to gain a better understanding of biological mechanisms. Yet, many students often find it difficult to learn from lectures, resulting in poor retention. Here, we utilize a learning workshop model to teach students at different levels ranging from middle school to undergraduate. We specifically designed a workshop to teach students about mitochondria<b>-</b>endoplasmic reticulum contact (MERC) sites. The workshop was implemented for middle school students in a laboratory setting that incorporated a pretest to gauge prior knowledge, instructional time, hands-on activities, interactive learning from experts, and a posttest. We observed that the students remained engaged during the session of interactive methods, teamed with their peers to complete tasks, and delighted in the experience. Implications for the design of future physiological workshops are further offered.<b>NEW & NOTEWORTHY</b> This manuscript offers a design for a workshop that utilizes blended learning to engage middle school, high school, and undergraduate students while teaching them about mitochondria-endoplasmic reticulum contact sites.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"808-817"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11684864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course.","authors":"Baylee A Edwards, Jude Kolodisner, Jacob P Youngblood, Katelyn M Cooper, Sara E Brownell","doi":"10.1152/advan.00126.2024","DOIUrl":"10.1152/advan.00126.2024","url":null,"abstract":"<p><p>The impersonal nature of high-enrollment science courses makes it difficult to build student-instructor relationships, which can negatively impact student learning and engagement, especially for members of marginalized groups. In this study, we explored whether an instructor collecting and sharing aggregated student demographics could positively impact student-instructor relationships. We surveyed students in a high-enrollment physiology course about their perceptions of their instructor <i>1</i>) distributing a demographic survey, and <i>2</i>) sharing aggregated survey results in class. We found that 72% of students appreciated the demographic survey, and 91% thought it helped their instructor get to know them. Further, 73% of students expressed that the instructor sharing aggregated demographic data in class positively impacted their overall course experience, and over 90% thought both the collection and sharing of demographic data were appropriate. Most students felt both parts of the intervention increased their sense of belonging in class, increased how connected they felt to their instructor, and made their instructor seem more approachable and inclusive, although the intervention also made some students feel more different from their peers. Women and nonbinary students felt the demographic survey increased instructor approachability more than men, and liberal students felt the survey increased instructor approachability more than nonliberal students. Compared to men, women and nonbinary students were more likely to report that taking the survey increased instructor inclusivity and made them feel less different from their peers. Based on these results, collecting student demographic information and sharing it in aggregate may be a practical, effective way to enhance student-instructor relationships.<b>NEW & NOTEWORTHY</b> This study examined undergraduate student perceptions of a high-enrollment physiology instructor collecting student demographics and sharing aggregated results to promote course inclusion. Most students perceived the collection and sharing positively, with women and nonbinary students, as well as liberal students, perceiving greater benefits from the data collection than their counterparts. Our results indicate that collecting and sharing in aggregate student demographics may be an effective way to enhance student-instructor relationships in high-enrollment science courses.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"836-856"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114496","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 primer: peer review process for <i>Advances in Physiology Education</i>.","authors":"Thad E Wilson, Lisa M Harrison-Bernard","doi":"10.1152/advan.00127.2024","DOIUrl":"10.1152/advan.00127.2024","url":null,"abstract":"<p><p>The dissemination of discipline-focused educational scholarship advances theory and stimulates pedagogical application. The aim of <i>Advances in Physiology Education</i> is to publish manuscripts that advance knowledge and inform educators in the field. This primer is tailored for individuals new to manuscript reviewing, early in their careers, or experienced in reviewing research but not educational manuscripts. Peer reviewing for basic and applied science is akin to evaluating research questions and rigor in teaching and learning studies, with differences in approach and analysis similar to those between biophysics and molecular physiology or cell and integrated physiology. Our purpose is to provide an overview of the review process and expectations. The submission and peer review process involves several steps: authors submit a manuscript and the Editor assigns an Associate Editor, who then assigns peer Reviewers. Reviewers are contacted via email and can accept or decline the invitation. Reviewers evaluate the work's strengths and weaknesses and then independently submit comments and recommendations to the Associate Editor. After review, the Associate Editor collects and weighs Reviewers' comments, sometimes garners additional reviews and input, to make a recommendation to the Editor. The Editor reviews the process, comments, and recommendations to render a final decision. Both authors and Reviewers receive an email with the decision. The editorial staff assists with communication and helps track the overall process. Peer review is integral to scientific publishing, ensuring quality and rigor, and reviewing is both a privilege and a responsibility of all in the scientific community.<b>NEW & NOTEWORTHY</b> This mini-review offers a comprehensive and current overview of the peer review process and the qualifications required to serve as a journal reviewer for <i>Advances in Physiology Education</i>. The guidelines are specifically designed for early career professionals new to manuscript reviewing, as well as seasoned research manuscript reviewers who are new to educational manuscript evaluation. Peer review is a cornerstone of scientific publishing, ensuring both quality and rigor. It is both a privilege and a responsibility for all members of the scientific community.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"932-935"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141689","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 upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course.","authors":"Tasneem F Mohammed, Nolina Doud, Sara E Brownell, Katelyn M Cooper","doi":"10.1152/advan.00074.2024","DOIUrl":"10.1152/advan.00074.2024","url":null,"abstract":"<p><p>Undergraduates with depression report that they would benefit from science role models who also have depression. If biology instructors who have depression reveal it to their students, it could help meet this need. However, it is unknown how instructors revealing their depression would impact all undergraduate science students, not just those with depression, and whether it would cause some students to have a negative perception of the instructor. To address this gap, an instructor of an undergraduate physiology course revealed her depression to the whole class in less than 3 s on two occasions. Undergraduates were surveyed about whether they remembered the instructor revealing depression, whether they perceived it to be appropriate, and what impact it had on them. Of the 289 undergraduates who participated in the survey, 90.6% remembered the instructor revealing her depression. Seventy-two percent of those students reported that the instructor revealing depression had a positive impact on them, 21.3% reported no impact, and 6.7% reported a negative impact. Women were disproportionately likely to report that the instructor revealing depression had a positive impact on the student/instructor relationship and the instructor's approachability. LGBTQ+ students were disproportionately likely to report that the instructor revealing depression had a positive impact on the extent the classroom feels inclusive and students with more severe depressive symptoms were more likely to report that it normalized depression broadly and in the context of science. This work adds to recent studies highlighting the potentially positive impact of instructors revealing their concealable stigmatized identities to undergraduates in class.<b>NEW & NOTEWORTHY</b> This research highlights the potential for instructors with depression to have a positive impact on students in their college science courses.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":"48 4","pages":"884-897"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11684866/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The conversational AI \"ChatGPT\" outperforms medical students on a physiology university examination.","authors":"Christophe O Soulage, Fabien Van Coppenolle, Fitsum Guebre-Egziabher","doi":"10.1152/advan.00181.2023","DOIUrl":"10.1152/advan.00181.2023","url":null,"abstract":"<p><p>Artificial intelligence (AI) has gained massive interest with the public release of the conversational AI \"ChatGPT,\" but it also has become a matter of concern for academia as it can easily be misused. We performed a quantitative evaluation of the performance of ChatGPT on a medical physiology university examination. Forty-one answers were obtained with ChatGPT and compared to the results of 24 students. The results of ChatGPT were significantly better than those of the students; the median (IQR) score was 75% (66-84%) for the AI compared to 56% (43-65%) for students (<i>P</i> < 0.001). The exam success rate was 100% for ChatGPT, whereas 29% (<i>n</i> = 7) of students failed. ChatGPT could promote plagiarism and intellectual laziness among students and could represent a new and easy way to cheat, especially when evaluations are performed online. Considering that these powerful AI tools are now freely available, scholars should take great care to construct assessments that really evaluate student reflection skills and prevent AI-assisted cheating.<b>NEW & NOTEWORTHY</b> The release of the conversational artificial intelligence (AI) ChatGPT has become a matter of concern for academia as it can easily be misused by students for cheating purposes. We performed a quantitative evaluation of the performance of ChatGPT on a medical physiology university examination and observed that ChatGPT outperforms medical students obtaining significantly better grades. Scholars should therefore take great care to construct assessments crafted to really evaluate the student reflection skills and prevent AI-assisted cheating.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"677-684"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141591968","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":"Inclusion of genital, sexual, and gender diversity in human reproductive teaching: impact on student experience and recommendations for tertiary educators.","authors":"Nicholas Fimognari, Leaf R Kardol, Terese O'Shannassy, Katherine A Sanders, Jeremy T Smith, Caitlin S Wyrwoll","doi":"10.1152/advan.00113.2024","DOIUrl":"10.1152/advan.00113.2024","url":null,"abstract":"<p><p>Western societal norms have long been constrained by binary and exclusionary perspectives on matters such as infertility, contraception, sexual health, sexuality, and gender. These viewpoints have shaped research and knowledge frameworks for decades and led to an inaccurate and incomplete reproductive biology curriculum. To combat these deficiencies in reproductive systems-related education, our teaching team undertook a gradual transformation of unit content from 2018 to 2023, aiming to better reflect real diversity in human reproductive biology. This initiative involved intentional modifications, including clear use of pronoun self-identification by staff. We addressed the historical lack of representation of genital variation and helped students interrogate oversimplified reproductive biology binaries. A novel assignment was also introduced, prompting students to apply reproductive physiology knowledge to propose innovative assisted reproductive technology solutions for diverse demographics. The collective impact of these innovations had a positive effect on student learning. With improved lecture content and inclusive language, the proportion of inclusive group assignment topics chosen by students more than doubled in 2021. By 2022, coinciding with assessment topic changes, the percentage of inclusive assignments topics surpassed 50%. Further development of laboratory activities on intersex genital variation and genital modification raised further understanding of genital, sexual, gender, and cultural diversity. While implementing these changes posed challenges, pushing both staff and students out of their comfort zones at times, collaboration with relevant organizations and individuals with lived experience of queer identity proved integral. Ultimately, these relatively simple adjustments had a substantial impact on student experiences and appreciation for diversity.<b>NEW & NOTEWORTHY</b> We outline the teaching innovations that we have implemented to improve inclusion of diversity in reproductive biology and physiology contexts. This includes improved representation of genital, sexual, and gender diversity considerations in the curriculum. There is a critical need for these innovations as how we teach fundamentally shapes the understanding of our future medical and health professionals and researchers and thus influences the quality of future medical care and research.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"698-703"},"PeriodicalIF":1.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908250","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}