Neurology. Education最新文献

{"title":"Curriculum Innovations: Teaching Residents About Guideline Development and Cost-Conscious Care: A Mixed-Method Evaluation Study.","authors":"Marian Majoie, Anne Visser, Merve Ulubas, Ghislaine van Mastrigt, Pablo Alonso-Coello, Claudia Valli, Ena Niño de Guzman, Gerald Gartlehner, Barbara Nussbaumer-Streit, Irma Klerings, Roberta James, Duncan Service, Silvia Evers, Jos Kleijnen, Maurizio Leone, Danielle Verstegen","doi":"10.1212/NE9.0000000000200198","DOIUrl":"10.1212/NE9.0000000000200198","url":null,"abstract":"<p><strong>Introduction and problem statement: </strong>Clinical practice guidelines (CPGs) can play a crucial role in achieving better and more cost-efficient health care. This requires training health care providers in CPG development. This study presents results of design-based research on a training program based on the learning theory of problem-based learning, following the underlying principles of active, authentic, collaborative, and blended learning.</p><p><strong>Objectives: </strong>The CoCoCare training aims to equip neurology residents with insight in CPG development (including cost aspects) and understanding of how to apply CPGs in clinical practice.</p><p><strong>Methods and curriculum description: </strong>The CoCoCare training consisted of 6 asynchronous e-learning modules, synchronous workshops (1 day onsite in run 1 and dispersed online sessions in run 2), and a series of online assignments mimicking the steps of CPG development. Participants could present their draft guidelines at the European Academy of Neurology conference. Between 2019 and 2021, 55 participants from 21 European member states participated in the training. A mixed-method design-based research study design was used to collect questionnaire and interview data from participants and trainers.</p><p><strong>Results and assessment data: </strong>Participants felt that the training prepared them to participate in CPG development and that they had learned how to critically appraise a guideline and were stimulated to apply guidelines in practice. Trainers were also positive and observed an upward trend in the knowledge of the participants. Participants especially appreciated the active (assignments) and authentic learning in the practical part of the training, but the workload of the assignments in combination with clinical work was a challenge. They also enjoyed the collaborative learning in an international group of residents but asked for more interaction and support during the period dedicated to assignments.</p><p><strong>Discussion and lessons learned: </strong>The CoCoCare training program proved to be a feasible and unique, international guideline development training with a focus on cost-efficient care. Recommendations include to arrange accreditation, ensure regular interaction between trainers and participants, review the workload of assignments, and look at possibilities to provide feedback. Future research should evaluate the impact on CPG application and participation in CPG development.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 1","pages":"e200198"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11879470/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143560595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Neurologic Education in Nurse Practitioner Programs: Results of a National Needs Assessment Survey.","authors":"Kathryn Swider, Calli Cook, Justin DiLibero, Kathryn E Hall, Margaret Naclerio, Galina Gheihman, Lucy Morse, Andrew Busler, Elizabeth O'B Woods, Matthew Walsh, Christopher T Doughty, Daniel Harrison","doi":"10.1212/NE9.0000000000200190","DOIUrl":"10.1212/NE9.0000000000200190","url":null,"abstract":"<p><strong>Background and objectives: </strong>A growing number of nurse practitioners (NPs) are entering neurologic practice. Postgraduate educational needs of NPs are partly dictated by previous neurologic educational experience, which is not well defined. We aim to describe neurologic education in NP programs to better inform efforts to develop tailored educational initiatives.</p><p><strong>Methods: </strong>A website review was performed to identify accredited NP programs and program leaders. A previously developed survey designed to facilitate a description of neurologic education in physician assistant (PA) programs was adapted for NP program leaders by an iterative approach. The survey was distributed in spring and fall 2023.</p><p><strong>Results: </strong>Three hundred and thirty-three Family NP, 140 Adult-Gerontologic Primary Care NP, and 136 Adult-Gerontologic Acute Care NP registered programs were identified. Leaders of 206 programs completed the survey (response rate = 34.9%). Two hundred four respondents (99.0%) reported neuroscience didactics included within their curriculum, typically contained within core, discipline-based courses. Neurologic disease and examination (n = 201, 98%) were covered most while lesion localization (n = 37, 18.0%) and neuroradiology (n = 50, 24.3%) were taught least often. Of 201 respondents who indicated that neurologic examination is included, 175 (87.1%) reported a hands-on approach. Didactic neuroscience instructors were specialized in clinical neurology in 109 programs (53.4%). One hundred sixty-nine programs (82.0%) offer a neurology clinical rotation, typically as an elective. Of respondents who provided an estimate, most reported that 10% or fewer of their students complete a neurology clinical rotation per year (n = 62, 77.5%). The most frequently reported barrier to offering clinical placement in neurology was lack of neurology preceptors (n = 85, 56.6%). Programs reporting graduates pursuing careers in neurology were associated with larger size, acute care track, and neurology NP as a didactic neuroscience instructor.</p><p><strong>Discussion: </strong>Lesion localization and neuroradiology are important targets for postgraduate training of NPs entering neurologic practice. Recruiting neurology NPs to teach neuroscience didactics may increase programs with students pursuing careers in neurology. Availability of clinical neurology rotations is not universal in NP programs. Encouraging neurology clinicians, including PAs and physicians, to precept NP students could help increase access to clinical neurology rotations. These results highlight important opportunities for augmenting neurologic education during and after NP programs.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"4 1","pages":"e200190"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11805337/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disruptive Technology: Is It Pulling Us Away or Pushing Us Back to Patient-Centered Training?","authors":"Roy E Strowd","doi":"10.1212/NE9.0000000000200179","DOIUrl":"https://doi.org/10.1212/NE9.0000000000200179","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200179"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142934407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum Innovations: A Novel Neurology Clinician-Educator Program.","authors":"Rafid Mustafa, Sherri A Braksick, Jeremy K Cutsforth-Gregory, David B Burkholder, Eoin P Flanagan, Jonathan Graff-Radford, Christopher J Boes, Andrea N Leep Hunderfund, Lyell K Jones, Elizabeth A Coon","doi":"10.1212/NE9.0000000000200175","DOIUrl":"10.1212/NE9.0000000000200175","url":null,"abstract":"<p><strong>Background and objectives: </strong>Neurology residents serve as frontline teachers for junior trainees but often lack formal training in medical education. We developed a novel longitudinal curriculum to enhance the teaching skills and educational leadership of residents interested in pursuing careers as clinician-educators.</p><p><strong>Methods and curriculum description: </strong>We developed and piloted a Neurology Clinician-Educator Program (NCEP) with the following goals: (1) improve resident satisfaction with opportunities to develop teaching skills, (2) improve resident satisfaction with opportunities to transition into a clinician-educator role after training, and (3) enhance resident teaching skills using evidence-based strategies. The NCEP was implemented on an optional basis for senior neurology residents at a single academic institution and applied through a thematic framework centered around experiential learning theory. The program involved 2 immersive 3-week experiences including both didactic and application formats. These sessions were integrated through the implementation of capstone education projects, facilitating the translation of theoretical knowledge acquired from the NCEP into real-world practice. Satisfaction with opportunities to develop clinician-educator skills was measured through preimplementation and postimplementation surveys distributed to the entire residency cohort while participant progression of educator skills was measured through faculty-guided self-assessment of the Accreditation Council for Graduate Medical Education (ACGME) Clinician Educator Milestones framework.</p><p><strong>Results and assessment data: </strong>Eight residents completed the 2-year NCEP in its initial iteration. Residents throughout the entire residency program (response rate 24/27 before implementation and 25/27 after implementation) reported significantly higher satisfaction with opportunities to develop teaching skills (64% after implementation vs 33% before implementation, <i>p</i> = 0.032) and with opportunities to transition into a clinician-educator role following training (68% after implementation vs 29% before implementation, <i>p</i> = 0.007) after implementation of the NCEP. Among the 8 residents who completed the NCEP, faculty-guided self-assessment improved significantly (<i>p</i> < 0.05) in 14 of 20 ACGME Clinician Educator Milestone domains.</p><p><strong>Discussion and lessons learned: </strong>This study demonstrates the successful implementation of a novel curriculum for neurology residents interested in becoming clinician-educators. The NCEP was well received by participants, resulted in improved satisfaction with opportunities to develop clinician-educator skills, increased learning of education concepts and skills, and resulted in behavioral change reflected in various capstone education projects.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200175"},"PeriodicalIF":0.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: The Neurohumanities in Training: Integrating a Humanities Curriculum Within Neurology Residency Programs.","authors":"Mattia Rosso, Tatiana Greige, Charles Palmer, Greta Solinap Peng, Rumyar V Ardakani, Alexander Frolov, Manju George, Raphael Arellano Carandang, Galina Gheihman, Michael P H Stanley","doi":"10.1212/NE9.0000000000200178","DOIUrl":"10.1212/NE9.0000000000200178","url":null,"abstract":"<p><strong>Background and objectives: </strong>Perhaps stemming from the central role of detailed examinations and a focus on the subjective sphere that grounds their clinical practice, neurologists have frequently opined on experiences traditionally a province of humanities. The increasingly technological focus on medical education and care can be seen to devalue the subjective aspects of medicine. As a counter to this, we report on the existence of neurohumanities curricula within neurology residency training.</p><p><strong>Methods: </strong>We conducted an exploratory descriptive analysis of a convenience sample of 6 neurology residency programs in the United States with neurohumanities curricula. We reported the objectives of each program and feedback from participants. Finally, we described and identified patterns within the curricula and participant feedback.</p><p><strong>Results: </strong>A shared feature of all programs was recency because all were started within the past decade. Seven sources of variability were timing, target audience, setting, scope of didactics, funding, regional differences, and objectives. The events ranged from mandatory to optional, from fully integrated in residency didactics to extracurricular. While residents were the primary audience across all programs, medical students and faculty were included as optional in some of the curricula. Objectives varied from clinical skill enhancement (e.g., improving observation through art), wellness (e.g., narrative medicine, self-reflection), to the scholarly exploration of the intersection between humanities and neuroscience.</p><p><strong>Discussion: </strong>Our findings illustrated different ways of integrating humanities into neurology residency training. We highlighted the diverse approaches and objectives adopted by each program, which ranged from pedagogy to wellness. We hope this preliminary study will serve as a first step in the broader assessment of the needs, which neurohumanities curricula can address within neurology training. We also hope that this will lead to more formal assessment of the possible benefits of such implementation, which may include reflecting on clinical practice, debriefing from stressful events, and engaging with humanities.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200178"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: Utilization of Simulation in Residency Programs: A Survey of Adult Neurology Residency Program Directors.","authors":"Shivani Ghoshal, Catherine S W Albin, Nisha A Malhotra, Ifeyinwa Asonye, John Budrow, Rebecca Stainman, Arielle Kurzweil, Michelle Bell, Jenna Ford, Inna Kleyman, Nina Massad, Yara Mikhaeil-Demo, Briana Wasserstrom, Zahari Tchopev, Nicholas A Morris","doi":"10.1212/NE9.0000000000200156","DOIUrl":"10.1212/NE9.0000000000200156","url":null,"abstract":"<p><strong>Background and objectives: </strong>Previous research has demonstrated that simulation-based medical education (SBME) can improve neurology trainees' confidence, knowledge, and competence. However, a general needs assessment and review of current SBME used within neurology are needed to guide SBME curriculum development. The objective of this study was to describe the current use of SBME in resident education and to assess perceived barriers to expanding SBME interventions.</p><p><strong>Methods: </strong>We surveyed adult neurology residency program directors (PDs) listed in the Accreditation Council for Graduate Medical Education directory using a Qualtrics-based survey platform. Survey questions addressed current utilization of SBME and barriers to SBME growth.</p><p><strong>Results: </strong>Seventy-five PDs of 171 contactable PDs responded to our survey (response rate 44%). Of the respondents, 84% (64/75) report using SBME in their adult neurology residencies. Of those using SBME, 87% (55/64) programs create their own cases. Most programs use simulation to teach neurocritical care topics (63%) and vascular neurology (78%); few use simulation to teach outpatient topics and teleneurology. Among programs that use SBME, there was variability in the frequency of the SBME interventions and in the target trainee cohort. Among responding programs, most expressed interest in expanding SBME in their curriculum (69%, 52/64), but frequently cited lack of faculty protected time (55%), funding (35%), and resident availability (32%) as barriers to doing so.</p><p><strong>Discussion: </strong>Most responding programs use SBME. However, the frequency and target learner for SBME interventions varied between programs. Many programs wish to expand SBME at their institutions but are constrained by limited protected time and institutional financial support. We discuss potential solutions to the perceived barriers to SBME, including intra-institutional collaboration to advance SBME use and case diversity for learners and help innovate neurology medical education.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200156"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulation in Neurology Residency: Tools to Succeed but Still Mountains to Overcome.","authors":"Daniel S Harrison, Nikita Chhabra","doi":"10.1212/NE9.0000000000200167","DOIUrl":"10.1212/NE9.0000000000200167","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200167"},"PeriodicalIF":0.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694800/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education Research: The MANET Project: Museum Art in Neurology Education Training.","authors":"Tatiana Greige, David Odo, Camran Mani, Stephanie Bissonnette, Pria Anand","doi":"10.1212/NE9.0000000000200170","DOIUrl":"10.1212/NE9.0000000000200170","url":null,"abstract":"<p><strong>Background and objectives: </strong>Multiple studies have shown that visual arts training has improved observational and communication skills and empathy among medical students and resident physicians. The benefits of such training for neurology residents remain scarce. This project aims to introduce neurology residents to the world of visual arts, improve their observational skills, foster their empathic skills, and provide them with a unique space for self-expression.</p><p><strong>Methods: </strong>Neurology residents at an urban tertiary academic medical center in the northeastern United States received multiple custom-designed art observation training sessions at the Fogg Museum. Sessions were led by professional art educators and involved visiting multiple galleries in-person. Residents completed preintervention and postintervention tests to assess for change in their observational skills. The test was composed of artwork, MRIs, and videos with neurologic findings, which were all graded using a priori rubrics. The primary outcome was the difference between preintervention and postintervention total test scores. Secondary outcomes included the differences between preintervention and postintervention scores for art imagery and clinical imagery. Two-tailed paired Student t test was used.</p><p><strong>Results: </strong>Seventeen neurology residents attended the museum art sessions throughout the academic year and 12 (71%) residents completed both the preintervention and postintervention tests. Observational skills, as calculated by the total score, improved significantly between the preintervention and postintervention tests (mean score 22.75 vs 33.5, respectively, <i>p</i> = 0.00005). Most residents noted a subjective improvement in their communication and observational skills and an increase in their empathy skills. All residents noted feeling more comfortable with the notion of ambiguity in a clinical setting.</p><p><strong>Discussion: </strong>Residents' observational skills improved significantly throughout the academic year. This study emphasizes the importance of visual arts in neurology training. Art can further develop residents' observational skills, foster their empathy and humanity, and provide them with a safe space for self-reflection and personal growth.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200170"},"PeriodicalIF":0.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694775/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Instagram as an Educational Opportunity for Neurology and Neuroscience.","authors":"Stefano Sandrone","doi":"10.1212/NE9.0000000000200152","DOIUrl":"10.1212/NE9.0000000000200152","url":null,"abstract":"","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200152"},"PeriodicalIF":0.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694794/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"National Institute of Neurological Disorders and Stroke Clinical Trials Methodology Course: Summary and Accomplishments 2014-2023.","authors":"Mark Quigg, Laurie Gutmann, Robin A Conwit, Christopher S Coffey, Roger J Lewis, Courtney Miller, William J Meurer","doi":"10.1212/NE9.0000000000200174","DOIUrl":"10.1212/NE9.0000000000200174","url":null,"abstract":"<p><p>The Clinical Trials Methodology Course (CTMC), given from 2014 to 2023, was conducted to educate early-career clinical investigators from various backgrounds in neurosciences in the design of clinical trials and to provide mentorship to enhance academic careers and retention plus improve research productivity and the likelihood of successful grant applications. This summary describes the rationale, history, structure, and trainee outcomes of the CTMC. The course used small groups, consisting of 1-2 clinical faculty advisor(s), 1 faculty biostatistician, and 2-4 trainees who met remotely approximately weekly over 12 weeks. Faculty and trainees then met for a 4-day in-person residential course. Follow-up activities included 2-3 follow-up remote meetings and a mock study section review of draft grant applications. The CTMC enrolled 243 trainees from 2014 to 2023 (excluding 2020) into Foundation (173) or other (70) tracks. Ninety-six percent of trainees remained in academic positions. Trainees published 7,666 peer-reviewed articles from their enrollment year to 2023 (mean 31.5 articles per trainee, or mean ± SD of 5.0 ± 5.1 articles per year per trainee). There were 7,120 unique articles; trainees were coauthors in 546. Of 173 Foundation Track trainees, 109 (63%) submitted an NIH grant as principal investigator or co-principal investigator, and 68 (62% of 109 submitters) were funded within a median of 3 years after course completion. Of the 243 total trainees, 91 (38%) were principal investigators for at least 1 NIH grant since their course participation to 2023. Trainees have participated as medical monitors, members of data and safety monitoring boards, investigators for NIH research networks, and faculty in the CTMC itself. CTMC has provided a robust foundation in clinical trial methodology in neuroscience research to a generation of clinical investigators.</p>","PeriodicalId":520085,"journal":{"name":"Neurology. Education","volume":"3 4","pages":"e200174"},"PeriodicalIF":0.0,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11694788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142924355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}