Journal, physical therapy education最新文献

{"title":"A New Model to Advance a Collaborative Clinical Education Placement Process: A Consortium Core Network.","authors":"Jamie Bayliss, Cara A Berg-Carramusa, Amy Both, Mari Knettle, Emily Reynolds","doi":"10.1097/JTE.0000000000000375","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000375","url":null,"abstract":"<p><strong>Background and purpose: </strong>The 2014 Clinical Education (CE) Summit and subsequent scholarly work prompted development of collaborative, mutually beneficial, innovative processes to mitigate CE challenges and inefficiencies. Contemporary practice advocates for collaboration among physical therapist (PT) academic programs (Programs) and clinical partners (Partners) to create a sustainable placement process with mutual benefits for stakeholders. The purpose of this article is to describe the design and implementation of the Ohio Kentucky Consortium of Physical Therapy Educators (Consortium) Consortium Core Network's (CCN) centralized PT CE Placement Process (PT-CEPP) model and share participants' experience perspectives.</p><p><strong>Methods/model description and evaluation: </strong>The Consortium established the CCN and a Steering Committee, representing stakeholders, and designed a novel 5-phase centralized PT-CEPP model, in Exxat, an educational management platform. The phases included Request, Offer, Placement, Reallocation, and Confirmation and Release. A postimplementation Qualtrics survey was disseminated to obtain participant perspectives. Open-text survey responses were compiled, reviewed, thematically analyzed, and presented in this article (part 1). The resulting quantitative CCN PT-CEPP analyses were deferred to a companion article (part 2).</p><p><strong>Outcomes: </strong>The CCN participation included invited Partners (n = 101/364; 28%) and Programs (n = 14/14; 100%). During initial PT-CEPP implementation, 1,005 offers resulted in 549 CE placements. Participant perspectives from 20 of 101 SCCEs (20%) and eight of 14 DCEs (57%) were dichotomized into \"Benefits and What Worked Well\" and \"Challenges and What Did Not Work Well.\" Perspectives were unique to participant roles, with partners valuing \"centralization\" and Programs \"process.\"</p><p><strong>Discussion and conclusions: </strong>Lessons gleaned from the PT-CEPP paradigm shift to a CCN-centralized model may optimize processes and improve sustainability with future iterations.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142485269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inter-rater Reliability of Pressure Pain Threshold Between Experienced and Novice Examiners: A Case Study of 2 Educational Approaches.","authors":"Abigail T Wilson, Carey E Rothschild","doi":"10.1097/JTE.0000000000000376","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000376","url":null,"abstract":"<p><strong>Background and purpose: </strong>Pressure Pain Threshold (PPT) is used to objectively assess pain in clinical settings and is a recommended part of physical therapist education. An individual who is experienced in administering PPT will frequently train a student on the technique; however, optimal educational approaches for this instruction have not yet been identified. Therefore, the purpose of this case report is to describe 2 educational approaches (unstructured lecture and structured feedback with clinical relevance) in training 2 separate cohorts of Doctor of Physical Therapy students in PPT. The primary outcome of interest was the inter-rater reliability of PPT between an experienced and novice examiner.</p><p><strong>Case description: </strong>Cohort 1 (n = 37) received a traditional lecture approach consisting of watching a prerecorded video online, an in-person lecture with demonstration of the technique, and time to practice. Cohort 2 (n = 34) received the prerecorded video online and lecture with demonstration; however, key additions included a clinical relevance discussion along with structured peer-to-peer and instructor-to-student feedback using a competency-based checklist. PPT was assessed by each student (novice examiner) and one instructor (experienced examiner). Inter-rater reliability of PPT between a novice and experienced examiner was evaluated.</p><p><strong>Outcomes: </strong>Inter-rater reliability improved from poor/moderate (intraclass correlation coefficient low back = 0.46 [0.16-0.68], quadriceps = 0.54 [0.26-0.73]) to good (low back = 0.84 [0.67-0.92], quadriceps = 0.90 [0.79-0.95]) after the addition of structured feedback.</p><p><strong>Discussion: </strong>Structured feedback from peers and instructors may be useful when learning PPT and improving inter-rater reliability, which has implications for training students within a laboratory or classroom. However, this case study would need to be replicated in an experimental design to examine the effects of varying types of feedback on learning outcomes.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142485271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Coaching in Entry-level Doctor of Physical Therapy Education.","authors":"Kayla Black, Jessica Feda, Breanna Reynolds, Guillermo Cutrone, Kendra Gagnon","doi":"10.1097/JTE.0000000000000378","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000378","url":null,"abstract":"<p><strong>Background and purpose: </strong>Learners face a variety of academic and personal challenges that may impact performance in Doctor of Physical Therapy (DPT) programs. Academic coaching has emerged as a student support model within undergraduate medical education but has not yet been evaluated in DPT education. The purpose of this method/model presentation was to describe the development, implementation, and evaluation of 2 coaching programs.</p><p><strong>Method/model description and evaluation: </strong>Two hybrid DPT programs implemented a coaching approach to support students. The coaching framework was centered around an individualized relationship between the learner and faculty coach to promote reflection, growth, agency, and persistence in educational and professional development. Faculty members were prepared and supported to serve as coaches. Coaches met with their assigned students at regular intervals throughout the program, including clinical experiences. The coaching programs were assessed through program exit surveys and an alumni survey.</p><p><strong>Outcomes: </strong>Graduates from both programs reported that the coaching program was effective and supported a sense of belonging or connectedness within their DPT program. They reported several specific activities that were part of the coaching program structure that supported its effectiveness, including group-based orientation activities and 1:1 meetings with their coach. Graduates also provided suggestions for program improvement including increased structure and more opportunities to connect with their peers and coaches in a nonacademic setting.</p><p><strong>Discussion and conclusion: </strong>Two DPT programs successfully implemented coaching as their student support model. With appropriate preparation, planning, and support, coaching programs have the potential to provide individualized and meaningful support for DPT students.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142485270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical Education Capacity of One Regional Physical Therapist Consortium: A Centralized Placement Process Case Report.","authors":"Jamie Bayliss, Janice Howman, Karen McIntyre, Trisha A Renner, Alison Matson","doi":"10.1097/JTE.0000000000000373","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000373","url":null,"abstract":"<p><strong>Background and purpose: </strong>It has been suggested that capacity for physical therapy clinical education (CE) experiences is limited; however, data remain unavailable. Regional CE networks have been suggested and may facilitate data collection and management of capacity issues. The Ohio Kentucky Consortium of Physical Therapy Programs developed a Consortium Core Network (CCN) from shared partnerships and implemented a centralized placement process. The purpose of this case report is to begin to describe the capacity of one regional consortium in terms of its demand, supply, and utilization of CE experiences.</p><p><strong>Case description: </strong>A centralized placement process was implemented in 2022 using Exxat while retaining autonomy for sites and programs. Sites affiliated with 2 or more of the Consortium's 14 physical therapist academic programs (n = 364) were invited to participate, with 101 opting in. Academic programs maintained their individual processes with nonparticipants.</p><p><strong>Outcomes: </strong>Data obtained provide a description of regional CE capacity for 2023. Demand was 2353 CE experiences; total supply obtained was 4,193, with 19% offered on a \"first-come, first-served\" basis and 24% obtained through the CCN. Within the centralized process, all academic programs received offers. Outpatient (66%) and terminal experiences (42%) were most plentiful. Overall utilization of CCN offers was 54%, with greater use of inpatient (82%), first (68%), and program-specific (63%) offers.</p><p><strong>Discussion and conclusion: </strong>This collaborative process provided novel data valuable in understanding regional physical therapist CE capacity. Although the total supply obtained seems to exceed demand, alignment between offer type (level, setting, \"first-come, first-served\" designation) and needs of individual programs and students must be considered further.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing Value-Based Academic-Clinical Partnership Evaluation in Physical Therapy Education: Multiattribute Utility Analysis as a Contextual Methodological Approach.","authors":"Sara North","doi":"10.1097/JTE.0000000000000368","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000368","url":null,"abstract":"<p><strong>Introduction: </strong>There is a need to investigate the application of systematic, scholarly methods to develop and implement a sustainable, flexible process for evaluating academic-clinical partnership effectiveness. The purpose of this study was to explore the potential for multiattribute utility analysis (MAUA) methodology to be applied in the context of academic-clinical partnership evaluation.</p><p><strong>Review of the literature: </strong>Persistent systemic challenges related to academic-clinical partnership volume and quality require intentional strategies addressing the inherent complexities of the clinical learning environment and contextual differences between academic institutions. Multiattribute utility analysis appears to be a viable existing methodological framework based on its successful application in a wide variety of fields.</p><p><strong>Subjects: </strong>Directors and Co-Directors of Clinical Education in accredited Doctor of Physical Therapy programs.</p><p><strong>Methods: </strong>The MAUA methodological framework was used to identify and quantify weighted priorities in factors contributing to partnership effectiveness as perceived by academic-clinical education programs across the United States. Survey participants were invited to share their perspectives regarding priority characteristics and assessment approaches to advance value-based partnership evaluation in physical therapy education.</p><p><strong>Results: </strong>The products resulting from this contemporary analysis, coupled with the previous applied MAUA simulation, offer a methodology and flexible framework that may be utilized by academic-clinical education faculty to perform a value-based partnership evaluation and make decisions within the context of their institution. Clinical educator survey results also provide a new depth of insight regarding trends in the collective degree of attribute prioritization and the complexity and intersectionality across partnership priorities.</p><p><strong>Discussion and conclusion: </strong>The proposed processes may allow academic programs to narrow the large number of possible partnership criteria to a manageable subset, offering a way forward for those interested in pursuing a quantitative method for practical decision making. The ability to assess partnership quality using an evidence-based framework such as MAUA may allow partners to maintain, enhance, or discontinue partnerships based on a shared understanding of attribute alignment, rather than reactively coming together in practice to address challenges needing resolution.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do Virtual Communities of Practice Enhance Professional Connections and Social Capital?","authors":"Betsy J Becker, Jennifer Jewell, Lisa Stejskal, Karen Browning, Beverly Labosky, Justin W Berry","doi":"10.1097/JTE.0000000000000371","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000371","url":null,"abstract":"<p><strong>Introduction: </strong>Communities of Practice (CoP) were created to up-skill educators and to mitigate the disruption to physical therapist assistant (PTA) education because of the COVID-19 pandemic. Understanding CoP involves considering individuals and their interactions, making this project significant for pioneering CoP among PTA educators, and using social network analysis (SNA). The research question for this mixed-methods concurrent triangulation study was \"To what extent did the network structure of virtual CoP reflect PTA educators' perceptions of participation and mentorship?\"</p><p><strong>Subjects: </strong>Forty of 60 CoP members participated in this study.</p><p><strong>Methods: </strong>We analyzed 8 virtual PTA educator CoP that met over 4 months. Study participants completed a questionnaire about their experiences, engagement, and network connections. Individual and group-level friendship and mentorship network measures were studied using SNA. Qualitative responses were analyzed using the case study design approach. All results were integrated to draw out the complexity of the PTA educator CoP.</p><p><strong>Results: </strong>There was high engagement, with 97.5% (n = 39) reporting they would participate again, and 80% (n = 32) resolved an immediate issue affecting their role. Moreover, 92.5% (n = 37) reported a perception of encouragement with the environment. Study participants reported being mentored by an average of 1.2 individuals (median 0, range 0-5) and serving as mentors to an average of 1.4 individuals (median 0, range 0-7). Two themes, unity and knowledge, emerged through the qualitative analysis.</p><p><strong>Discussion and conclusion: </strong>Participation by PTA educators in CoP, whether focused on administration, teaching methods, or clinical education, brings valuable outcomes. Our research supports existing literature in physical therapy education. We discovered that participant engagement, nurturing mentor relationships, encouraging knowledge sharing, and promoting a sense of unity among educators are all important factors.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142305762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Learning by Assessing Patient Outcomes in a Student Pro Bono Clinic: A Case Report.","authors":"Amy M Yorke, Rebecca James, Chelsie Smith, Luke Reed, Leslie Smith, Suzanne Trojanowski","doi":"10.1097/JTE.0000000000000369","DOIUrl":"https://doi.org/10.1097/JTE.0000000000000369","url":null,"abstract":"<p><strong>Background and purpose: </strong>In 2020, a clinical practice guideline (CPG) highly recommended high-intensity gait training (HIGT) to improve walking outcomes in adults with chronic stroke, incomplete spinal cord injury (SCI), and brain injury. The success of implementing a CPG into a student-run pro bono clinic (SRPBC) utilizing knowledge translation (KT) to assess student learning is not well described. The purpose of this case report is to describe student learning by assessing the fidelity of HIGT implementation (time spent in HIGT and level of cardiovascular intensity) in a SRPBC.</p><p><strong>Case description: </strong>MoveMore is a HIGT program delivered by Doctor of Physical Therapy students and Bachelor of Science in Nursing in a SRPBC.</p><p><strong>Outcomes: </strong>During Spring/Summer 2023, 24 physical therapy students, 10 nursing students, and 13 community partners (12 diagnosed with stroke, 1 with incomplete SCI) participated in MoveMore. The average time students engaged the community partners in HIGT was 46 minutes (range 32-54), while only 6 community partners spent a minimum of 13% of the time in the target heart rate zone.</p><p><strong>Discussion and conclusion: </strong>Students delivering HIGT are able to engage community partners for time parameters aligning with the locomotor CPG; however, they are not successful in having a person with stroke/incomplete SCI consistently reach a moderate to high level of cardiovascular intensity. Using KT to implement a CPG and tracking patient outcomes allows physical therapy educators to assess student learning.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142305761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determining the Optimal Length of Clinical Education Experiences: Surveying Doctor of Physical Therapy Academic and Clinical Faculty.","authors":"Mitch Wolden, Cindy Flom-Meland, Lori N Gusman, Elsa Drevyn, Christine McCallum","doi":"10.1097/JTE.0000000000000342","DOIUrl":"10.1097/JTE.0000000000000342","url":null,"abstract":"<p><strong>Introduction/review of literature: </strong>There is wide variability in the length of full-time clinical education experiences (CEEs) among Doctor of Physical Therapy (DPT) programs. We investigated academic and clinical faculty perspectives on the optimal length and level of agreement on the length, timing, and offering of full-time CEEs.</p><p><strong>Subjects: </strong>A survey assessing perspectives on the optimal length and level of agreement for the length, timing, and offering of full-time CEEs was completed by 100 academic and 240 clinical faculty.</p><p><strong>Methods: </strong>Differences between academic and clinical faculty responses on the optimal length and level of agreement were assessed with a 2-sample test of proportions and 2-sample t -test.</p><p><strong>Results: </strong>Participants believed that the length of full-time CEEs (in weeks) should be single CEE 10.6 (SD 2.3); first CEE 7.8 (SD 2.1); terminal CEE 12.5 (SD 5.4); integrated CEE 9.6 (SD 1.9); and total CEEs 37.2 (SD 6.9). There were significant differences (MD = -3.0; 95% confidence interval [CI] -4.6 to -1.6) between academic and clinical faculty perspectives for the total length of CEEs. No significant differences between academic and clinical faculty perspectives for the length of single, first, terminal, or integrated CEEs. There were significant differences between academic and clinical faculty perspectives for the optimal length of inpatient (MD = 1.1; 95% CI 0.6-1.6) and specialty (MD = 0.8; 95% CI 0.2-1.3) settings. There were significant differences between academic and clinical faculty level of agreement for 8 of 15 items.</p><p><strong>Discussion and conclusion: </strong>There was consistency between academic and clinical faculty regarding the perceived optimal length of full-time CEEs. Academic and clinical faculty perspectives for the optimal length of terminal full-time CEEs (12.5 weeks) were different than those for the national average (21.8 weeks) length of terminal full-time CEEs. Our study provides evidence to support DPT programs' clinical education curriculum decisions regarding the length of full-time CEEs to optimize students learning and maturation.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"239-248"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140874025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"2023 Pauline Cerasoli Lecture: It Takes a Village to Raise a Profession.","authors":"Donna L Applebaum","doi":"10.1097/JTE.0000000000000344","DOIUrl":"10.1097/JTE.0000000000000344","url":null,"abstract":"<p><strong>Background and purpose: </strong>Personal and profession-related factors affect graduate transition to practice. Social supports and a sense of belonging are recognized as critical factors affecting success. The need for a professional to postprofessional continuum of learning has been identified. Development of a process to effectively move learners through this continuum are affected by conflicts such as economic issues, varied educational and practice philosophies, and capacity demands for clinical sites and instructors. The purpose of this article was to discuss professional formation as an individual experience that needs environmental support. If we look to the intrinsic needs of the individual to develop effective systems, both individuals and the profession will thrive.</p><p><strong>Position and rationale: </strong>The changing demographics of students and factors affecting health care and education offer compelling reasons to reconsider the pathway for early professional development. Education and practice must collaborate to cocreate the foundation for professional formation. Basic needs such as economic security and social belonging must be met to create optimal conditions for learning and growth.</p><p><strong>Discussion and conclusion: </strong>The profession has not adopted an intentional pathway for new graduates to meet foundational practice needs. Some new graduates seek residencies, but residencies are focused on specialization and supply does not meet the demand. Strategies to promote success of early career professionals include a professional to postprofessional curriculum with intentional mentorship, changes in the regulatory environment, and formation of effective partnerships to support education and practice.</p>","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":" ","pages":"258-269"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140872864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Inclusive Learning Environment Is a Partnership Between Learners and Educators.","authors":"Keshrie Naidoo","doi":"10.1097/JTE.0000000000000366","DOIUrl":"10.1097/JTE.0000000000000366","url":null,"abstract":"","PeriodicalId":517432,"journal":{"name":"Journal, physical therapy education","volume":"38 3","pages":"179-180"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}