Journal of clinical education in physical therapy最新文献

{"title":"Site coordinator and director of clinical education collaborative insights: assessing the value of site-specific clinical instructor professional development.","authors":"Alicia Rabena-Amen, Fatema Ghani","doi":"10.52214/jcept.v8.13413","DOIUrl":"10.52214/jcept.v8.13413","url":null,"abstract":"<p><strong>Purpose: </strong>A clinical instructor (CI) training model where CIs self-identify topics for a director of clinical education (DCE) to address has not previously been investigated. The purposes of this study are to (1) investigate if CIs desire a visit to their clinical site from a DCE and (2) determine questions and concerns for which CIs would seek guidance from a DCE.</p><p><strong>Methods: </strong>A cross-sectional, open-ended survey sent to 196 staff from a large company provided seven questions with an opportunity for respondents to ask questions of a DCE. Two evaluators independently analyzed text answers for theme identification using a specified coding framework.</p><p><strong>Results: </strong>Seventy-three participants submitted the survey, receiving a 37% response rate. When asked if they would want a site visit from a DCE, 79% answered yes. There was a total of 85 responses to the question for the DCE to address. Three themes emerged from the open text answers: (1) CIs want training for managing unprofessional student behavior; (2) CIs desire for support of their teaching; and (3) CIs request for assistance in managing the student who is not progressing as expected.</p><p><strong>Conclusion: </strong>The CIs value a site visit from a DCE for professional development. The CIs requested guidance for addressing unprofessional student behaviors, discussing effective teaching strategies, and managing students who are not progressing as expected. These themes highlight challenges, which can be addressed through DCE-led training during a planned site visit. Such training could help better equip CIs to supervise students effectively and enhance the overall experience as CIs.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"8 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13224874/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148152741","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":"Beyond technical proficiency: exploring physical therapy educator perspective on the value of the affective domain in clinical education.","authors":"Camilla W Christopher, Brian J Maloney","doi":"10.52214/jcept.v8.13817","DOIUrl":"10.52214/jcept.v8.13817","url":null,"abstract":"<p><strong>Introduction: </strong>While both faculty and clinicians acknowledge the importance of the affective domain, they may differ in how much time and emphasis should be placed on its development. This study aims to examine how Doctor of Physical Therapy academic faculty perceive the role of the affective domain in student clinical performance.</p><p><strong>Purpose: </strong>This study will assess the value academic faculty places on the affective domain of learning and subsequently the amount of time that should be devoted to developing these skills during full-time clinical experiences.</p><p><strong>Methods: </strong>Academic faculty were asked to complete a Qualtrics survey, created by the authors, to determine value and time to be spent teaching in each domain.</p><p><strong>Results: </strong>Thirty surveys were completed by academic faculty. The impact of learning domains on performance in full-time clinical experiences was ranked. The value placed in the three domains resulted in the cognitive domain ranking first, followed by affective, and then psychomotor. However, academic faculty prioritizes more time teaching in the psychomotor domain, followed by cognitive and then affective during the clinical experiences.</p><p><strong>Conclusion: </strong>Physical therapy academic faculty appear to value students' performance in the cognitive domain highly related to success in clinical experiences, followed by the affective and psychomotor domains. They emphasized that time spent in teaching during the experience should focus on the psychomotor domain, followed by cognitive, and then affective. Academic faculty placed a lower emphasis on students being a positive contributor to the facility, which was the same finding for clinicians' views in previous research. This may indicate a willingness to allow time for teaching in all areas during clinical experiences.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"8 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13054737/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147641231","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":"Supplementing acute care clinical education experiences with simulation-based learning: a pilot study.","authors":"Elsa Drevyn, Sabine Gempel, Martha Bloyer, Neva Kirk-Sanchez, Zahilly Salinas, Barry Issenberg","doi":"10.52214/jcept.v7.13010","DOIUrl":"10.52214/jcept.v7.13010","url":null,"abstract":"<p><strong>Rationale: </strong>Physical therapist (PT) educational programs must prepare students to practice across the continuum of care, but students often lack confidence in the acute care setting. The purpose of this report is to describe a pilot study aimed at exploring a simulation-based learning experience (SBLE) as a complement to an acute care clinical experience (CE) and its effect on student performance and confidence.</p><p><strong>Methods: </strong>In this quasi-experimental cohort pilot study, the performance and confidence of three students (intervention group-IG) participating in a supplemental SBLE, while completing their final CE in an acute care setting, were compared to six students (control group-CG) who did not participate in the SBLE. The Acute Care Confidence Survey and the Clinical Performance Instrument (CPI) 2.0 were utilized to assess four learning competencies: Safety, Communication, Patient Management, and Clinical Reasoning.</p><p><strong>Results: </strong>At midterm and final CPI ratings, the IG showed a trend towards higher scores than the CG in 60% of the relevant categories. Participants in the IG showed similar confidence scores to participants in the CG at the end of the CE.</p><p><strong>Discussion and conclusion: </strong>This project provided an opportunity for students to self-reflect as part of the SBLE on their patient management, in the acute care setting, with guidance by faculty. This project adds to the evidence on how simulation-based learning can complement physical therapy clinical education.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12954520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147358629","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":"Academic performance of physical therapy students participating in a student-led pro bono clinic: a quasi-experimental, cohort study across two orthopedic courses.","authors":"Derek Charles, Rick Clark, Owen Johnson, Ulani Robinson, Roy Etta","doi":"10.52214/jcept.v7.13743","DOIUrl":"10.52214/jcept.v7.13743","url":null,"abstract":"<p><strong>Purpose: </strong>Prior studies have explored the influence of student-run pro bono clinics on attitudes, empathy, and professional development; however, limited research has examined the potential academic impact. The TSU Tiger Rehabilitation Clinic is a student-led clinic offering physical therapy services to underserved populations. The purpose of this study was to investigate whether involvement impacted the performance on written examinations and practical scores of second-year Doctor of Physical Therapy (DPT) students enrolled in two consecutive orthopedic courses.</p><p><strong>Methods: </strong>A quasi-experimental crossover design was employed to investigate the effect of student-led pro bono clinic participation on the academic performance of second-year DPT students across two consecutive cohorts. Students were randomly assigned to either the experimental group (clinic participation) or the control group (fundraising) during the fall semester and switched roles in the spring. Academic performance was assessed using standardized quizzes, written exams, and practical assessments in Orthopedics I and II. Written evaluations were administered through an electronic management system with NPTE-style questions from a consistent question bank; item reliability was confirmed using platform analytics. Practical exams evaluated both clinical skill performance and theoretical knowledge, with structured remediation and safety protocols in place. A paired sample t-test and MANOVA were performed to analyze differences in academic outcomes between groups.</p><p><strong>Results: </strong>No statistically significant differences were found between groups on any written or practical assessments. Score differences were minimal, correlations were weak, and effect sizes were consistently small, indicating a minimal to negligible measurable impact on academic outcomes from clinic participation.</p><p><strong>Conclusion: </strong>Although clinic participation did not significantly impact academic performance, pro bono experiences may promote interpersonal and professional development that is not captured by traditional assessments. Future research should employ mixed-method designs to explore broader educational impacts and long-term outcomes of early clinical exposure.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12893124/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146184168","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":"The bonds between academic and clinical education in physical therapy training.","authors":"Christopher K Wong, Jean Fitzpatrick","doi":"10.52214/jcept.v7.14553","DOIUrl":"https://doi.org/10.52214/jcept.v7.14553","url":null,"abstract":"","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13153984/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147871322","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":"How physical therapy residents and fellows influence doctor of physical therapy students' experiences: a single program mixed methods study.","authors":"Michael Bourassa, James D Boone, Allison Bourassa, Candace Bright, Morgan Jones, Craig A Wassinger","doi":"10.52214/jcept.v7.13461","DOIUrl":"10.52214/jcept.v7.13461","url":null,"abstract":"<p><strong>Purpose: </strong>Physical therapy residency and fellowship programs help healthcare providers develop stronger clinical skills and professional confidence. While research shows that these programs benefit the residents and fellows, we know little about how these advanced practitioners impact entry-level Doctor of Physical Therapy (DPT) students they work with during their education. This study investigates the influence of physical therapy residents and fellows on the educational experience and professional development of DPT students through focused surveys and semi-structured interviews.</p><p><strong>Methods: </strong>Students eligible (229) for this study were students enrolled in the DPT program from January 2018 to March 2022. Cohorts were selected based on their exposure to residents and fellows during their time in the DPT program. Students from the identified cohorts were invited to complete a web-based survey and participate in virtual interviews. An inductive content analysis approach was employed to identify and refine codes and establish themes.</p><p><strong>Results: </strong>Twenty-three percent of students completed the survey (52), and 42 completed the interview. Seventy-three percent of students acknowledged that a residency and fellowship program associated with the DPT program positively enriched their educational experience. Additionally, 50% of students indicated that access to residents and fellows influenced their decision to pursue a residency or fellowship.</p><p><strong>Conclusion: </strong>The findings suggest that integrating residents and fellows within a DPT program positively influences students' educational experiences and professional development within a single university setting. While these results are encouraging, additional research is warranted to deepen our understanding of this relationship.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12671450/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770427","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":"Examining relationships between the clinical learning environment and clinical reasoning in physical therapy education.","authors":"Sidney M Stoddard, Lori Kupczynski, Crissie M Jameson","doi":"10.52214/jcept.v7.12874","DOIUrl":"10.52214/jcept.v7.12874","url":null,"abstract":"<p><strong>Purpose: </strong>Newly graduated physical therapists are expected to demonstrate high levels of clinical reasoning. Doctor of Physical Therapy (DPT) programs should ensure clinical education experiences foster clinical reasoning. Minimal evidence exists regarding factors that influence physical therapy clinical learning environments (CLE). The purpose of this study was to examine associations between factors DPT students perceive to impact CLE and students' self-efficacy in clinical reasoning.</p><p><strong>Methods: </strong>This quantitative exploratory correlational study electronically surveyed 45 graduate physical therapy students enrolled in their final year of DPT education programs upon completing their terminal clinical education experience. The Physical Therapy Self-Efficacy Scale and the abbreviated Clinical Learning Environment Inventory-19 (CLEI-19) were used to assess self-efficacy in clinical reasoning and perceived personalization, student involvement, task orientation, innovation, and student satisfaction in CLE, respectively. Inferential and descriptive statistics assessed the relationships between self-efficacy in clinical reasoning and the previously mentioned CLEI-19 factors.</p><p><strong>Results: </strong>Very weak to weak, positive relationships that were not statistically significant were identified between self-efficacy in clinical reasoning and perceived personalization (<i>r</i> _s(43) = 0.21, <i>P</i> = 0.163), student involvement (<i>r</i> _s(43) = 0.14, <i>P</i> = 0.375), task orientation (<i>r</i> _s(43) = 0.03, <i>P</i> = 0.867), innovation (<i>r</i> _s(43) = 0.16, <i>P</i> = 0.286), and student satisfaction (<i>r</i> _s(43) = 0.28, <i>P</i> = 0.064), respectively, in CLE.</p><p><strong>Conclusion: </strong>DPT programs can use this study to determine which factors in physical therapy CLE relate to self-efficacy in clinical reasoning. The results of this study can be used to guide future research in identifying perceived influential factors in physical therapy CLE.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12625167/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770463","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":"Physical therapist student and clinical instructor perceptions of the Clinical Performance Instrument 3.0 (CPI 3.0): an exploratory descriptive study.","authors":"Ruth Lyons Hansen, Danielle Struble-Fitzsimmons, Kathryn Ryans","doi":"10.52214/jcept.v7.13048","DOIUrl":"10.52214/jcept.v7.13048","url":null,"abstract":"<p><strong>Purpose: </strong>The Clinical Performance Instrument (CPI) has been adopted by US academic physical therapist (PT) programs as a key measure of clinical education performance. In May 2023, the APTA released an updated version, the CPI 3.0, which included significant changes. The purpose of this study was to explore perceptions of students (SPTs) and clinical instructors (CIs) who were the initial users of the CPI 3.0.</p><p><strong>Methods: </strong>Retrospective study utilizing an investigator-created electronic survey meant to measure the constructs of technology, scoring, and stakeholder burden compared to the previous version. The survey was sent out to five cohorts of students and their CIs who used the CPI 3.0 for a full-time clinical experience during the inaugural release. IRB approval was obtained.</p><p><strong>Results: </strong>Students (<i>n</i> = 63) and CIs (<i>n</i> = 47) reported that the CPI 3.0 platform was easy to access (95.2% SPT; 76.6% CI) and navigate (93.5% SPT; 72.3% CI). However, submission problems were experienced. More than 90% of students and CIs agreed that the CPI 3.0 was able to capture an accurate reflection of student performance. In addition, 91.1% of CIs reported that the tool would enable them to capture student performance difficulties that would put them at risk of not passing. Those that used the previous version of the CPI agreed that the CPI 3.0 was less time consuming (64.3% SPT; 76.3% CI) and burdensome (60.5% SPT; 68.4% CI).</p><p><strong>Conclusion: </strong>Students and CIs perceived the CPI 3.0 favorably in terms of ability to capture performance, time to complete, and overall burden.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12625157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770455","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":"The relationship between physical therapy students' communication skills during a standardized patient examination and professionalism domain performance on a first full-time clinical experience: an exploratory cohort study.","authors":"Darryl Young, Marissa Hanlon, Carol Recker-Hughes, Carol Sames, Kevin Neville, Lauren Germain","doi":"10.52214/jcept.v7.12831","DOIUrl":"10.52214/jcept.v7.12831","url":null,"abstract":"<p><strong>Purpose: </strong>Physical therapy education lacks validated tools for assessing student communication and professional behavior skills before clinical experiences (CE). The Gap Kalamazoo Communication Skills Assessment Form (GKCSAF) has been used in medical education to assess student communication skills. This study investigated: (1) the relationship between scores on a modified GKCSAF (mGKCSAF) during a standardized patient (SP) examination and professionalism domain scores on the Clinical Performance Instrument 2.0 (CPI) during a first full-time CE1 and (2) differences in mGKCSAF ratings across SPs, clinical instructors (CIs), and student self-assessments.</p><p><strong>Methods: </strong>This retrospective study examined data from 73 first-year physical therapy students who completed a SP examination and were scored using the mGKCSAF before CE1. The mGKCSAF was scored by SPs, CIs, and the students themselves. At the end of CE1, students were assessed using the CPI. Spearman's rank-order correlations were used to determine the relationship between mGKCSAF scores and five professionalism domain scores on the CPI. A one-way Analysis of Variance (ANOVA) was performed to compare mGKCSAF ratings across rater groups. Post hoc Tukey's Honest Significant Difference (HSD) tests further explored differences among rater groups. G*Power analysis confirmed sufficient sample size.</p><p><strong>Results: </strong>Small statistically significant correlations existed between mGKCSAF SP ratings and CI CPI ratings during CE1 in professionalism domain categories. Student mGKCSAF self-assessment scores were significantly lower than assessments by SPs and CIs.</p><p><strong>Conclusion: </strong>The mGKCSAF may be an effective tool to assess physical therapy student communication skills before CE1 when it is scored by SPs.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12625165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770448","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":"Association of residents' personality traits with clinical performance in an orthopedic physical therapy residency program.","authors":"Kathleen T Geist, Vincent Carter, Leda McDaniel, Zachary Walston","doi":"10.52214/jcept.v7.12377","DOIUrl":"10.52214/jcept.v7.12377","url":null,"abstract":"<p><strong>Purpose: </strong>Despite the lack of validity and reliability, residency programs use various assessments to admit residents and anticipate their future performance that include admission interviews and letters of recommendation. The purpose of this study is to examine whether there is a valid, reliable, or predictive association between physical therapy residents' personality traits and their clinical performance in the domains of live patient examination, clinical productivity, and patient satisfaction during residency training.</p><p><strong>Methods: </strong>This study was an observational cohort study. Each resident completed a standardized 16 Personal Factors Questionnaire (16 PF) on their respective hire date prior to matriculation in the physical therapy residency program.</p><p><strong>Results: </strong>Results of the Spearman's rho correlation indicated there was a strong positive association between those residents who were classified as more even-keeled (<i>r</i> = 0.473; <i>p</i> = 0.02) and meeting clinical productivity goals at 3 months. Better performance on the live patient examination was associated with residents who were identified as being people-oriented (<i>r</i> = 0.531; <i>p</i> = 0.02), gregarious (<i>r</i> = 0.464; <i>p</i> = 0.04), and fearless (<i>r</i> = 0.521; <i>p</i> = 0.02), while worse performance was associated with residents who were self-disclosing (<i>r</i> = -0.673; <i>p</i> = 0.00) and self-confident (<i>r</i> = -0.520; <i>p</i> = 0.02).</p><p><strong>Conclusions: </strong>Identification of residents' personality traits may be helpful in determining whether residents are likely to meet expectations in the domains of clinical productivity and performance on a live patient examination during the first 3 months of a post-professional physical therapy residency program.</p><p><strong>Mesh terms: </strong><i>cohort studies</i>; <i>post-professional education</i>; <i>orthopedics</i>.</p>","PeriodicalId":521152,"journal":{"name":"Journal of clinical education in physical therapy","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12625159/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770433","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}