Advances in Physiology Education最新文献

{"title":"Why are some muscles striated? A structural mechanism that amplifies shortening velocity.","authors":"Scott Medler","doi":"10.1152/advan.00260.2025","DOIUrl":"10.1152/advan.00260.2025","url":null,"abstract":"<p><p>Physiology textbooks consistently describe how the repeating sarcomeric organization of vertebrate skeletal and cardiac muscle generates a striated appearance. Unfortunately, very few texts discuss the common functional role of this sarcomeric organization. Briefly, the repeating sarcomeres in striated muscles provide a mechanism to amplify the nanometer-scale steps of myosin cross bridges into the dynamic large-scale movements embodied by diverse animals; that is, the sarcomeres contracting in unison dramatically expand the speed of muscle shortening. This functional role was recognized by the proponents of the sliding filament theory in the mid-1950s. Striated muscles are found not only in vertebrate skeletal and cardiac muscles but are also used to power movement in animals as disparate as jellyfish, clams, swimming crabs, and flying insects. Historically, several different invertebrate muscles have been studied in great detail. Recent studies based on whole sequenced genomes and transcriptome sequencing are providing new evidence that striated muscles evolved at the dawn of animal life. Although there is a deep evolutionary divergence of striated and smooth muscle myosins, striated muscles have likely arisen multiple times through convergent evolution. Several well-studied examples of these striated muscles from diverse animals are discussed to illustrate their common functional roles. The central thesis presented here is that striations provide a structural mechanism to amplify the speed of muscle shortening. Comprehending this principle is foundational to the teaching of basic muscle structure and function relationships.<b>NEW & NOTEWORTHY</b> Although physiology educators recognize that skeletal and cardiac muscles are striated, few physiology texts explain the functional role of these striations. The repeated sarcomeres that form striations in these muscles provide a mechanism to amplify the speed of shortening. The striated muscles observed in vertebrate animals are but one example of a more general pattern. The current paper explores the evolutionary origins of striated muscles and presents examples of these muscles from diverse animals.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"433-446"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147460805","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 students' perceptions of the use of generative artificial intelligence as an assessment strategy in physiology.","authors":"Luis Henrique Montrezor, Camila Linhares Taxini","doi":"10.1152/advan.00318.2025","DOIUrl":"10.1152/advan.00318.2025","url":null,"abstract":"<p><p>Generative artificial intelligence (AI) is increasingly embedded in higher education; however, its pedagogical role in assessment within medical education remains insufficiently characterized. This study analyzed medical students' perceptions of using generative AI as a formative assessment strategy in a physiology course. First-year medical students enrolled in Physiology and Biophysics II at a Brazilian medical school participated during the 2023 and 2024 academic years (<i>n</i> = 156). In 2023 the activity was completed individually, whereas in 2024 it was conducted in small groups. Students used ChatGPT to generate concise, topic-focused texts based on self-constructed prompts and subsequently evaluated and, when appropriate, revised the AI-generated content. Perceptions were assessed with a structured questionnaire followed by guided feedback discussions. Students consistently described the activity as challenging, engaging, and educationally valuable. Prompt construction emerged as the most demanding component, underscoring the importance of aligning prompts with learning objectives. Participants also emphasized the need for critical appraisal of AI-generated outputs, identifying conceptual gaps and inaccuracies that required correction. Group-based activities were perceived as particularly beneficial for discussion and collaborative learning. Overall, the findings highlight the importance of explicit instructional guidance when integrating generative AI into assessment, emphasizing prompt design, critical reasoning, ethical use, and learner autonomy. When thoughtfully implemented, generative AI may serve as a catalyst for meaningful learning in physiology education rather than a shortcut to answers.<b>NEW & NOTEWORTHY</b> The availability of generative artificial intelligence tools is rapidly expanding across society, including higher education. New platforms and updates emerge at an unprecedented pace. Faculty must develop competencies to guide students in effective and ethical use across academic activities. As change accelerates, educators must continually refine their knowledge to ensure that technological adoption supports meaningful learning rather than superficial engagement in contemporary physiology education and assessment, thereby informing responsible curricular innovation worldwide.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"462-466"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582559","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":"Project-based learning for aerobic capacity and key components of distance running performance.","authors":"John J Durocher, Deepanshi Dahiya","doi":"10.1152/advan.00206.2025","DOIUrl":"10.1152/advan.00206.2025","url":null,"abstract":"<p><p>It can be difficult for some students to comprehend maximal aerobic capacity (V̇o_2max) and endurance performance. We present a project-based learning example used in our advanced human physiology course. This project is based largely on a seminal paper but utilizes chapters from the course textbook and additional peer-reviewed studies. After we cover background information on topics such as muscle physiology, metabolic pathways, expired air analysis, V̇o_2max, and lactate threshold, students join one of three groups to prepare and deliver presentations. Those topics and groups are based on <i>1</i>) history of V̇o_2max, <i>2</i>) rate limiters of V̇o_2max, and <i>3</i>) additional determinants of endurance performance. The instructor covered topics from the textbook on sports physiology including oxygen uptake at the onset, during, and after exercise. The course instructor also provided a brief review of sport-specific V̇o_2max and lactate threshold testing in hockey players. Students in the class agreed to hold one class period in the laboratory for direct use of expired air analysis. The lab emphasized the relationship between intensity and carbohydrate versus fat utilization. During the project presentations in the final week of class, <i>group 1</i> summarized key points such as the use of a Douglas bag and the difference between V̇o_2max and V̇o_2peak, while <i>group 2</i> summarized central (e.g., cardiac output) versus peripheral (e.g., muscle mitochondria) limitations, and <i>group 3</i> summarized other key factors for endurance performance such as lactate threshold and running economy. This project-based assignment was an excellent way for students to better comprehend V̇o_2max and endurance performance.<b>NEW & NOTEWORTHY</b> This project-based assignment provided students a unique way to comprehend human metabolism, cardiorespiratory and muscle physiology, and applied exercise science concepts such as maximal aerobic capacity (V̇o_2max), lactate threshold, and running economy. Topics covered during this assignment are important for health, performance, and longevity. Students were excellent at working in small groups, basing presentations on peer-reviewed literature, and applying their communication skills. Students strongly agreed with \"teaching methods\" and scored well on final exam questions related to the project.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"484-489"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582792","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":"Understanding content decision-making: a qualitative phenomenological study of Texas undergraduate anatomy and anatomy and physiology instructors.","authors":"Kelley B Cooper","doi":"10.1152/advan.00307.2025","DOIUrl":"10.1152/advan.00307.2025","url":null,"abstract":"<p><p>Anatomy and anatomy and physiology (A&P) courses are crucial to prepare quality health care professionals. Considerable research has focused on graduate-level anatomy education, with fewer studies examining course content development and topic emphasis in undergraduate anatomy and A&P courses. This study addresses this population gap in the anatomy and A&P education literature. Eight anatomy and A&P instructors with and without clinical health care experience at Texas higher education institutions were asked questions to determine the extent to which they considered student, course, instructor, and institutional factors when determining essential course content. Participants were also asked to share the topics they perceived as most important in their anatomy or A&P courses. Thematic analysis of interview and focus group transcripts revealed that students' educational and career preparation was the most common code among the various potential factors affecting instructors' content and topic emphasis decisions. Moreover, many participants described the role of collaborating with colleagues when deciding on course content to emphasize or revise. Time constraints and resource availability were the most common codes associated with instructors at 2- and 4-yr institutions, respectively. Many instructors described the concept of homeostasis and the emphasis on clinical relevance of anatomical and physiological systems as being the most important topics in their courses. This backward design curriculum development approach is reflected in the frequent finding that participants consider their learners' future needs and emphasize clinically relevant concepts. Future studies should explore how collaboration among colleagues affects students' future academic performance, course content consistency, and career preparedness.<b>NEW & NOTEWORTHY</b> This study was a qualitative evaluation of the factors influencing how undergraduate anatomy and anatomy and physiology (A&P) instructors choose and prioritize content taught to students.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"525-539"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582858","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 teaching design of integrating scientific research into the pathophysiology experimental course.","authors":"Xin Li, Ningxia Zhu, Rong Li, Li Li, Huiling Lu, Mengwei Song, Weiyong Liao, Jing Tian, Jian Chen, Xiaoyun Zeng","doi":"10.1152/advan.00099.2025","DOIUrl":"10.1152/advan.00099.2025","url":null,"abstract":"<p><p>The conventional experimental methods can no longer satisfy the requirements of modern higher education in medical sciences. As a result, the integration of scientific research into experimental curricula has become more common in medical education in China. However, the teaching efficacy of integrating scientific research into experimental curricula in local medical universities remains unclear. This study investigated the educational impact of the integrated course model at the School of Basic Medical Sciences, Guilin Medical University. A total of 70 students (2019 cohort) were enrolled in a scientific research-based pathophysiology course, with 77 students (2020 cohort) taking conventional experiments as the control group. Besides regular experiments, this course guided students to conduct a scientific research project on \"acute alcoholic liver injury,\" which enabled them to gain a deep understanding of the principles of pathophysiology. Compared with the control group, the scientific research-based experiment improved students' performance in pathophysiology. Moreover, notable improvements were recorded in students' scientific literacy, self-learning ability, and teamwork proficiency. Notably, this scientific research-based course is highly appreciated by both students and teachers. Therefore, this innovative teaching model merits wider application in experimental teaching at local medical universities.<b>NEW & NOTEWORTHY</b> This study aimed to explore the educational impact of the integrated course model at the School of Basic Medical Sciences, Guilin Medical University. Notable improvements were recorded in students' scientific literacy, self-learning capability, problem-solving skills, teamwork proficiency, and English academic ability. As expected, this was highly appreciated by students and teachers. Therefore, this innovative teaching format merits wider application in experimental teaching at local medical universities.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"575-583"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147655132","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":"Bridging neuroanatomy and clinical reasoning: a collaborative cranial nerve matching activity.","authors":"Amy Morrison Gyorkos","doi":"10.1152/advan.00282.2025","DOIUrl":"10.1152/advan.00282.2025","url":null,"abstract":"<p><p>Anatomical education presents ongoing challenges in helping students master complex content while integrating it with clinical relevance. Neuroanatomy is particularly difficult due to its intricacy and abstract nature. To address these challenges, this study evaluated the effectiveness of a team-based matching activity designed to integrate anatomical, radiological, and clinical elements of the 12 cranial nerves during the final week of a 6-wk Nervous System course. First-year medical students' performance on summative practical questions and their perceptions of the session were assessed. Students in the intervention cohort (Class of 2028) who participated in the session demonstrated significantly higher mean scores on six identical cranial nerve-related practical questions (0.93 ± 0.01) compared with a control cohort (Class of 2025) that did not participate (0.88 ± 0.02; <i>P</i> = 0.0013). Survey responses from the intervention cohorts reflected high engagement, clarity, alignment with objectives, and perceived integration of anatomical and clinical knowledge. The data suggest that a structured, team-based matching activity is a feasible and effective innovation for supporting neuroanatomy-clinical integration in early medical education.<b>NEW & NOTEWORTHY</b> This activity bridges neuroanatomy and clinical reasoning through a collaborative matching exercise linking cranial nerve function to patient presentations. Designed for preclerkship students, it reinforces spatial understanding and diagnostic reasoning while encouraging peer discussion and reflection. The approach provides a low-resource, adaptable framework to integrate basic and clinical sciences.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"595-600"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647473","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":"Reasoning over recall: a six-step tutorial for muscle actions and innervations in functional anatomy.","authors":"Amy Morrison Gyorkos","doi":"10.1152/advan.00235.2025","DOIUrl":"10.1152/advan.00235.2025","url":null,"abstract":"<p><p>Learning functional anatomy requires integration of structural detail and physiological principles to explain how muscles generate movement. Students often struggle with heavy reliance on memorization, particularly when learning muscle actions and innervations, which can overload working memory and limit opportunities for reasoning through novel problems. This tutorial was designed to scaffold schema building in ways that reduce cognitive burden and strengthen reasoning. The design minimized unnecessary demands, encouraged students to actively organize and connect new knowledge with prior understanding, and guided learners through progressively deeper levels of engagement, from foundational exposure to active manipulation of resources, to constructive schema generation, and ultimately to interactive dialogue where knowledge could be co-constructed. To describe and evaluate a six-step tutorial in functional anatomy designed to reduce reliance on recall and promote schema-based reasoning. We implemented a 45- to 50-minute tutorial for first-year medical students. Each step began with a brief orientation, followed by paper-based manipulation of muscles, compartments, and nerves, generation of layered schemas and reasoning statements linking form to function, and group discussion with facilitator-led debriefs. The tutorial was delivered to 84 students and evaluated through an anonymous survey (<i>n</i> = 76). Students strongly agreed that the framework simplified complex content, improved confidence, and enhanced engagement. Open-ended responses emphasized the value of reasoning rules and peer collaboration. This innovation demonstrates a practical way to move students from memorization toward reasoning in muscle actions and innervations, providing a structured approach perceived as clear, efficient, and confidence building for learning functional anatomy.<b>NEW & NOTEWORTHY</b> Students often struggle with memorizing muscle actions and innervations, which can overload working memory and hinder reasoning. This six-step tutorial, grounded in Cognitive Load Theory, Generative Learning Theory, and the Interactive, Constructive, Active, and Passive (ICAP) framework, provided a structured pathway from recall toward reasoning. Through brief orientations, card-based exercises, schema generation, and collaborative discussion, students reported greater clarity, efficiency, and confidence, with Constructive and Interactive phases highlighted as most valuable for understanding muscle function.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"607-612"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147647403","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 active learning through student-generated questions and electronic posters in a physiology course.","authors":"Mohammed Karami, Khulood Hussein","doi":"10.1152/advan.00009.2026","DOIUrl":"10.1152/advan.00009.2026","url":null,"abstract":"<p><p>Active learning fosters problem-solving, critical thinking, and practical application of theory. In pharmacy education, strategies such as student-generated multiple-choice questions (MCQs) and electronic posters (e-posters) can supplement traditional lectures to enhance learning. This cross-sectional study evaluated first-year pharmacy students' perceptions of this approach and the effectiveness of integrating MCQ generation (including scenario-based questions) and e-poster preparation into a two-semester physiology course, using a validated questionnaire. The survey evaluated engagement, satisfaction, information recall, conceptual comprehension, and application skills through Likert-scale and open-ended items. Academic performance was compared within the same cohort across semesters and with students from the previous academic year, who had not participated in these strategies. More than 70% of students agreed that both activities improved comprehension, factual recall, and clinical reasoning and the collaborative e-poster activity supported communication and creativity in applying physiological concepts. Intracohort analysis indicated that MCQ generation alone boosted summative assessment performance more, whereas the addition of e-posters in the second semester enhanced qualitative learning outcomes and skill development, despite the slightly heavier workload. Performance analysis showed that students exposed to these active learning strategies achieved higher mean scores than the previous cohort taught with traditional methods, and intracohort comparisons showed consistent performance across semesters despite the greater workload in the second term. Overall, incorporating student-generated MCQs and e-posters fostered stronger understanding, engagement, and skill development in first-year pharmacy students, enhancing the learning experience and supporting meaningful learning and higher-order thinking in foundational science education.<b>NEW & NOTEWORTHY</b> This study evaluated the impact of integrating student-generated multiple-choice questions (MCQs) and electronic posters into a first-year pharmacy physiology course. With a validated survey and performance comparisons, results showed improved engagement, comprehension, clinical reasoning, and academic performance compared with a previous cohort taught traditionally. Over 70% of students reported enhanced learning, and outcomes remained consistent across semesters despite increased workload, supporting the value of combined active learning strategies.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"454-461"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147576162","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":"Reducing, and ultimately replacing, the involvement of animals in education: legislative, ethical, and societal drivers for change.","authors":"David I Lewis","doi":"10.1152/advan.00220.2025","DOIUrl":"10.1152/advan.00220.2025","url":null,"abstract":"<p><p><b>NEW & NOTEWORTHY</b> Learners are increasingly objecting to participating in educational activities that involve animals. There is a substantial drive from regulators and funders globally to replace the involvement of animals in research. There is no going back. Educators, educational leaderships, physiological societies, and others need to embrace change, working collaboratively to reimagine nonanimal technologies and new approach methodologies used in research to create educationally robust, humane alternatives to the current educational activities that involve animals.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"374-378"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229642","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":"Comparing conventional and generative AI-assisted task performance in physiology education.","authors":"Kagemichi Nagao, Masanari Umemura, Yu Iida, Makoto Kaneko, Tetsuya Yamamoto","doi":"10.1152/advan.00018.2026","DOIUrl":"10.1152/advan.00018.2026","url":null,"abstract":"<p><p>This study examined the educational impact of generative artificial intelligence (AI) on learners' performance by comparing assignment scores obtained with AI-assisted report writing with those obtained with conventional information-gathering approaches and by exploring factors associated with effective AI use. Medical students participating in a physiology laboratory course were assigned to investigate the mechanisms of action and clinical indications of four pharmacological agents. Students completed the task first with conventional resources and subsequently with generative AI tools of their choice. Reports were evaluated with a predefined keyword-based scoring system designed to capture the presence of core conceptual elements. Questionnaire data on students' prior experience with generative AI and their perceptions of AI were also collected. Thirty-four complete submissions were included in the analysis. There was no significant difference between the conventional and AI-assisted conditions (<i>P</i> = 0.54), whereas scores showed a moderate positive correlation (<i>r</i> = 0.465). Findings from exploratory multivariable analysis were consistent with these results, with performance with conventional resources emerging as the strongest associated factor among the variables examined associated with AI-assisted outcomes. These findings suggest that generative AI does not fundamentally alter task performance in this educational context but instead reflects learners' existing understanding. Effective integration of generative AI in physiology education therefore requires continued emphasis on foundational knowledge rather than reliance on AI tools alone.<b>NEW & NOTEWORTHY</b> In physiology education, generative AI-assisted task performance appears to reflect learners' existing foundational understanding rather than independently enhancing it. The strong association between conventional and AI-assisted performance suggests that generative AI functions as a cognitive mirror, highlighting individual differences in understanding. This insight is particularly relevant as generative AI becomes increasingly integrated into medical education.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"664-670"},"PeriodicalIF":1.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845814","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}